Reducing barriers to learning.

Here is a bank of all of the tools, resources and links you can find throughout the 'Assess' section of the website. If you can't see what you're looking for but you know which stage of education you're looking for support with, don't forget to check that section on the here

   Adolescent Well-Being Scale

This a self-rating scale for depression in young people aged 11-16 years. Available here.

It involves 18 questions each relating to different aspects of an adolescent’s life, and how they feel about these. The scale is intended to enable practitioners to gain more insight and understanding into how an adolescent feels about their life. A score of 13 or more has been found to indicate the likelihood of a depressive disorder.

   Boxall Profiles

The Boxall Profile is an observational tool that focuses on identifying children’s developmental needs and the levels of skills they possess to access learning. It supports staff in developing greater observational skills and deepens understanding of children’s difficulties and can support the development of interventions. It is used extensively as part of monitoring nurture group provision.

Find more information here.

   Butler Self-Image Profile

The Self Image Profiles (SIP) are brief self report measures that tap the individual’s theory of self. There are 2 forms; the SIP-C for children aged 7 to 11 years and the SIP-A for adolescents aged 12 to 16 years. The SIP provides a visual display of self-image, enabling the child / young person to reveal to him / herself, as well as to the clinician, the way in which
they construe themselves as they complete it. The SIP also provides a measure of self-esteem, which is calculated by the discrepancy between ratings of ‘How I am’ and ‘How I would like to be’. The SIP can be used in both an educational context by :

Specialist Support Services and
Educational Psychologists, and in health service environments by Psychologists,
Paediatricians, School Nurses, Counsellors and Specialists working with children and adolescents.

   PASS survey

Pupil Attitudes to Self and School (PASS) is an all-age attitudinal survey that provides a measurement of a pupil’s attitudes towards themselves as learners and their attitudes towards school, suitable for pupils aged 4 to 18+.

Available here.

   Robin Banerjee’s* Socio-Emotional Profile Questionnaires

Socio-Emotional profile questionnaires are designed to help you gain additional information about a child or young person’s emotional health and well-being, as well as to give a picture of the peer relationships and levels of social acceptance and rejection within a class or tutor group.

There are two types of surveys (with two variations of those dependent on the pupils age) :

  1. 'My Feelings':
    • This questionnaire concerns pupils' social and emotional experiences. Dependent on the pupil's age, they are asked to respond to between 20 & 43 questions covering a range of topics such as:
      • Positive social experiences at school
      • Negative social experiences at school
      • Negative emotions (e.g. feeling sad, worried, or scared) at school
      • Self-perceptions
      • Anxiety, depressive symptoms & sadness

  2. 'My Class':
    • This questionnaire asks pupils, dependent on their age, to nominate peers that they:
      • Most like
      • Least like
      • See as kind and cooperative
      • See as shy
      • See as leaders

Find out more and download free socio-emotional questionnaires from the University of Sussex website here.

*Professor Robin Banerjee is Professor of Developmental Psychology (Psychology, Mental Health Practice) at the University of Sussex and co-editor of the journal Infant and Child Development (Online ISSN: 1522-7219)

   Strengths and Difficulties Questionnaire

What is the SDQ?

The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire designed for 3-16 year olds.

It exists in several versions to meet the needs of researchers, clinicians and educationalists. Available here.

   The Leuven Scale

This tool has been developed by a team based at the Research Centre for Experiential Education (Leuven University – Belgium) under the supervision of Dr. Ferre Laevers. The tool focuses on two central indicators when planning any educational setting: ‘Wellbeing’ and ‘Involvement’. Wellbeing refers to feeling at ease, being spontaneous and free of emotional tensions and is crucial to secure ‘mental health’. Wellbeing is linked to self-confidence, a good degree of self-esteem and resilience. Involvement refers to being intensely engaged in activities and is considered to be a necessary condition for deep level learning and development.

Assessment of Wellbeing and Involvement

Laevers has created a 5 point scale to measure both wellbeing and involvement. If there is a lack of wellbeing and or involvement, it is likely a child’s development will be threatened. The higher the levels of wellbeing and involvement we can achieve for the child, the more we can add to the child’s development. When there are high levels of wellbeing and involvement, we know that deep level learning is taking place.

The evaluation starts with assessing the levels of wellbeing and involvement using the tables.

The procedure is simple and can be compared to ‘scanning’: observe the children for about two minutes to ascertain the general levels of wellbeing and involvement using the five-point scale. The observation can focus on groups of children or can be used to focus on a particular individual. Unless a child is operating at 4 or 5, learning will be limited. However, children cannot peak at levels 4 or 5 all the time and levels will fluctuate throughout the day.

Leuven Scale of Wellbeing

  1. Extremely Low - The child clearly shows signs of discomfort such as crying or screaming. They may look dejected, sad, frightened or angry. The child does not respond to the environment, avoids contact and is withdrawn.
  2. Low - The posture, facial expression and actions indicate that the child does not feel at ease. However, the signals are less explicit than under level 1 or the sense of discomfort is not expressed the whole time.
  3. Moderate - The child has a neutral posture. Facial expression and posture show little or no emotion. There are no signs indicating sadness or pleasure, comfort or discomfort.
  4. High - The child shows obvious signs of satisfaction (as listed under level 5). However, these signals are not constantly present with the same intensity.
  5. Extremely High - The child looks happy and cheerful, smiles, cries out with pleasure. They may be lively and full of energy. Actions can be spontaneous and expressive. The child may talk to him/herself, play with sounds, hum, sing. The child appears relaxed and does not show any signs of stress or tension. He / she is open and accessible to the environment. The child expresses self-confidence and self-assurance.

Leuven Scale of Involvement

Reference: Well-being and Involvement in Care Settings. A Process-oriented Self-evaluation Instrument, Ferre Laevers (Ed.) Research Centre for Experiential Education, Leuven University. ISBN: 978-90-77343-76-8)

Level Involvement Signals:

  1. Extremely Low - Activity is simple, repetitive and passive. The child seems absent and displays no energy. They may stare into space or look around to see what others are doing.
  2. Low - Frequently interrupted activity. The child will be engaged in the activity for some of the time they are observed, but there will be moments of non-activity when they will stare into space, or be distracted by what is going on around.
  3. Moderate - Mainly continuous activity. The child is busy with the activity but at a fairly routine level and there are few signs of real involvement. They make some progress with what they are doing but don’t show much energy and concentration and can be easily distracted.
  4. High - Continuous activity with intense moments. The child’s activity has intense moments and at all times they seem involved. They are not easily distracted.
  5. Extremely High - The child shows continuous and intense activity revealing the greatest involvement. They are concentrated, creative, energetic and persistent throughout nearly all the observed period.
   The Warwick-Edinburgh Mental Wellbeing Scale

The Warwick-Edinburgh Mental Wellbeing scale was developed to enable the monitoring of mental wellbeing in the general population and the evaluation of projects, programmes and policies which aim to improve mental wellbeing.

It is designed to work with Children and Young People from the age of 13 (Secondary), and also works well with teachers and other educational professionals whose mental well being is closely aligned to that of their students.

To get the wellbeing score, you ask the participant to read through the following statements and tick the box that best describes their thoughts and feelings over the last two weeks.

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