These pages provide information for teachers and
other
professionals interested in using the
Socio-Emotional Profile Questionnaires
Two questionnaires are currently available for pupils in primary and secondary schools: My Feelings and My Class. They 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.
The questionnaires are located here
and you
can try them out by using the following log-in details:
Class code: admin
Password: test
There are separate versions for pupils in
Years 1-2 and for pupils in Years 3 and above.
Years 1 and 2
1. My
Feelings
This questionnaire concerns pupils' social and emotional
experiences. Pupils are asked to respond to a total of 20
questions covering:
- positive social experiences at school
- negative social experiences at school
- negative emotions (e.g. feeling sad, worried, or scared) at school
2. My Class
This 'sociometric' questionnaire asks pupils to nominate the peers that
they:
- most like
- least like
Years 3 and above
1. My
Feelings
This questionnaire concerns pupils' social and emotional
experiences. Pupils are asked to respond to a total of 43
questions covering:
- positive social experiences at school
- negative social experiences at school
- anger
- depressive symptoms and sadness
- anxiety
- negative emotions (anger, sadness, anxiety) at school
- negative emotions (anger, sadness, anxiety) at home
- self-perceptions
2. My Class
This 'sociometric' questionnaire asks pupils to nominate the peers that
they:
- most like
- least like
- see as kind and cooperative
- see as disruptive
- see as shy
- see as starting fights
- see as leaders
References to relevant research and measurement tools
The Socio-Emotional Profile Questionnaires are based on an extensive body of research in the area of developmental psychology, focused particularly on socio-emotional and clinical dimensions of children's development.
The My Class survey is based on over three decades of work on sociometric procedures, and provides a simple implementation of very widely-used nomination procedures for capturing levels of acceptance, rejection, and socio-behavioural reputation within the peer group. For further reading on sociometric approaches to children's peer relations, see the following examples:
Banerjee, R. (2002). Audience effects on self-presentation in childhood. Social Development, 11, 487-507
Banerjee, R., Watling, D., & Caputi, M. (2011). Peer relations and the understanding of faux pas: Longitudinal evidence for bidirectional associations. Child Development, 82, 1887-1905.
Caputi, M., Lecce, S., Pagnin, A., & Banerjee, R. (2012). Longitudinal effects of theory of mind on later peer relations: The role of prosocial behaviour. Developmental Psychology, 48, 257-270
Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18, 557-570.
Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships, and peer networks. Journal of School Psychology, 41, 235-284.
Newcomb, A. F., Bukowski, W. M., & Pattee, L. (1993). Children's peer relations: a meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113(1), 99-128.
The My Feelings survey connects with a large body of work on children's socio-emotional development and clinical difficulties. It should be noted that much more elaborate measures (some with standardised population norms) exist for many of the constructs in this survey, and these should be considered for more in-depth analyses of child and school functioning. For further reading and guidance on this work, see the following examples:
Beck, J. S. (2001). Manual for the Beck Youth Inventories of emotional and social adjustment. San Antonio, TX: Psychological Corporation.
Birmaher, B., Khetarpal, S., Brent, D., Cully, M., Balach, L., Kaufman, J., & Neer, S. M. (1997). The Screen for Child Anxiety Related Emotional Disorders (SCARED): Scale construction and psychometric characteristics. Journal of the American Academy of Child & Adolescent Psychiatry, 36, 545-553.
Chorpita, B. F., Yim, L., Moffitt, C., Umemoto, L. A., & Francis, S. E. (2000). Assessment of symptoms of DSM-IV anxiety and depression in children: A revised child anxiety and depression scale. Behaviour Research and Therapy, 38, 835-855.
del Barrio, V., Aluja, A., & Spielberger, C. (2004). Anger assessment with the STAXI-CA: Psychometric properties of a new instrument for children and adolescents. Personality and Individual Differences, 37(2), 227-244.
Kovacs, M. (1992). Children's Depression Inventory: Manual. Multi-Health Systems.
La Greca, A. M., & Stone, W. L. (1993). Social Anxiety Scale for Children-Revised: Factor structure and concurrent validity. Journal of Clinical Child Psychology, 22, 17-27.
Smith, D. C., Furlong, M., Bates, M., & Laughlin, J. D. (1998). Development of the Multidimensional School Anger Inventory for males. Psychology in the Schools, 35(1), 1-15.
Spence, S. H. (1998). A measure of anxiety symptoms among children. Behaviour Research and Therapy, 36, 545-566.
Wright, M., Banerjee, R., Hoek, W., Rieffe, C., & Novin, S. (2010). Depression and social anxiety in children: Differential links with coping strategies. Journal of Abnormal Child Psychology, 38, 405-419.