Pembina Trails School Division

Transcription

1 Pembina Trails School Division

2 We extend our appreciation to all of our partners for their hard work and commitment to Manitoba's first-ever province-wide survey of mental health in middle childhood. Also, our gratitude to the local Grade 5 Mental Health Survey School Coordinators and their support staff for everything they did to make the implementation of the G5 Survey a success. And a very special thanks to all of the incredible teachers and their students who committed their time and energy to filling out the questionnaires. Without you, none of this would have been possible. Healthy Child Manitoba Office (HCMO) works closely with many partners who are integral to the overall success of the Grade 5 Survey: Manitoba Association of School Business Officials (MASBO) Manitoba Association of School Superintendents (MASS) Manitoba Child Care Association (MCCA) Manitoba Education and Training (MET) Manitoba Families (FAM) Manitoba School Boards Association (MSBA) Manitoba School Divisions Manitoba Teachers Society (MTS) Research Manitoba Student Services Administrators Association of Manitoba (SSAAM) University of Manitoba (UM) Winnipeg Jets True North Foundation COPYRIGHT NOTICE: The Grade 5 Mental Health Survey is comprised primarily of the internationally validated Strengths and Questionnaire. The Strengths and Questionnaires, whether in English or in translation, are copyright documents that are not in the public domain. As such, they may not be modified in any way (e.g. changing the wording of questions, adding questions or administering only subsets of questions). This is to ensure that the SDQ is fully comparable across studies and settings. Similarly, to ensure high quality and consistency, unauthorized translations are not permitted. Paper versions may be downloaded and subsequently photocopied without charge by individuals or non-profit organizations provided they are not making any charge to families. Please visit: Users are not permitted to create or distribute electronic versions for any purpose without prior authorization from youthinmind. If you are interested in making translations or creating electronic versions you MUST first contact youthinmind@gmail.com. 2 Pembina Trails School Division_G5 Report

3 5 Subscales 5 Impact Score 5 Introduction 6 Average Score Results 6 Percentile Results 7 Descriptive Results 8 Percentile and Average Scores 9 Pembina Trails School Division_G

4 In May 2015, the Healthy Child Committee of Cabinet, on behalf of the Manitoba government, announced the province's Child and Youth Mental Health (CYMH) Strategy. Building on deep, collective commitment to improve the mental health and well-being of all our children and youth (prenatal - adulthood), Manitoba directed a process to strengthen our population-level knowledge of child and youth mental health in the middle years, between early childhood and high school. As part of the process, Manitoba's first-ever provincewide voluntary "census" of Grade 5 mental health was launched in May Completed Survey includes two questions on self-rated health and self-rated mental health from Statistics Canada's Canadian Community Health Survey, as well as demographic questions regarding important subpopulations: e.g., girls/boys, Indigenous (First Nations, Inuit, and Métis) and newcomer students. The results of the Grade 5 Mental Health Survey will not be used for the individual assessment of students. The Grade 5 Mental Health Survey (G5 Survey) was collected in 32 out of Manitoba s 37 school divisions. It was also collected in 8 Independent schools and 10 First Nation-operated schools. The G5 Survey is comprised primarily of the internationally validated Strengths and Questionnaire (SDQ). Developed by Robert Goodman in 1997, the SDQ is one of the most widely used brief questionnaires for measuring the mental health of children aged The SDQ focuses on positive attributes as well as risk symptoms regarding child or youth behaviour in the past six months. The results of the SDQ provide information across multiple subscales which may be used to inform planning, intervention, and measuring progress over time. The SDQ consists of 25 core items (brief version) with an optional impact supplement and/or follow-up form (extended versions). The SDQ can be administered to parents and teachers of children aged 4-17, and to youth aged The G5 Survey was administered to teachers of youth in Grade 5 (teacher-completed) and to youth in Grade 5 (student-completed). Both surveys use the SDQ s 25 core items. The G5 Teacher-Completed Survey includes the SDQ Impact Supplement. The G5 Student- 4 Pembina Trails School Division_G5 Report

