1.

Classroom Climate Scale

These items measure three components of students’ or teachers’ perceptions of their
classroom climate: student-student relationships, student-teacher relationships, and
awareness/reporting. Respondents are asked to indicate the extent to which they agree or
disagree with a series of declarative statements.

Strongly Somewhat Somewhat Strongly

disagree disagree agree agree
Student-Student Relationships
1 Students are kind and supportive of one another. 1 2 3 4
Students from different social classes and races get
2 1 2 3 4
along well.
3 Students stop other students who are unfair or disruptive. 1 2 3 4
4 Students get along well together most of the time. 1 2 3 4
Students respectfully listen to each other during class
5 1 2 3 4
discussions.
6 Students make friends easily. 1 2 3 4

7 Students enjoy being at school. 1 2 3 4

Student-Teacher Relationships
8 Teachers treat students with respect. 1 2 3 4
Teachers praise students more often than they criticize
9 1 2 3 4
them.
10 Teachers treat students fairly. 1 2 3 4
Teachers take the time to help students work out their
11 1 2 3 4
differences.
Awareness/Reporting
Students feel free to ask for help from teachers if there
12 1 2 3 4
is a problem with a student.
Teachers know when students are being picked on or
13 1 2 3 4
being bullied.
Students are encouraged to report bullying and
14 1 2 3 4
aggression.
Students know who to go to for help if they have 4 been
15 1 2 3 4
treated badly by another student.
16 Students report it when one student hits another. 1 2 3 4
Teachers take action to solve the problem when students
17 1 2 3 4
report bullying.
Students report it when one student teases or makes fun
18 1 2 3 4
of another.
(Items 1, 2, 5, 6, 7 and 9 were adapted from Vessels, 1998.)
Scoring and Analysis
Point values are assigned as indicated above. Point values are summed and then divided by the
total number of items for each subscale. Intended range for each subscale is 1-4.
Student-Student Relationships: A higher score indicates a more positive relationship among
students.
Student-Teacher Relationships: A higher score indicates a more positive relationship between
students and teachers.
Awareness/Reporting: A higher score indicates a stronger awareness of the need for reporting
violent incidents.
2. Attachment to Teacher—Rochester Youth Development Study

These items measure youths’ agreement about how much they like and respect their
teachers. Respondents are asked to indicate to what extent they agree or disagree with
several statements.

Strongly Strongly
Agree Disagree
agree disagree
If you needed advice on something other than school
1 4 3 2 1
work, you would go to one of your teachers.
2 You feel very close to at least one of your teachers. 4 3 2 1

3 You don’t care what your teachers think of you. 4 3 2 1

4 You have lots of respect for your teachers. 4 3 2 1

Thinking of the teacher you like the most, would you like to be like him or her?
5
 In some ways  In most ways  Not at all

Scoring and Analysis

Point values for items 1-4 are assigned as indicate above. For item 5, point values are
assigned as follows:
In some ways = 1
In most ways = 2
Not at all = 3
Point values are summed for each respondent and then divided by the number of items.
Higher scores indicate a greater attachment to the teacher.
 3. Fantasy Measure
This scale measures the types and frequency of the fantasy behavior in which children
engage. Respondents are asked how often they have pretend thoughts or daydreams that
just “pop into their heads.”

1. Do you sometimes daydream about helping other kids in trouble?

 No  A little  A lot
2. Do you sometimes daydream that you enter a burning building to save somebody in a
fire?
 No  A little  A lot
3. When you get mad, sometimes, do you think about the things you would like to do to the
person you’re made at—like hitting, or breaking his toys, or telling on him?
 No  A little  A lot
4. Do you sometimes pretend that you are a brave hero who saves somebody or who
captures a bad guy?
 No  A little  A lot
5. Do you play games where you pretend to fight with somebody?
 No  A little  A lot
6. Do you play scary pretend games like ghost or monsters or something like that?
 No  A little  A lot
7. Do you sometimes dream about accidents or fires or crashes?
 No  A little  A lot
8. Do you sometimes have daydreams or night dreams about running away from somebody
who is trying to catch you and punish you—even when you weren’t really bad?
 No  A little  A lot
9. Do you ever think about doing nice things for other people?
 No  A little  A lot
10. When you are daydreaming, do you think about being the winner in a game that you
like to play?
 No  A little  A lot

