Protocol - School Risk and Protective Factors
Description
The protocol includes nine self-administered questions from two School Protective Factors subscales/constructs (Opportunities for Prosocial Involvement and Rewards for Prosocial Involvement) from the Communities That Care (CTC) Youth Survey (http://www.communitiesthatcare.net/). The CTC Survey does not include a scale of School Drug Environment (a risk factor), which is supplemented here with a scale from the Seattle Social Development Project (SSDP) longitudinal study.
Specific Instructions
Items below constitute the Community Subscales from the Communities That Care (CTC) 2010 Youth Survey. Item numbers at the end in parentheses reflect the original item numbers in that survey for comparison. See the full CTC Survey in the reference list for comparison.
The numbers to the left of the response option brackets are for scoring purposes, and they should NOT be included in the administered survey.
The numbers to the left of the response option brackets are for scoring purposes and they should not be included in the administered survey.
Availability
Protocol
CTC 2010 Youth Survey General School Environment
Instructions
1. This is not a test, so there are no right or wrong answers; we would like you to work quickly, so that you can finish.
2. All of the questions should be answered by marking one of the answer spaces. If you don’t find an answer that fits exactly, use one that comes closest. If any question does not apply to you, or you are not sure what it means, just leave it blank.
3. Your answers will be read automatically by a computer. Please follow the instructions carefully.
- Use only a blue or black pencil.
- Make heavy marks inside the circles.
- Erase cleanly or mark a big "X" over any answer you wish to change.
- Make no other markings or comments on the answer pages, since they interfere with the automatic reading. (If you want to add a comment about any questions, please use the space provided on page 12.)
4. Some of the questions have the following format:
Please mark in the circle which of the four words best describes how you feel about that sentence.
EXAMPLE: The Seattle Storm is a good basketball team.
[ ] YES!
[ ] yes
[ ] no
[ ] NO!
Mark (the BIG) YES! if you think the statement is definitely true for you.
Mark (the little) yes if you think the statement is mostly true for you.
Mark (the little) no if you think the statement is mostly not true for you.
Mark (the BIG) NO! if you think the statement is definitely not true for you.
This section asks about your experiences at school.
1. Putting them all together, what were your grades like last year? (9)
1[ ]Mostly F’s
1.75[ ]Mostly D’s
2.5[ ]Mostly C’s
3.25[ ]Mostly B’s
4[ ]Mostly A’s
2. During the LAST FOUR WEEKS, how many whole days of school have you missed because you skipped or "cut"? (10b)
5 [ ] None
4.33[ ]One
3.67[ ]Two
3 [ ] Three
2.33[ ]Four or Five
1.67[ ]Six to Ten
1 [ ] Eleven or more
3. In my school, students have lots of chances to help decide things like class activities and rules. (12)
1 [ ] NO!
2 [ ] no
3 [ ] yes
4 [ ] YES!
4. Teachers ask me to work on special classroom projects. (13)
1 [ ] NO!
2 [ ] no
3 [ ] yes
4 [ ] YES!
5. My teacher(s) notices when I am doing a good job and lets me know about it. (14)
1 [ ] NO!
2 [ ] no
3 [ ] yes
4 [ ] YES!
6. There are lots of chances for students in my school to get involved in sports, clubs, or other school activities outside of class. (15)
1 [ ] NO!
2 [ ] no
3 [ ] yes
4 [ ] YES!
7. There are lots of chances for students in my school to talk with a teacher one-to-one. (16)
1 [ ] NO!
2 [ ] no
3 [ ] yes
4 [ ] YES!
8. I feel safe at my school. (17)
1 [ ] NO!
2 [ ] no
3 [ ] yes
4 [ ] YES!
9. The school lets my parents know when I have done something well. (18)
1 [ ] NO!
2 [ ] no
3 [ ] yes
4 [ ] YES!
10. My teachers praise me when I work hard in school. (19)
1 [ ] NO!
2 [ ] no
3 [ ] yes
4 [ ] YES!
11. Are your school grades better than the grades of most students in your class? (20)
1 [ ] NO!
2 [ ] no
3 [ ] yes
4 [ ] YES!
12. There are lots of chances to be part of class discussions or activities. (21)
1 [ ] NO!
2 [ ] no
3 [ ] yes
4 [ ] YES!