5 The 25 core items of the SDQ are divided into five subscales: prosocial behaviour, emotional symptoms, peer relationship problems, conduct problems, and hyperactivity/inattention. Somewhat true is always scored as 1, but the scoring of Not true and Certainly true varies according to each item. The impact score adds the scores on distress, peer relationships and classroom learning. A 0123 scale for each item is used: 0 = Not at all, 1 = Only a little, 2 = A medium amount, 3 = A great deal. The impact score ranges from 0-9. See more details on the following page. Not true Somewhat true Certainly true Considerate of other people s feelings Shares readily with other youth, for example pencils, books, food Helpful if someone is hurt, upset or feeling ill Kind to younger children Often offers to help others (parents, teachers, children) Often complains of headaches, stomach-aches or sickness Many worries or often seems worried Often unhappy, depressed or tearful Nervous in new situations, easily loses confidence Many fears, easily scared Would rather be alone than with other youth Has at least one good friend Generally liked by other youth Picked on or bulled by other youth Gets on better with adults than with other youth Often loses temper Generally well behaved, usually does what adults request Often fights with other youth or bullies them Often lies or cheats Steals from home, school or elsewhere Restless, overactive, cannot stay still for long Constantly fidgeting or squirming Easily distracted, concentration wanders Thinks things out before acting Subscales 25 Items Prosocial Behaviour Emotional Symptoms Peer Relationship Problems Conduct Problems Hyperactivity / Inattention Good attention span, sees work through to the end Impact Score (Teacher-Completed) Not at all Only a little A medium amount A great deal upset or distress child interfere with peer relationships interfere with classroom learning Pembina Trails School Division_G

6 Calculations for the G5 Teacher-Completed Survey and the G5 Student-Completed Survey are made separately. Average score results and percentile results are provided for each survey group. This Report will take a closer look at both of these types of calculations and provide some tips on how to interpret the results. 5 Subscales: The 25 core items of the SDQ are divided into five subscales: prosocial behaviour, emotional symptoms, peer relationship problems, conduct problems and hyperactivity/inattention. Using the survey responses, each child receives a score between 0 and 10 for each of the 5 subscales. Scores are aggregated to produce a group average score. Total : For each child, an overall Total score is produced by adding together the scores of the last four subscales: emotional symptoms, peer relationship problems, conduct problems and hyperactivity/inattention (i.e., excluding prosocial behaviour). The Total score can range from Scores are aggregated to produce a group average score. Internalizing / Externalizing: Both internalizing and externalizing behaviours are reactions to a youth s experience of stress. Those with internalizing behaviours may react inwards, towards the self (e.g., social withdrawal, negative perceptions of self-worth). In contrast, those with externalizing behaviours may react outwards, towards others (e.g., aggression, disruption). For each child, an internalizing score is produced by adding together the scores of the subscales: emotional symptoms and peer relationship problems. An externalizing score is produced by adding together the scores of the subscales: conduct problems and hyperactivity / inattention. Both the internalizing and externalizing score can range from Scores are aggregated to produce a group average score. Impact Score: The G5 Teacher-Completed Survey asks teachers whether they think a child has difficulties in one or more of the following areas: emotions, concentration, behaviour or being able to get along with other people. If a teacher perceives a child as having difficulties, the survey inquires further about whether the teacher thinks these difficulties upset or distress the student, interfere with a student s peer relationships, or interfere with classroom learning. These three items can be summed to generate an impact score for each child that ranges from 0-9. Scores are aggregated to produce a group average score. Self-Rated Health / Mental Health: The G5 Student- Completed Survey includes two questions on self-rated health and mental health ( In general, would you say your health is...? /mental health is...? ). Individual scores can range from 0 (Poor) to 4 (Excellent). Scores are aggregated to produce a group average score. The table below summarizes the range of these average scores: Range of Average Scores 1. Prosocial Behaviour 0-10* 2. Emotional Symptoms Peer Relationship Problems Conduct Problems Hyperactivity/Inattention 0-10 Internalizing (subscales 2 and 3) 0-20 Externalizing (subscales 4 and 5) 0-20 Total (subscales 2,3,4 and 5) 0-40 Impact Score 0-9 Self-Rated Health 0-4 Self-Rated Mental Health 0-4 Low average SDQ scores indicate the absence of a problem and high average SDQ scores indicate the degree of a problem. *The prosocial behaviour subscale is reversed; i.e. higher average scores are preferable. For self-rated health and mental health, high average scores indicate positive health or mental health, while low average scores indicate poor health or mental health. When interpreting average SDQ score results, in general, you want to see LOW numbers (with the exception of the prosocial behaviour subscale, which is reversed). 6 Pembina Trails School Division_G5 Report

