Arthur‚ M.W.‚ Hawkins‚ J.D.‚ Pollard‚ J.A.‚ Catalano‚ R.F.‚ & Baglioni‚ A.J. (2002). Measuring risk and protective factors for substance use‚ delinquency‚ and other adolescent problem behaviors: The Communities That Care Youth Survey. Evaluation Review‚ 26(6):575-601.
Prosocial Involvement‚ Opportunities and Rewards
Seattle Social Development Project
Arthur‚ M.W.‚ Hawkins‚ J.D.‚ Pollard‚ J.A.‚ Catalano‚ R.F.‚ & Baglioni‚ A.J. (2002)
1. In my school‚ students have lots of chances to help decide things like class activities and rules.
2. There are lots of chances for students in my school to talk with a teacher one-on-one.
3. Teachers ask me to work on special classroom projects.
4. There are lots of chances for students in my school to get involved in sports‚ clubs‚ and other activities outside of class.
5. There are lots of chances to be part of class discussions or activities.
1. My teacher(s) notices when I am doing a good job and lets me know about it.
2. The school lets my parents know when I have done something well.
3. I feel safe at my school.
4. My teachers praise me when I work hard in school.
These items measure students’ perception of the extent to which opportunities and rewards are available within the school setting. Respondents are asked to indicate how strongly they feel each sentence is true for them. While this seems like an assessment of the school‚ what it actually measures are the youth’s perceptions‚ so this may be valuable for programs attempting to improve school connectedness.
This tool touches on the following keywords:
WHERE TO FIND OR DOWNLOAD
This instrument can be found on pages 44-45 of Measuring Violence-Related Attitudes‚ Behaviors‚ and Influences Among Youths: A Compendium of Assessment Tools‚ available online at: http://www.cdc.gov/violenceprevention/pdf/YV_Compendium.pdf
FEES AND REQUIREMENTS
Used in previous research with students age 11–18.
HOW TO ADMINISTER AND SCORE
Pencil and paper self-report. Items are scored as follows:
· YES! = 4
· yes = 3
· no = 2
· NO! = 1
Point values for all items are summed and then divided by the total number of items. Higher scores indicate greater opportunities and/or rewards for prosocial involvement in school.