13. How often do you feel that the schoolwork you are assigned is meaningful and important? (22)
1 [ ] Never
2 [ ] Seldom
3 [ ] Sometimes
4 [ ] Often
5 [ ] Almost Always
14. How interesting are most of your courses to you? (23)
5 [ ] Very interesting and stimulating
4 [ ] Quite interesting
3 [ ] Fairly interesting
2 [ ] Slightly boring
1 [ ] Very boring
15. How important do you think the things you are learning in school are going to be for your later life? (24)
5 [ ] Very important
4 [ ] Quite important
3 [ ] Fairly important
2 [ ] Slightly important
1 [ ] Not at all important
16. Now, thinking back over the past year in school, how often did you . . .
a. …enjoy being in school? (25a)
1 [ ] Never
2 [ ] Seldom
3 [ ] Sometimes
4 [ ] Often
5 [ ] Almost Always
b. …hate being in school? (25b)
5 [ ] Never
4 [ ] Seldom
3 [ ] Sometimes
2 [ ] Often
1 [ ] Almost Always
c. . . . try to do your best work in school? (25c)
1 [ ] Never
2 [ ] Seldom
3 [ ] Sometimes
4 [ ] Often
5 [ ] Almost Always
*************
Items from the Seattle Social Development Project Survey
School Drug Environment
Think about the school you (currently/last) (attend/attended).
1. What grade (are/were) you in?
4[ ]Fourth
5[ ]Fifth
6[ ]Sixth
7[ ]Seventh
8[ ]Eighth
9[ ]Ninth
10[ ]Tenth
11[ ]Eleventh
12[ ]Twelfth
2. Most people in my school think it’s OK for people my age to drink alcohol.
4 [ ] YES!
3 [ ] yes
2 [ ] no
1 [ ] NO!
3. What percentage of the students in your grade at your school have drunk any alcohol this year? Would you say . . .
1[ ]0% to 20% (none or almost none)
2[ ]21% to 40% (less than half)
3[ ]41% to 60% (about half)
4[ ]61% to 80% (more than half)
5[ ]81% to 100% (almost all or all)?
4. What percentage of the students in your grade at your school drank alcohol at least once or twice a month. Would you say . . .
1[ ]0% to 20% (none or almost none)
2[ ]21% to 40% (less than half)
3[ ]41% to 60% (about half)
4[ ]61% to 80% (more than half)
5[ ]81% to 100% (almost all or all)?
5. Most people in my school think it’s OK for people my age to smoke cigarettes.
4 [ ] YES!
3 [ ] yes
2 [ ] no
1 [ ] NO!
6. What percentage of the students in your grade at your school have smoked any cigarettes this year? Would you say . . .
1[ ]0% to 20% (none or almost none)
2[ ]21% to 40% (less than half)
3[ ]41% to 60% (about half)
4[ ]61% to 80% (more than half)
5[ ]81% to 100% (almost all or all)?
7. What percentage of the students in your grade at your school smoked cigarettes at least once or twice a month. Would you say . . .
1[ ]0% to 20% (none or almost none)
2[ ]21% to 40% (less than half)
3[ ]41% to 60% (about half)
4[ ]61% to 80% (more than half)
5[ ]81% to 100% (almost all or all)?
8. Most people in my school think it’s OK to use marijuana (pot/grass).
4[ ]YES!
3[ ]yes
2[ ]no
1[ ]NO!
9. What percentage of the students in your grade in your school have smoked any marijuana this year? Would you say . . .
1[ ]0% to 20% (none or almost none)
2[ ]21% to 40% (less than half)
3[ ]41% to 60% (about half)
4[ ]61% to 80% (more than half)
5[ ]81% to 100% (almost all or all)?
10. During the past year, what percentage of the students in your grade in your school have smoked marijuana at least once or twice a month? Would you say . . .
1[ ]0% to 20% (none or almost none)
2[ ]21% to 40% (less than half)
3[ ]41% to 60% (about half)
4[ ]61% to 80% (more than half)
5[ ]81% to 100% (almost all or all)?