7 In addition to average scores, survey results are also shown using percentiles. Percentiles are used to help determine the proportion of children in a school division that fall within four categories (depending on how high or low the scores are): 1) No The percentage of children scoring between Manitoba s 0 and 80 th percentile. 2) Some The percentage of children scoring between Manitoba s 80 th and 90 th percentile. 3) The percentage of children scorings between Manitoba s 90 th and 95 th percentile. 4) Very The percentage of children scoring between Manitoba s 95 th and 100 th percentile. It is anticipated that the data collected from your site (e.g. School Division) will be similar to Manitoba s baseline data sample. If the data collected from your site is similar to Manitoba s baseline data sample, this means that your site is essentially on par with the rest of Manitoba. On the other hand, if the data collected from your site is different from Manitoba s baseline data sample this may be interpreted as either a need or a strength (depending on the direction of results). When interpreting percentile results, the more children with No, the better. Alternatively, the more children who are categorized as Very, the more concern. The table below can be used as a quick reference table. It also includes some more tips on how to interpret percentile results found throughout the rest of this report. Interpreting School Division Percentiles: Quick Reference Table No Some Very The percentage of children scoring between Manitoba s 0 to 80th percentile The percentage of children scoring between Manitoba s 80th and 90th percentile The percentage of children scoring between Manitoba s 90th and 95th percentile The percentage of children scoring between Manitoba s 95th and 100th percentile Anything 80% or HIGHER the better. Anything 10% or LOWER, the better. Anything 5% or LOWER, the better. Anything 5% or LOWER, the better. We want to see HIGH numbers. We want to see LOW numbers. We want to see LOW numbers. We want to see LOW numbers. The MORE children with No difficulties, the better. The MORE children with Some, the more concern. The MORE children who are categorized as, the more concern. The MORE children who are categorized as Very, the more concern. Pembina Trails School Division_G

8 Descriptive Results The table below provides the student information for the G5 Survey in your site. It is based on the number of Student-Completed Surveys. Note: The survey response options related to self-identity are multiple response; i.e., the total in the self-identity category may add up to more than 100%. The Number of Surveys Used in the Table Below 927 Student-Completed Average Age 10.8 Years Number of Boys 453 (48.9%) Number of Girls 448 (48.3%) Immigrated Recently (past two years) 47 (5.1%) Immigrated Recently (past five years) 116 (12.5%) Canada 675 (72.8%) North America 34 (3.7%) Born in... South America 7 (0.8%) Asia 97 (10.5%) Europe 20 (2.2%) Africa 44 (4.7%) Self Identify as... Note: students can answer more than one ethnicity Australia 1 (0.1%) Arab 31 (3.3%) Asian 138 (14.9%) Black 44 (4.7%) Filipino 38 (4.1%) Latin American 8 (0.9%) White 379 (40.9%) First Nations 62 (6.7%) Inuit 2 (0.2%) Métis 28 (3.0%) Other 122 (13.2%) Number of self-reported ethnic identities 1 Ethnic Identity 589 (63.5%) 2 Ethnic Identities 96 (10.4%) 3 or more Ethnic Identities 21 (2.3%) No Response 221 (23.8%) 8 Pembina Trails School Division_G5 Report

9 Percentiles and Average Scores The tables below show the proportion of children in your site with scores that reflect: 1) No ; 2) Some ; 3) ; and 4) Very (as measured against Manitoba s baseline sample). The average score results are also presented (far right column). See pages 6-7 for help interpreting results. Reader s Tip: When interpreting average SDQ score results, in general, you want to see LOW numbers (with the exception of the prosocial behaviour subscale). When interpreting self-rated health/mental health, you want to see HIGH numbers. The Number of Surveys Used in the Table Below 979 Teacher-Completed No Some Very Average Scores 1. Prosocial Behaviour 87% 6% 3% 4% Emotional Symptoms 83% 6% 6% 5% Peer Relationship Problems 85% 9% 2% 3% Conduct Problems 83% 10% 4% 3% Hyperactivity/Inattention 83% 8% 9% 0% 3.0 Internalizing (subscales 2 and 3) 81% 9% 4% 6% 3.3 Externalizing (subscales 4 and 5) 83% 11% 3% 4% 4.0 Total (subscales 2,3,4 and 5) 81% 9% 5% 4% 7.3 Impact Score 83% 6% 7% 3% 1.9 The Number of Surveys Used in the Table Below 927 Student-Completed No Some Very Average Scores 1. Prosocial Behaviour 85% 13% 0% 2% Emotional Symptoms 84% 7% 6% 2% Peer Relationship Problems 86% 6% 3% 3% Conduct Problems 87% 6% 2% 3% Hyperactivity/Inattention 83% 11% 3% 2% 3.2 Internalizing (subscales 2 and 3) 87% 6% 1% 5% 5.1 Externalizing (subscales 4 and 5) 84% 7% 6% 2% 4.7 Total (subscales 2,3,4 and 5) 83% 7% 4% 4% 9.8 Student-Completed Excellent Very Good Pembina Trails School Division_G Good Fair Poor Average Scores 0 = Poor 4 = Excellent Self-Rated Health 41% 34% 18% 4% 1% 3.1 Self-Rated Mental Health 42% 31% 14% 4% 2% 3.1

10 Healthy Child Manitoba Office 3rd floor Bannatyne Avenue Winnipeg, Manitoba R3A 0E2 Phone: Toll free: Fax: healthychild@gov.mb.ca Alternate formats available upon request 10 Pembina Trails School Division_G5 Report