Appendix I: Standardised measures
Scores on standardised measures at T1 and T2 (all
participating parents)
Measures
Time 1 (SD)
Time 2 (SD)
Lubben Social Network Scale (LSNS)
Mean score LSNS (max 30)
Mean score family sub scale (max 15)
Mean score friends sub scale (max 15)
% scoring below cut point
Base n for measure
15 (6.9)
8 (3.9)
7 (4.1)
34
210
16 (6.0)
8 (3.7)
8 (3.6)
28
136
Pearlin Schooler Mastery
Mean score Pearlin Mastery Scale (max 28)
Base n for measure
20 (4.5)
235
21 (4.3)
141
Yatchmenoff Client Engagement Scale (CES)
Mean score CES (max 95)
Mean score Buy in (max 35)
Mean score Receptivity (max 16)
Mean score Working Relationship (max 16)
Mean score Mistrust (max 16)
Base n for measure
66 (16.8)
25 (6.3)
14 (3.6)
15 (4.4)
13 (4.3)
221
65 (17.3)
24 (7.2)
13 (3.7)
14 (4.2)
13 (4.4)
142
Scores on standardised measures at T1 and T2 (those
interviewed at T1 and T2)
Measures
Time 1 (SD)
Time 2 (SD)
Lubben Social Network Scale (LSNS)
Mean score LSNS (max 30)
Mean score family subscale (max 15)
Mean score friends subscale (max 15)
% scoring below cut point
Base n for measure
16 (6.8)
8 (3.8)
7 (4.0)
33
123
16 (6.0)
8 (3.6)
8 (3.5)
28
127
Pearlin Schooler Mastery
Mean score Pearlin Mastery Scale (max 28)
Base n for measure
20 (4.5)
134
21 (4.3)
131
Yatchmenoff Client Engagement Scale (CES)
Mean score CES (max 95)
Mean score Buy in (max 35)
Mean score Receptivity (max 16)
Mean score Working Relationship (max 16)
Mean score Mistrust (max 16)
67 (16.0)
25 (6.7)
14 (3.5)
15 (4.0)
14 (4.2)
65 (17.0)
24 (7.1)
13 (3.7)
14 (4.1)
13 (4.4)
1
Evaluation of Signs of Safety in 10 pilots: Research report. June 2017. Mary Baginsky, Jo
Moriarty, Jill Manthorpe, Jennifer Beecham and Ben Hickman – Social Care Workforce Research
Unit, King’s College London
Base n for measure
129
132
Children and young people’s scores on standardised measures
at T1 and T2
Several other instruments were also used and the data are also recorded below.
Time 1 (SD)
Time 2 (SD)
SDQ scores
Mean SDQ score (max 40)
% close to average (0–13)
% slightly raised (14–16)
% high (17–19)
% very high (20–40)
18 (7.3)
32
12
15
41
18 (7.2)
31
11
14
43
Emotional problems subscale
Mean (max 20)
8 (2.7)
8 (2.5)
Conduct problems
Mean (max 10)
3 (2.1)
2 (2.1)
Hyperactivity
Mean
5 (2.8)
5 (2.7)
Peer problems
Mean (max 10)
2 (2.0)
2 (2.1)
Prosocial scale
Mean (max 10)
Base n for measure
8 (1.9)
114
8 (1.7)
91
12 Item Children & Youth Resilience Measure
Mean score children aged 6–10 (max 36)
Base n for measure
29 (9.2)
42
31 (2.7)
19
Mean score children aged 11–17 (max 36)
Base n for measure
26 (11.9)
48
30 (4.1)
29
1
2
3
11
17
0
1
0
5
6
9 (1.6)
7 (2.7)
9 (1.7)
9 (4.3)
8 (1.2)
9 (2.2)
SDQ children aged 2–17
Resilience children aged 6–17
Happiness and life satisfaction
Overall happiness, ages 6–7
Not very happy (n)
Neither happy nor sad (n)
Happy (n)
Really happy (n)
Base n for measure
Children’s Society Questions, ages 8–10
Mean happiness with safety (max 10)
Mean happiness with local area (max 10)
Mean happiness with family (max 10)
2
Evaluation of Signs of Safety in 10 pilots: Research report. June 2017. Mary Baginsky, Jo
Moriarty, Jill Manthorpe, Jennifer Beecham and Ben Hickman – Social Care Workforce Research
Unit, King’s College London
Base n for measure
Students’ Life Satisfaction Scale (ages 8–17)
Mean score SLSS (max 7)
Base n for measure
67
41
4 (1.1)
77
5 (1.23)
45
17 (5.7)
42
18 (5.1)
28
Relationship with parents
Positive Relationship with Parents Scale (ages 11–17)
Mean score Positive Relationship (max 24)
Base n for measure
Mean scores have been rounded up to integers. ‘Max’ refers to the maximum
possible score on each scale and subscale. Percentages may not total 100 due to
rounding.
Child mat questions
Children aged 6–10 were asked to respond to questions about their social worker. It is
important to be cautious in interpreting these findings as the numbers of children answering
these questions at T1 and T2 were so small. Responses were broadly positive. A higher
proportion answered ‘yes’ to the question about being able to talk to the social worker at T2,
suggesting that it takes time to establish relationships in which children will feel confident
sharing worries.
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Social worker Listens to my
knows me
thoughts
Includes me
Thinks I am
important
Helped me
No
Can talk to Listens to me Listens to my
about worries
feelings
Sometimes
Yes
Responses at T1 (n=43)
Figure I.1 Child mat questions
3
Evaluation of Signs of Safety in 10 pilots: Research report. June 2017. Mary Baginsky, Jo
Moriarty, Jill Manthorpe, Jennifer Beecham and Ben Hickman – Social Care Workforce Research
Unit, King’s College London