Scoring
| Subscalea | Reliability | Range | Scoring |
| School Opportunities for Prosocial Involvement | .65 | 1-4 | Average items 3, 4, 6, 7, 12 |
| School Rewards for Prosocial Involvement | .72 | 1-4 | Average items 5, 8, 9, 10 |
| Academic Performance | .63 | 0-4 | Average items 1 and 11 |
| Commitment to School | .82 | 1-5 | Average items 2, 13, 14, 15, 16a, 16b, 16c from the General School Environment module. |
| School Alcohol Environmentb | .82 | 1-5 | Average items 2, 3, 4 from the School Drug Environment module. |
| School Tobacco Environmentb | -- | 1-5 | Average items 5, 6, 7 from the School Drug Environment module. |
| School Marijuana Environmentb | .86 | 1-5 | Average items 8, 9, 10 from the School Drug Environment module. |
| General Summary Scales | Scoring: averages of the above subscales | ||
| General Protective School Environmentc | .80 | 1-4 | Average items 3, 4, 5, 6, 7, 8, 9, 10, 12 from the General School Environment module. |
| General School Drug Environmentb | .89 | 1-5 | Average items 2, 3, 4, 5, 6, 7, 8, 9, 10 from the School Drug Environment module. |
a Comparison with the CTC Normative Database. To obtain scores on the same metric as the CTC normative database, subtract 1 (from either each item, or from the means). Some scales in the CTC database are reversed scored to reflect "risk."
b These items are not in the CTC survey but are from the SSDP longitudinal study (see Adolescent Reports of School Risk and Protective Factors protocol). The reliability for General School Drug Environment is based on the Alcohol and Marijuana items only that were available in SSDP. The Tobacco items are suggested for full coverage of school drug opportunities.
c Note that this measure of General School Environmental Risk includes only School Opportunities for Prosocial Involvement and School Rewards for Prosocial Involvement. It does not include Commitment to School and Academic Performance since these, properly speaking, are more like outcomes than features of the environment. Commitment to School and Academic Performance are, however, good predictors of later substance abuse and dependence.
Personnel and Training Required
None
Equipment Needs
None
Requirements
| Requirement Category | Required |
|---|---|
| Major equipment | No |
| Specialized training | No |
| Specialized requirements for biospecimen collection | No |
| Average time of greater than 15 minutes in an unaffected individual | No |
Mode of Administration
Self-administered questionnaire
Lifestage
Adolescent
Participants
Adolescents aged 12-18 years (grades 6-12)
Selection Rationale
The Communities That Care Youth Survey is in the public domain and is available at the U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration (SAMHSA) website. The survey reliably predicts current adolescent and prospective substance use, abuse, and dependence and related problem behaviors among adolescents. SAMHSA’s database of 300,000 youths from around the country enables investigators to derive nationally representative normative distributions for comparison to newly collected data. The Seattle Social Development Project is an ongoing longitudinal study prospectively following a community sample from 1980 (1st grade) until present (age 35) to examine the etiology of addiction.
Language
English, Other languages available at source
Standards
| Standard | Name | ID | Source |
|---|---|---|---|
| Human Phenotype Ontology | Addictive behavior | HP:0030858 | HPO |
| caDSR Form | PhenX PX540501 - School Risk And Protective Factors | 6228593 | caDSR Form |
Derived Variables
None
Process and Review
The Expert Review Panel #3 (ERP 3) reviewed the measures in Alcohol, Tobacco and Other Substances, and Substance Abuse and Addiction domains.
Guidance from ERP 3 includes:
• Revised descriptions of the measure
Back-compatible: NA no changes to Data Dictionary
Previous version in Toolkit archive (link)
Protocol Name from Source
Substance Abuse and Mental Health Services Administration (SAMHSA), Communities That Care (CTC) & Seattle Social Development Project (SSDP) longitudinal study
Source
Arthur, M. W., Briney, J. S., Hawkins, J. D., Abbott, R. D., Brooke-Weiss, B. L., & Catalano, R. F. (2007). Measuring risk and protection in communities using the Communities That Care Youth Survey. Evaluation and Program Planning, 30(2), 197-211.
The full CTC Youth Survey is downloadable here (accessed 11/3/2015):
http://store.samhsa.gov/product/Communities-That-Care-Youth-Survey/CTC020
The SAMHSA CTC Normative Database is downloadable here (accessed 10/24/2011): https://www.pmrts.samhsa.gov/pmrts/CommunitiesCares.aspx
The Seattle Social Development Project Survey (SSDP) survey items are publicly available, and can be cited as:
Herrenkohl, T. I., Hawkins, J. D., Chung, I. J., Hill, K. G., & Battin-Pearson, S. (2001). School and community risk factors and interventions. In R. Loeber & D. P. Farrington (Eds.), Child delinquents: Development, intervention, and service needs (211-246). Thousand Oaks, CA: Sage Publications.
