Self-Regulation Training Approaches and Resources to Improve Staff Capacity for Implementing Healthy Marriage Services for Youth (SARHM)

INSTRUMENT 1: Educator questionnaire

O MB No.: 0970-0355

Expiration Date: 05/31/2021

Educator Questionnaire

Self-Regulation Approaches and Resources in Healthy Marriage programs (SARHM)

Educator Questionnaire

Staff ID# | | | | | | | | |

Thank you for participating in the road test of Self-Regulation Approaches and Resources in Healthy Marriage programs (SARHM). Participation in this information collection is voluntary. The purpose of this survey is to better understand how you think about self-regulation skills and to reflect on the ways in which you and your organization and program support youths’ development of self-regulation skills. By self-regulation, we mean the ways in which people manage their thoughts, feelings, and behaviors in order to achieve their goals. Before you begin the survey, we want you to know that:

1. Your responses will remain private. Please do not include any personal information, such as your name or contact information, on this form.

2. The survey will take about 20 minutes to complete.

3. We hope you will answer all of the questions, but you may skip any questions you do not wish to answer.

Paperwork Reduction Act Statement - This information collection meets the requirements of 44 U.S.C. § 3507, as amended by section 2 of the Paperwork Reduction Act of 1995. You do not need to answer these questions unless we display a valid Office of Management and Budget control number. The OMB control number for this information collection is 0970-0355, expiring 5/31/2021. We estimate that it will take about 20 minutes to read the instructions, gather the facts, and answer the questions.

The following items describe beliefs people have about self-regulation.

A1. Please mark whether you agree or disagree with the following statements:

	SELECT ONE RESPONSE PER ROW
	AGREE	DISAGREE
a. Self-regulation is something people are born with and is impossible to change later in life.	1 □	2 □
b. Self-regulation is linked with positive outcomes in several different areas of life, including education, employment, and health.	1 □	2 □
c. Self-regulation includes being able to see things from other points of view.	1 □	2 □
d. Changes in brain development during adolescence and young adulthood make it an important time for supporting self-regulation skill development.	1 □	2 □
e. After children start high school, there is very little parents and other adults can do to help them develop self-regulation skills.	1 □	2 □
f. Teachers and mentors don’t spend enough time with children to have an impact on their self-regulation skill development.	1 □	2 □
g. When people have an opportunity to practice how they will behave in a situation ahead of time, it is more likely they will behave that way when the time comes.	1 □	2 □
h. Brain development is complete by adolescence (around 14 years old).	1 □	2 □
i. Poverty and stress can negatively affect children’s development of self-regulation skills.	1 □	2 □
j. One way children and adolescents can improve their self-regulation skills is by watching adults use their self-regulation skills.	1 □	2 □
k. Friends do not have much impact on the self-regulation skill development of adolescents and young adults.	1 □	2 □
l. Adolescents are old enough to take responsibility for achieving their goals on their own.	1 □	2 □

The following items ask you to think about your own self-regulation skills. All of your responses will remain confidential.

B1. Please indicate how often the following statements apply to you:

	SELECT ONE RESPONSE PER ROW
	Almost never	Sometimes	About half of the time	Most of the time	Almost always
a. When I’m stressed, I have difficulty getting work done.	1 □	2 □	3 □	4 □	5 □
b. When I’m stressed, I have difficulty thinking about anything else.	1 □	2 □	3 □	4 □	5 □
c. When I’m stressed, I can still get work done.	1 □	2 □	3 □	4 □	5 □
d. When I’m stressed, I have difficulty concentrating.	1 □	2 □	3 □	4 □	5 □
e. When I’m stressed, I believe that I will remain that way for a long time.	1 □	2 □	3 □	4 □	5 □
f. I experience my emotions as overwhelming and out of control.	1 □	2 □	3 □	4 □	5 □
g. When I’m upset, I feel like I can remain in control of my behaviors.	1 □	2 □	3 □	4 □	5 □
h. When I’m upset, I know that I can find a way to eventually feel better.	1 □	2 □	3 □	4 □	5 □
i. When I’m upset, I start to feel very bad about myself.	1 □	2 □	3 □	4 □	5 □
j. When I’m upset, I believe wallowing in it is all I can do.	1 □	2 □	3 □	4 □	5 □
k. When I’m upset, my emotions feel overwhelming.	1 □	2 □	3 □	4 □	5 □

Adapted from Difficulties in Emotional Regulation Scale; Gratz and Roemer 2004

B2. Please indicate how well the following statements describe you:

	SELECT ONE RESPONSE PER ROW
	Almost never	Sometimes	About half of the time	Most of the time	Almost always
a. I develop step by step plans to reach my goals.	1 □	2 □	3 □	4 □	5 □
b. I have goals in my life.	1 □	2 □	3 □	4 □	5 □
c. If I set goals, I take action to reach them.	1 □	2 □	3 □	4 □	5 □
d. It is important to me that I reach my goals.	1 □	2 □	3 □	4 □	5 □
e. I know how to make my plans happen.	1 □	2 □	3 □	4 □	5 □
f. Other people in my life support me in achieving my goals.	1 □	2 □	3 □	4 □	5 □

Adapted from Goal Orientation Scale; Lippman et al. 2014.