11. Do you ever daydream about helping your mother get something she wants?
  No  A little  A lot
12. Do you sometimes think about something bad that you did, that nobody knows about
but you?
 No  A little  A lot
13. Do you sometimes daydream about what would happen if you did real bad in school
even when this didn’t really happen?
 No  A little  A lot
14. Have you ever daydreamed about being an important person who helps poor people?
 No  A little  A lot
15. When you are daydreaming, do you think about being a great astronaut, or scientist, or
singer, or somebody like that who is very famous?
 No  A little  A lot
16. Do you sometimes have daydreams about hitting or hurting somebody that you don’t
like?
 No  A little  A lot
17. Have you ever daydreamed about saving a kid who fell in the lake?
 No  A little  A lot

Scoring and Analysis

This scale is composed of three subscales. They are all scored using a 3-point scale:
No =1
A little =2
A lot =3
The first subscale, Aggressive Fantasies, is scored by summing responses to six items (3,
5, 8, 12, 13 and 16) and dividing by the total number of items. A maximum score of 3
indicates that the respondent has frequent fantasies about committing aggressive acts. A
minimum score of 1 indicates that the respondent does not have fantasies about committing
aggressive acts.
The second subscale, Active-Heroic Fantasies, is calculated by summing responses to six
items (2, 4, 6, 7, 10 and 15) and dividing by the total number of items. A maximum score
of 3 indicates that the respondent frequently has fantasies about active or heroic actions. A
minimum score of 1 indicates that the respondent does not have fantasies about active or
heroic actions.
The final subscale, Prosocial Fantasies, is calculated by summing responses to 5 items (1,
9, 11, 14 and 17) and dividing by the total number of items. A maximum score of 3 indicates
that the respondent often has fantasies about prosocial behaviors. A minimum score of 1
indicates that the respondent does not have such fantasies.
 4. Children’s Hopelessness (Modified Version)

This modified version of the Children’s Hopelessness scale measures negative future
expectations. It is a subset of the items in the previous scale, with one additional item.
Youths are asked the extent to which they agree or disagree with the following
statements.
1. I have enough time to finish the things I really want to do.
 Strongly agree  Agree  Disagree  Strongly
disagree
2. All I can see ahead of me are bad things, not good things.
 Strongly agree  Agree  Disagree  Strongly
disagree
3. When I grow up, I think I will be happier than I am now.
 Strongly agree  Agree  Disagree  Strongly
disagree
4. I don’t think I will have any real fun when I grow up.
 Strongly agree  Agree  Disagree  Strongly
disagree
5. I will have more good times than bad times.
 Strongly agree  Agree  Disagree  Strongly
disagree

6. There’s no use in really trying to get something I want because I probably won’t get it.
 Strongly agree  Agree  Disagree  Strongly
disagree

Scoring and Analysis

Point values for items 2, 4 and 6 are assigned as follows: Strongly agree = 4 Agree = 3
Disagree = 2 Strongly disagree = 1 Items 1, 3 and 5 are reverse coded. Point values are
summed for each respondent and divided by the number of items. The intended range of
scores is 1-4, with a higher score indicating more hopelessness.
 5. Likelihood of Violence and Delinquency

These items measure perceived likelihood of engaging in violence and other high risk
behaviors. Youths are asked to indicate how likely they are to engage in various behaviors
over the next 30 days.

Within the next month, how likely is it that you will...

1. Get into a physical fight?
 Very likely  Somewhat likely  Not very likely  Not at all likely
2. Carry a gun?

 Very likely  Somewhat likely  Not very likely  Not at all likely
3. Carry a knife?
 Very likely  Somewhat likely  Not very likely  Not at all likely

4. Get injured in a fight?

 Very likely  Somewhat likely  Not very likely  Not at all likely
5. Injure someone else in a fight?
 Very likely  Somewhat likely  Not very likely  Not at all likely

6. Drink an alcoholic beverage?

 Very likely  Somewhat likely  Not very likely  Not at all likely
7. Get drunk?
 Very likely  Somewhat likely  Not very likely  Not at all likely

8. Get high on drugs?

 Very likely  Somewhat likely  Not very likely  Not at all likely
9. Have sexual intercourse?
 Very likely  Somewhat likely  Not very likely  Not at all likely

Scoring and Analysis

Point values are assigned as follows:
Very likely =4
Somewhat likely = 3
Not very likely =2
Not at all likely =1
Point values are summed for each respondent and divided by the number of items. The
intended range of scores is 1-4, with a higher score indicating a greater likelihood for
violent or other delinquent behaviors.
 6. Sense of Safety

These items measure feelings of safety at home, in or on the way to school, and in the
neighborhood. Respondents are asked to indicate how frequently they feel safe in
these situations.

