Have we surveyed in your school?
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The primary-school version of the Health Related Behaviour Questionnaire (HRBQ) was introduced in 1988 after many requests by primary school teachers for an enquiry instrument similar to that available in secondary schools, but appropriate to the primary school age range. |
It is well known that several important health-related issues (such as diet, physical activity, self-esteem, drinking and smoking) have their roots in the early years. Primary-school children are often highly receptive to ideas presented by their teachers. However, the staff may have little idea where intervention is needed and at what age it is most appropriate. Introducing the questionnaire also raises interest in the topics and can begin to generate a health education agenda even before the results are returned.
The primary-school HRBQ is now in its 11th version, having gone through a process of evolution and thorough scrutiny from teaching and medical professionals alike, similar to that received by the secondary-school version.
Pupils aged 7-11 anonymously complete the questionnaire in school. It consists of 50 questions within 12 short sections:
- You and your home
- Your health
- The food you eat
- Feelings
- Your money
- Hygiene
- 'Bullies'
- Alcohol
- 'Stranger danger'
- Smoking
- Leisure time
- Growing up
The questionnaire has been used by groups of schools supported by LEA or Health Authority funding. Collective study of the results by teachers from the schools is particularly valuable, and repeated surveys can track trends and changes.
Many of the 50 questions are directly compatible with those in the secondary school version. This makes possible a unique longitudinal study, whilst maintaining continuity of the data across the primary-secondary age ranges.
The Health Authority or LEA funding the survey will receive a bound volume of the combined results, together with a list and brief description of the additional available services, which are itemised here:
The Graphical Option, with the combined results returned in the form of histograms and pie charts instead of tables.
The Community Profile service, comparing the combined survey data with SHEU nationwide data, and recording differences of 5% or more.
The Draft Report service, for authorities wishing to circulate a comprehensive survey report.
The Collaborative Written Report, with more extensive text to help clarify issues arising from the results and to inform a wider audience within the community.
Databases to match their computing requirements.
The results are presented in tabular form and returned to individual schools as a bound volume with introduction, index and a copy of the questionnaire. As part of the service the school also receives the following:
After the Survey A substantial volume of information on the potential use of the returned material in schools and with staff, parents and governors. This collection of examples of good practice is the outcome of 20 years of evolution and repeated use of the method in schools. The manual shows how specific questions link with National Curriculum requirements, and gives examples of the use of the data in health education programmes across the curriculum.
School Report This presents the principal findings from the survey, with commentary on selected questions.
Health Risk Appraisal The results of the Health Risk Appraisal calculations for individual boys and girls. PINs are used to feed back data to individuals, so protecting their identity. These results are contained within a bound document in which the basis for the calculation of the scores is carefully presented.
ADDITIONAL SERVICES have been developed to support schools. These include a wide range of opportunities for work across National Curriculum requirements, as follows:
The Graphical Option, a school's results returned in the form of histograms and pie charts instead of tables.
The Community Profile service, a comparison of the school's results with the average of all the schools taking part in the same survey. Any instances where the difference is 10% or more are detailed.
The Profile datafile: most of the school's HRBQ survey data on a diskette, for computer analysis in IT classes. The recorded behaviour of, for example, Year 10 boys and girls in their own school is more than interesting to the pupils. Links between behaviours, such as self-esteem and smoking, can be investigated.
Computer-readable tables of results to allow pupils to experiment with different forms of presentation.
Workshops, or compact and validated methods of introducing the data to pupils, parents, staff and health-care professionals.
Preparing for Life after Primary School: a set of Key Stage 2 classroom resource books for PSHE, based on information supplied by young people using the Health-Related Behaviour Questionnaire. It contains 11 titles, including Food and Nutrition, Bullying, and Exercise and Sport.
These materials have recently been released in a parallel edition by Key Curriculum Publications in their Healthy Schools series.
Health Authorities' use has led to:
1. A computer database being set up for local interrogation. (The opportunity to link with Census Survey data is available.)
2. Report writing, based upon the results. SHEU has prepared many draft reports, which have then been revised in consultation with the customer and the final version printed and circulated.
3. The establishment of the behaviour levels of defined groups of young people at a particular time.
4. Priorities being identified or confirmed for intervention programme design.
5. Results linked directly to communities:
Schools (with their permission) To help concentrate money and resources where particular schools have most need of support.
GP practices To inform and direct the health care and provision for young people within the locality served by the practice or combination of practices.
Localities or neighbourhoods In order to attribute survey response patterns to the localities where young people live, and to retain anonymity and confidentiality, a method has been designed whereby the DHA allocates its own reference numbers to different electoral wards or boroughs. Alternatively, pupils supply a sufficient part of their home postcode to reveal the enumeration district in which they live, but no more. Collecting such information enables statisticians to analyse the information in larger combinations of localities.
6. Repeat surveys monitor changes influenced by intervention programmes.
Schools
Course timing and revision
Material for courses
Co-operation with parents
Links with support agencies
Information for doctors and nurses
Clarification of policies
Schools' use has led to:
1. Clarification of course timing
2. Material for use in course work
3. Prompts for course revision, renewal and innovation
4. Supportive evidence for co-operation with parents
5. Creation and consolidation of links between the school and support agencies, e.g.:
Office of Public Health
Youth services
Health Promotion Units
Recreational facilities for young people locally
6. Information for school doctor and nurse
7. Clarification of school policies, e.g.:
Medication in school
School excursions
Sex education
Drug education
Bullying
These questions are about 'bullies'
12 Do you ever feel afraid of going to school because of bullying?
Please circle ONE answer
Never Sometimes Often Very often
13 Do you think others may fear going to school because of you?
Please circle ONE answer
Yes No Don't Know
| 14 Have any of the following happened to you in the last month? Please circle ONE number on each line |
||||
| Never | Few times | Often | Every day | |
Being teased/made fun of |
. . . 0 . . . |
. . . 1 . . . |
. . . 2 . . . |
. . . 3 |
Called nasty names |
. . . 0 . . . |
. . . 1 . . . |
. . . 2 . . . |
. . . 3 |
Pushed/hit for no reason |
. . . 0 . . . |
. . . 1 . . . |
. . . 2 . . . |
. . . 3 |
Had belongings taken/broken |
. . . 0 . . . |
. . . 1 . . . |
. . . 2 . . . |
. . . 3 |
Been threatened for no reason |
. . . 0 . . . |
. . . 1 . . . |
. . . 2 . . . |
. . . 3 |
Been asked for money |
. . . 0 . . . |
. . . 1 . . . |
. . . 2 . . . |
. . . 3 |
Been ganged up on |
. . . 0 . . . |
. . . 1 . . . |
. . . 2 . . . |
. . . 3 |
Other (please circle number and |
. . . 0 . . . |
. . . 1 . . . |
. . . 2 . . . |
. . . 3 |
If you have circled ALL '0's in Question 14, go to Question 16 ==>
| 15 Where did they happen? Please circle ONE answer on each line |
||
| At or near home | Yes | No |
| On the way to or from school | Yes | No |
| During lesson time | Yes | No |
| In a classroom (playtime/lunchtime) | Yes | No |
| In the toilets | Yes | No |
| In the corridors | Yes | No |
| Outside at school (playtime/lunchtime) | Yes | No |
| Other (please write) | Yes | No |
Please contact Angela Balding (Tel: 01392 667272) for details.