Pembina Trails School Division
2 Pembina Trails School Division_G5 Report 2015-2016 Portions of the SDQ displayed in this Report are Robert Goodman, 2005.
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
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)
Student Services Administrators Association of Manitoba (SSAAM)
University of Manitoba (UM)
Winnipeg Jets True North Foundation
The Grade 5 Mental Health Survey is comprised primarily of the internationally validated Strengths and Difficulties Questionnaire. The Strengths and Difficulties 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: www.sdqinfo.org. 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 firstname.lastname@example.org.
Pembina Trails School Division_G5 2015-2016 3 Portions of the SDQ displayed in this Report are Robert Goodman, 2005.
5 Subscales 5
Impact Score 5
Average Score Results 6
Percentile Results 7
Descriptive Results 8
Percentile and Average Scores 9
4 Pembina Trails School Division_G5 Report 2015-2016 Portions of the SDQ displayed in this Report are Robert Goodman, 2005.
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 sub-populations: e.g., girls/boys, Indigenous (First Nations, Inuit, and Mtis) and newcomer students.
The results of the Grade 5 Mental Health Survey will not be used for the individual assessment of students.
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 province-wide voluntary "census" of Grade 5 mental health was launched in May 2016.
The Grade 5 Mental Health Survey (G5 Survey) was collected in 32 out of Manitobas 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 Difficulties 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 4-17. 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 11-17.
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 SDQs 25 core items. The G5 Teacher-Completed Survey includes the SDQ Impact Supplement. The G5 Student-
Pembina Trails School Division_G5 2015-2016 5 Portions of the SDQ displayed in this Report are Robert Goodman, 2005.
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.
Impact Score (Teacher-Completed) Not at all Only a little A medium amount
A great deal
Difficulties upset or distress child 0 1 2 3
Difficulties interfere with peer relationships 0 1 2 3
Difficulties interfere with classroom learning 0 1 2 3
5 Subscales 25 Items Not true
Considerate of other peoples feelings 0 1 2
Shares readily with other youth, for example pencils, books, food
0 1 2
Helpful if someone is hurt, upset or feeling ill 0 1 2
Kind to younger children 0 1 2
Often offers to help others (parents, teachers, children)
0 1 2
Often complains of headaches, stomach-aches or sickness
0 1 2
Many worries or often seems worried 0 1 2
Often unhappy, depressed or tearful 0 1 2
Nervous in new situations, easily loses confidence 0 1 2
Many fears, easily scared 0 1 2
Peer Relationship Problems
Would rather be alone than with other youth 0 1 2
Has at least one good friend 2 1 0
Generally liked by other youth 2 1 0 Picked on or bulled by other youth 0 1 2 Gets on better with adults than with other youth 0 1 2
Often loses temper 0 1 2
Generally well behaved, usually does what adults request
2 1 0
Often fights with other youth or bullies them 0 1 2
Often lies or cheats 0 1 2
Steals from home, school or elsewhere 0 1 2
Hyperactivity / Inattention
Restless, overactive, cannot stay still for long 0 1 2
Constantly fidgeting or squirming 0 1 2
Easily distracted, concentration wanders 0 1 2
Thinks things out before acting 2 1 0
Good attention span, sees work through to the end 2 1 0
6 Pembina Trails School Division_G5 Report 2015-2016 Portions of the SDQ displayed in this Report are Robert Goodman, 2005.
Range of Average Scores
1. Prosocial Behaviour 0-10*
2. Emotional Symptoms 0-10
3. Peer Relationship Problems 0-10
4. Conduct Problems 0-10
5. Hyperactivity/Inattention 0-10
Internalizing (subscales 2 and 3) 0-20
Externalizing (subscales 4 and 5) 0-20
Total Difficulties (subscales 2,3,4 and 5) 0-40
Impact Score 0-9
Self-Rated Health 0-4
Self-Rated Mental Health 0-4
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 Difficulties: For each child, an overall Total Difficulties 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 Difficulties score can range from 0-40. Scores are aggregated to produce a group average score.
Internalizing / Externalizing: Both internalizing and externalizing behaviours are reactions to a youths experience of stress. Those with internalizing behaviours may react inwards, towards the sel