General References
http://www.communitiesthatcare.net/research-results/
Bailey, J. A., Hill, K. G., Meacham, M. C., Young, S. E., & Hawkins, J. D. (2011). Strategies for characterizing complex phenotypes and environments: General and specific family environmental predictors of young adult tobacco dependence, alcohol use disorder, and co‐occurring problems. Drug and Alcohol Dependence, 118(23), 444-451.
Beyers, J. M., Toumbourou, J. W., Catalano, R. F., Arthur, M. W., & Hawkins, J. D. (2004). A cross‐national comparison of risk and protective factors for adolescent substance use: The United States and Australia. Journal of Adolescent Health, 35(1), 3-16.
Dryfoos, J. G. (1991). Adolescents at risk: A summation of work in the field: Programs and policies. Journal of Adolescent Health, 12(8), 630-637.
Hawkins, J. D., Catalano, R. F., & Miller, J. Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance‐abuse prevention. Psychological Bulletin, 112(1), 64-105.
Hawkins, J. D., Herrenkohl, T., Farrington, D. P., Brewer, D., Catalano, R. F., & Harachi, T. W. (1998). A review of predictors of youth violence. In R. Loeber & D. P. Farrington (Eds.), Serious and violent juvenile offenders: Risk factors and successful interventions (pp. 106-146). Thousand Oaks, CA: Sage.
Hawkins, J. D., Hill, K. G., Guo, J., & Battin, S. R. (1998, June). Common predictors of substance abuse, mental health and behavior disorders: Implications for prevention. Paper presented at the National Institute of Mental Health Office of Behavioral and Social Science, NIH Workshop on Prevention of Comorbidity, Bethesda, MD.
Hemphill, S. A., Heerde, J. A., Herrenkohl, T. I., Patton, G. C., Toumbourou, J. W., & Catalano, R. F. (2011). Risk and protective factors for adolescent substance use in Washington state, the United States, and Victoria, Australia: A longitudinal study. Journal of Adolescent Health, 49(3), 312-320.
Lipsey, M. W., & Derzon, J. H. (1998). Predictors of violent or serious delinquency in adolescence and early adulthood: A synthesis of longitudinal research. In R. Loeber & D. P. Farrington (Eds.), Serious and violent juvenile offenders: Risk factors and successful interventions (pp. 86-105). Thousand Oaks, CA: Sage.
Mrazek, P. J., & Haggerty, R. J. (Eds.); Committee on Prevention of Mental Disorders, Institute of Medicine. (1994). Reducing risks for mental disorders: Frontiers for prevention intervention research. Washington, DC: National Academy Press.
Pollard, J. A., Hawkins, J. D., & Arthur, M. W. (1999). Risk and protection: Are both necessary to understand diverse behavioral outcomes in adolescence? Social Work Research, 23(3), 145-158.
Protocol ID
540501
Variables
Export Variables| Variable Name | Variable ID | Variable Description | dbGaP Mapping | |
|---|---|---|---|---|
| PX540501_Chances_For_Activities_Outside_Class | ||||
| PX540501060000 | There are lots of chances for students in my more | N/A | ||
| PX540501_Days_Of_School_Skipped | ||||
| PX540501020000 | During the LAST FOUR WEEKS, how many whole more | N/A | ||
| PX540501_Feel_Safe_At_School | ||||
| PX540501080000 | I feel safe at my school. (17) | N/A | ||
| PX540501_Grades_Better_Than_Most_Students | ||||
| PX540501110000 | Are your school grades better than the more | N/A | ||
| PX540501_Grades_Last_Year | ||||
| PX540501010000 | Putting them all together, what were your more | N/A | ||
| PX540501_How_Important_Learning_Later_Life | ||||
| PX540501150000 | How important do you think the things you more | N/A | ||
| PX540501_How_Interesting_Courses | ||||
| PX540501140000 | How interesting are most of your courses to more | N/A | ||
| PX540501_How_Often_Enjoy_BeingIn_School | ||||
| PX540501160100 | Now, thinking back over the past year in more | N/A | ||
| PX540501_How_Often_Hate_BeingIn_School | ||||
| PX540501160200 | Now, thinking back over the past year in more | N/A | ||
| PX540501_How_Often_Try_Your_Best | ||||
| PX540501160300 | Now, thinking back over the past year in more | N/A | ||
| PX540501_Meaningful_And_Important_SchoolWork | ||||
| PX540501130000 | How often do you feel that the schoolwork more | N/A | ||
| PX540501_My_Teachers_Praise_Me | ||||
| PX540501100000 | My teachers praise me when I work hard in more | N/A | ||
