blf17 - 20 Second School Measuresbl 17 03 17b
blf17 - 20 Second School Measuresbl 17 03 17b
blf17 - 20 Second School Measuresbl 17 03 17b
Wellbeing Measurement
Framework for Secondary Schools
The development of the wellbeing measurement
framework has been a collective effort to support
the mental wellbeing of 10 – 16 year olds.
HeadStart and the wellbeing measurement framework
This framework was developed in the context of the HeadStart programme, funded by the Big Lottery Fund.
HeadStart aims improve the mental wellbeing of 10 – 16 year olds.
Development of the framework
The measures were selected by partnerships involved in HeadStart at the time of development in the
following areas: Birmingham, Blackpool, Cornwall, Cumbria, Kent, Kingston Upon Hull, Knowsley, Lewisham,
Middlesbrough, Newham, Southampton, and Wolverhampton. The process involved a series of facilitated
workshops and consultation with wider networks including young people and schools. The measures were
then piloted and refined.
This process was led by the Evidence Based Practice Unit (EBPU) in collaboration with the Child Outcomes
Research Consortium (CORC), the Manchester Institute of Education and Common Room, as the
organisations delivering the HeadStart Learning Programme. It is hoped that this approach will be taken
up by schools across the UK and beyond.
Organisation Role
The Big Lottery Fund is the largest distributer of money from the National
Lottery. Every year it distributes around £600 million pounds for good
causes, all thanks to the players of The National Lottery. A significant
proportion of this funding goes on strategic programmes. HeadStart is
one of those programmes.
The Evidence Based Practice Unit (EBPU) bridges cutting-edge research and
innovative practice in children’s mental health and wellbeing. EBPU are the
guardians of the academic rigour underpinning this measurement framework,
now and in the future, and are committed to finding the best ways to use
measurement of wellbeing to enhance support for children and families.
CORC is the leading membership organisation that collects and uses evidence
to improve children and young people’s mental health and wellbeing. CORC
members include mental health service providers, schools, professional
Child Outcomes
Research Consortium
Common Room represents the voice of children and young people with
experience of mental or physical health challenges. Common Room has a
network of young advisors that work with projects to help ensure that the
views of young people inform research and practice.
CONTENTS
About the wellbeing measurement framework for secondary schools 3
The Short Warwick-Edinburgh Mental Wellbeing Scale (swemwbs) 4
Strengths and Difficulties Questionnaire (sdq) s11-17 5
Measures of mechanisms supporting good outcomes 7
Trait Emotional Intelligence Questionnaire – Adolescent Short Form
(teique-asf) – self-regulation subscale 7
Perceived Stress Scale (pss) 8
Student Resilience Survey (srs) 9
Useful reading 12
Please note: This booklet is for reference use and information only. It is not intended
for the survey to be completed in this booklet format.
ABOUT THE WELLBEING MEASUREMENT
FRAMEWORK FOR SECONDARY SCHOOLS
What is it? How it was developed
A set of questionnaires which can be used to The questionnaires have been chosen to measure
measure wellbeing and resilience in children and key aspects of wellbeing and resilience.
young people.
The original set of questionnaires was
How it works co-produced with project leads who are part
of HeadStart, a programme trialling a range of
The questionnaires are completed by students initiatives for improving resilience in 10–16 year
online (generally annually). olds, funded by the Big Lottery.
In this booklet a brief overview of each
questionnaire is provided, as well as a full list of Future use
items, details of subscales and response options.
The questionnaires: The aim is that schools can use some or all of the
questionnaires included in this survey and add
• Are suitable for a reading age of 11–16 years
other questions as relevant to their context.
old and are possible to complete during
a lesson
For more information, contact:
• Include a balance of positively and negatively
[email protected]
worded questions
• Are considered to have acceptable
psychometric properties (i.e. they are reliable,
valid and sensitive to change).
Short Warwick Edinburgh Mental Wellbeing Scale (SWEMWBS) © NHS Health Scotland, University of Warwick and University of
Edinburgh, 2008, all rights reserved.
For each item, please tick the Strengthsbox for Not andTrue, Somewhat
Difficulties True or Certainly True. It would
Questionnaire S 11-17
help us if
you answered all items as best you can even if you are not absolutely certain or the item seems daft!
Please give your
For each item, answers onbox
please mark the thefor basis
Not True,of how things
Somewhat have been
True or Certainly True. Itfor you
would helpover the
us if you last six
answered months
all items as
best you can even if you are not absolutely certain or the item seems daft! Please give your answers on the basis of how things
have been for you over the last six months.
Date of Birth...........................................................
Not Somewhat Certainly
True True True
I try to be nice to other people. I care about their feelings □ □ □
I am restless, I cannot stay still for long
□ □ □
I get a lot of headaches, stomach-aches or sickness □ □ □
I usually share with others (food, games, pens etc.)
□ □ □
I get very angry and often lose my temper □ □ □
I am usually on my own. I generally play alone or keep to myself □ □ □
I usually do as I am told □ □ □
I worry a lot □ □ □
I am helpful if someone is hurt, upset or feeling ill
□ □ □
I am constantly fidgeting or squirming □ □ □
I have one good friend or more □ □ □
I fight a lot. I can make other people do what I want
□ □ □
I am often unhappy, down-hearted or tearful □ □ □
Other people my age generally like me □ □ □
I am easily distracted, I find it difficult to concentrate
□ □ □
I am nervous in new situations. I easily lose confidence □ □ □
I am kind to younger children □ □ □
I am often accused of lying or cheating □ □ □
Other children or young people pick on me or bully me □ □ □
I often volunteer to help others (parents, teachers, children) □ □ □
I think before I do things □ □ □
I take things that are not mine from home, school or elsewhere □ □ □
I get on better with adults than with people my own age □ □ □
I have many fears, I am easily scared □ □ □
I finish the work I'm doing. My attention is good □ □ □
Do you have any other comments or concerns?
Please turn over - there are a few more questions on the other side
STRENGTHS AND DIFFICULTIES
QUESTIONNAIRE (SDQ) S11-17
Overall, do you think that you have difficulties in one or more of the following areas:
emotions, concentration, behaviour or being able to get on with other people?
Yes- Yes- Yes-
minor definite severe
No difficulties difficulties difficulties
□ □ □ □
If you have answered "Yes", please answer the following questions about these difficulties:
□ □ □ □
• Do the difficulties upset or distress you?
Not Only a Quite A great
at all little a lot deal
□ □ □ □
• Do the difficulties interfere with your everyday life in the following areas?
Not Only a Quite A great
at all little a lot deal
HOME LIFE □ □ □ □
FRIENDSHIPS □ □ □ □
CLASSROOM LEARNING □ □ □ □
LEISURE ACTIVITIES □ □ □ □
• Do the difficulties make it harder for those around you (family, friends, teachers, etc.)?
Thank you very much for your help © Robert Goodman, 2005
The questions in this scale ask you about your feelings and thoughts during the last month. In
each case, please indicate with a tick how often you felt or thought a certain way.
0 1 2 3 4
STATEMENTS never almost some fairly very
never times often often
In the last month, how often have you felt that you were
unable to control the important things in your life?
In the last month, how often have you felt confident about
your ability to handle your personal problems?
In the last month, how often have you felt that things were
going your way?
In the last month, how often have you felt difficulties were
piling up so high that you could not overcome them?
Young carers are children and young people under 18 who provide regular or ongoing care to a family
member who has an illness, disability, mental health condition or drug/alcohol dependency.
Yes
No
at school, there is an adult who... never always
... I trust 1 2 3 4 5