Survey of Teacher Observations Concerning School Behaviour and Student Difficulties
Excerpts from the Report on the School Survey submitted to Justice Canada, Emotional and Behavioural Difficulties: Antisocial and Delinquent BehaviourMain | Introduction | Executive Summary | Survey Codes | Results Summary | Discussion of Results | Conclusion | Recommendations
IAY/JC Survey
Codes
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Violence - General
B* Students produce written or pictorial work with violent themes or images.
C* In terms of problem behaviour, the problems are becoming more complex and weapons are being used more frequently.
Drugs
B Students are accessing mood-altering substances such as prescribed drugs, illegal or controlled substances (marijuana, alcohol) in their homes or neighbourhoods.
Aggression - Girls
B Girls engage in physical aggression (hitting, kicking, punching, slapping, or shoving, etc.).
B Girls engage in relational aggression, (hurting others with malicious gossip, rumours, intentional exclusion or isolation).
Aggression - General
B Students who use menacing verbal or body language (taunting, ridiculing, or threatening).
B Students who are aggressively reactive (make a mess; scatter, throw or break things; kick furniture; slam things on desks, or bang a wall, etc.)
Gangs
C Youth gangs really have only a negligible effect on student life in my school. (reverse scored)
Outcasts
B Students who are rejected by peers because they are awkward or socially inept.
C Once students are identified as losers by peers, it's usually not easy for them to change that status.
Conduct Disorder
B Students who regularly tell outright lies; e.g., to obtain things, con others, or evade responsibility.
B Students who appear to enjoy their power to exert control over others with aggressive behaviour.
Sexual Misconduct
B Students who have engaged in sexually aggressive behaviour (staring, touching, fondling, indecent language/gesturing, or intentional bumping, etc.) which offended another student.
Attention Deficit Hyperactivity Disorder
B Students who consistently interrupt and intrude, often in impulsive or aggressive fashion.
B Students who have difficulty attaining prescribed levels of effectiveness because they are easily distracted, careless or forgetful.
Oppositional Defiant Disorder
B Students who have on-going problems with authority, rules and regulations.
B Students who regularly exhibit negative, hostile or defiant attitudes.
Learning Disabilities
B Students who have learning disabilities and require special attention.
B Students who are easily frustrated, showing agitation or creating disturbances.
Internalizing Disorders
B Students who show problems with worries, fears, or tension.
B Students who appear withdrawn, showing generally lowered mood and flat emotion.
Social skills
C Students show respect for each other and exhibit sensitivity and compassion in their interpersonal relationships. (reverse scored)
C Very few students have problems with general social competence and interpersonal relationships. (reverse scored)
Resources/Training/Support (positives for scoring purposes)
Bullying
C Students are best left to solve their own problems concerning bullying so that they can learn to become strong and self-reliant. (reverse scored)
C Bullying is addressed with written policy, classroom activities and parental involvement.
Parents
C When I contact parents, I am supported by them in my efforts to work with their child's academic or behavioural problems.
Curriculum
C My curriculum includes mediation, problem solving, and conflict resolution skills.
C My curriculum includes specific training in morality and basic values.
Teacher Training
C When I attended university, the identification and management of learning and behavioural disorders was a standard component of teacher training.
Policy
C Our school approaches violence with a standardized gradation of consequences for students who transgress codes of behaviour.
CH
August 2001
* Refers to Section B or Section C in the survey
Institute
for the study of Antisocial behaviour in Youth (lAY) 