| PX540501_Ok_Drink_Alcohol | ||||
| PX540501180000 | Most people in my school think it's OK for more | N/A | ||
| PX540501_Ok_Smoke_Cigarettes | ||||
| PX540501210000 | Most people in my school think it's OK for more | N/A | ||
| PX540501_Ok_Use_Marijuana | ||||
| PX540501240000 | Most people in my school think it's OK to more | N/A | ||
| PX540501_Part_Of_Class_Discussions_Activities | ||||
| PX540501120000 | There are lots of chances to be part of more | N/A | ||
| PX540501_Percentage_Students_Drank_Alcohol_Monthly | ||||
| PX540501200000 | What percentage of the students in your more | N/A | ||
| PX540501_Percentage_Students_Drunk_Alcohol_Yearly | ||||
| PX540501190000 | What percentage of the students in your more | N/A | ||
| PX540501_Percentage_Students_Smoked_Cigarettes_Monthly | ||||
| PX540501230000 | What percentage of the students in your more | N/A | ||
| PX540501_Percentage_Students_Smoked_Cigarettes_Yearly | ||||
| PX540501220000 | What percentage of the students in your more | N/A | ||
| PX540501_Percentage_Students_Smoked_Marijuana_Monthly | ||||
| PX540501260000 | During the past year, what percentage of the more | N/A | ||
| PX540501_Percentage_Students_Smoked_Marijuana_Yearly | ||||
| PX540501250000 | What percentage of the students in your more | N/A | ||
| PX540501_School_Lets_My_Parents_Know | ||||
| PX540501090000 | The school lets my parents know when I have more | N/A | ||
| PX540501_Special_Classroom_Projects | ||||
| PX540501040000 | Teachers ask me to work on special classroom more | N/A | ||
| PX540501_Students_Help_Decide_Activities_Rules | ||||
| PX540501030000 | In my school, students have lots of chances more | N/A | ||
| PX540501_Talk_With_A_Teacher | ||||
| PX540501070000 | There are lots of chances for students in my more | N/A | ||
| PX540501_Teacher_Notices_Good_Job | ||||
| PX540501050000 | My teacher(s) notices when I am doing a good more | N/A | ||
| PX540501_What_Grade | ||||
| PX540501170000 | What grade (are/were) you in? | N/A | ||
Measure Name
School Risk and Protective Factors
Release Date
February 24, 2012
Definition
This measure assesses the level and prevalence of adolescents’ exposure to substance use risk and protective factors in the school environment, an adolescent’s perceptions about the opportunities and rewards in school.
Purpose
This measure can be used to identify specific school-related risk and protective factors that can predict adolescent (and later life) substance use and abuse (Hemphill et al., 2011; Beyers et al., 2004).
Keywords
adolescent, Self-report, Opportunities for Prosocial Involvement, Rewards for Prosocial Involvement, School Drug Environment, school, Communities That Care Youth Survey, SAMHSA, Substance Abuse and Mental Health Services Administration, substance use, substance abuse, Drug Abuse, drug use, SAA, Substance Use-related Psychosocial Risk Factors
Measure Protocols
| Protocol ID | Protocol Name |
|---|---|
| 540501 | School Risk and Protective Factors |
Publications
McCurry, K., et al. (2024) Data-driven, generalizable prediction of adolescent sleep disturbances in the multisite Adolescent Brain Cognitive Development Study. Sleep. 2024 June; 47(6). doi: 10.1093/sleep/zsae048
Gonzalez, R., et al. (2021) An update on the assessment of culture and environment in the ABCD Study (R): Emerging literature and protocol updates over three measurement waves. Developmental Cognitive Neuroscience. 2021 December; 52: 101021. doi: 10.1016/j.dcn.2021.101021
Zhang, H., et al. (2020) Parental and social factors in relation to child psychopathology, behavior, and cognitive function. Translational Psychiatry. 2020 February; 10(1): Article number: 80. doi: 10.1038/s41398-020-0761-6
Zucker, R. A, et al. (2018) Assessment of culture and environment in the Adolescent Brain and Cognitive Development Study: Rationale, description of measures, and early data. Dev Cogn Neurosci. 2018 August; 32: 107-120. doi: 10.1016/j.dcn.2018.03.004
Robinson, R. J., et al. (2018) Effect of e-liquid flavor on electronic cigarette topography and consumption behavior in a 2-week natural environment switching study. PLoS One. 2018 May; 12(5): e0196640. doi: 10.1371/journal.pone.0196640