Never Sometimes Always

1 I feel safe on my way to school in the morning. 0 1 2

2 I feel safe on the school grounds before school starts. 0 1 2
3 I feel safe in my class at school. 0 1 2
4 I feel safe at lunch in school. 0 1 2
5 I feel safe in gym class at school. 0 1 2
6 I feel safe after school before I go home. 0 1 2
7 I feel safe on my way home from school. 0 1 2
8 I feel safe at the park closest to my house. 0 1 2
9 I feel safe outside of my house. 0 1 2
10 I feel safe playing on my block. 0 1 2
11 I feel safe walking around my neighborhood. 0 1 2

Scoring and Analysis

Point values are assigned as indicated above. Scores are based on the mean item
response of non-missing items up to a threshold of 2/3 of the items being non-missing. Six
(6) items must be present to calculate a score. A higher score indicates a greater sense of
feeling safe.
 7. Sleep Quality Assessment (PSQI)
What is PSQI, and what is it measuring?
The Pittsburgh Sleep Quality Index (PSQI) is an effective instrument used to measure
the quality and patterns of sleep in adults. It differentiates “poor” from “good” sleep quality
by measuring seven areas (components): subjective sleep quality, sleep latency, sleep
duration, habitual sleep efficiency, sleep disturbances, use of sleeping medications, and
daytime dysfunction over the last month.

Instructions: The following questions relate to your usual sleep habits during the
past month only. Your answers should indicate the most accurate reply for the majority of
days and nights in the past month. Please answer all questions.
During the past month,
1. When have you usually gone to bed? ____________________________
2. How long (in minutes) has it taken you to fall asleep each night? ____________________________
3. What time have you usually gotten up in the morning? ____________________________
4. A. How many hours of actual sleep did you get at night? ____________________________
B. How many hours were you in bed? ____________________________
Not Less Once Three
during than or or
the once twice a more
past a week week times a
month (1) (2) week
(0) (3)
5. During the past month, how often have you had trouble sleeping because you
A. Cannot get to sleep within 30 minutes
B. Wake up in the middle of the night or early morning
C. Have to get up to use the bathroom
D. Cannot breathe comfortably
E. Cough or snore loudly
F. Feel too cold
G. Feel too hot
H. Have bad dreams
I. Have pain
J. Other reason (s), please describe, including how often you
have had trouble sleeping because of this reason (s)
6. During the past month, how often have you taken medicine
(prescribed or “over the counter”) to help you sleep?
 7. During the past month, how often have you had trouble
staying awake while driving, eating meals, or engaging in social
activity?
8. During the past month, how much of a problem has it been for
you to keep up enthusiasm to get things done?
9. During the past month, how would you rate your sleep quality Very Fairly Fairly Very
overall? good (0) good (1) bad (2) bad (3)

Scoring
Component 1 #9 Score C1 ___________
#2 Score (<15min (0), 16-30min (1), 31-60 min (2), >60min
Component 2 (3)) + #5a Score (if sum is equal 0=0; 1-2=1; 3-4=2; 5- C2 ___________
6=3)
Component 3 #4 Score (>7(0), 6-7 (1), 5-6 (2), <5 (3) C3 ___________
(total # of hours asleep) / (total # of hours in bed) x 100
Component 4 C4 ___________
>85%=0, 75%-84%=!, 65%-74%=2, <65%=3
Component 5 # sum of scores 5b to 5j (0=0; 1-9=1; 10-18=2; 19-27=3) C5 ___________

Component 6 #6 Score C6 ___________

Component 7 #7 Score + #8 score (0=0; 1-2=1; 3-4=2; 5-6=3) C7 ___________

Add the seven component scores together _______________Global PSQI _______________

A total score of “5” or greater is indicative of poor sleep quality. If you scored “5”
or more it is s uggested that you discuss your sleep habits with a healthcare provider