When answering the following items, please think about what you do with youth in [HMRE program name].

C1. Please indicate your level of agreement with each of the statements below:

	SELECT ONE RESPONSE PER ROW
	Strongly disagree	Somewhat disagree	Neither agree nor disagree	Somewhat agree	Strongly agree
a. Working on improving youths’ self-regulation diverts attention from important class content.	1 □	2 □	3 □	4 □	5 □
b. The best support for self-regulation is provided by a specialized team of external care providers.	1 □	2 □	3 □	4 □	5 □
c. I cannot respond to all youth in my program who need help with self-regulation skills.	1 □	2 □	3 □	4 □	5 □
d. In this program, youth must primarily be allowed to be themselves and discover themselves.	1 □	2 □	3 □	4 □	5 □
e. My main task in this program is to assist young people on their road to adulthood.	1 □	2 □	3 □	4 □	5 □
f. I regularly assess the emotional, cognitive, and behavioral self-regulation development of youth in the program.	1 □	2 □	3 □	4 □	5 □
g. I talk to youth about their self-regulation development.	1 □	2 □	3 □	4 □	5 □
h. I try to help youth find solutions for their self-regulation issues.	1 □	2 □	3 □	4 □	5 □
i. In my lessons, I try to explicitly foster the self-regulation development of youth.	1 □	2 □	3 □	4 □	5 □

Adapted from Socio-Emotional Guidance Questionnaire; Jacobs et al. 2013

C2. Please indicate your opinion about each of the statements below:

	SELECT ONE RESPONSE PER ROW
	Nothing	Very Little	Some Influence	Quite a Bit	A Great Deal
a. How much can you do to control disruptive behavior in your workshops?	1 □	2 □	3 □	4 □	5 □
b. How much can you do to get youth to follow rules?	1 □	2 □	3 □	4 □	5 □
c. How much can you do to calm a young person who is disruptive and noisy?	1 □	2 □	3 □	4 □	5 □
d. How much can you do to keep a few problem youth from ruining an entire lesson?	1 □	2 □	3 □	4 □	5 □

	SELECT ONE RESPONSE PER ROW
	Very poorly	Poorly	Adequately	Pretty well	Very well
e. How well can you respond to defiant youth?	1 □	2 □	3 □	4 □	5 □
f. How well can you make your expectations clear about youth behavior?	1 □	2 □	3 □	4 □	5 □
g. How well can you establish routines to keep activities running smoothly?	1 □	2 □	3 □	4 □	5 □

Adapted from Teacher Sense of Efficacy Scale; Tshannen-Moran and Hoy 2001

C3. Please use the scale below to indicate how you typically respond to the behavior of youth in your program.

a. When youth misbehave	I raise my voice or yell 1 □	2 □	3 □	4 □	I speak to them calmly 5 □
b. When I am upset or under stress	I am picky and on youths’ backs 1 □	2 □	3 □	4 □	I am no more picky than usual 5 □
c. When there is a problem with youth	Things build up and I do things I don’t mean to do 1 □	2 □	3 □	4 □	Things don’t get out of hand 5 □
d. When I give youth a threat or warning	I don’t carry it out 1 □	2 □	3 □	4 □	I always do what I said 5 □
e. When youth don’t do what I ask	I let it go 1 □	2 □	3 □	4 □	I take some other action 5 □
f. When I tell youth not to do something	I let them do it anyway 1 □	2 □	3 □	4 □	I stick to what I said 5 □

Adapted from Parenting Scale for Adolescents; Irvine et al. 1999

Instructions: The following items ask you to reflect on [HMRE program name].

D1. How strongly do you agree or disagree with the following statements about your program?

	SELECT ONE RESPONSE PER ROW
	Strongly disagree	Somewhat disagree	Neither agree nor disagree	Somewhat agree	Strongly agree
a. When we make changes to the program, we follow-up as a group to make sure it’s working.	1 □	2 □	3 □	4 □	5 □
b. The resources at this program are adequate to support youths’ learning and development.	1 □	2 □	3 □	4 □	5 □
c. Staff and supervisors at this program feel responsible to help each other do their best.	1 □	2 □	3 □	4 □	5 □
d. Staff at this program feel that it is part of their job to prepare youth to succeed outside of the program.	1 □	2 □	3 □	4 □	5 □
e. The resources at this program are adequate to support youth with social or emotional problems.	1 □	2 □	3 □	4 □	5 □
f. Staff in this program know where to refer youth with social or emotional problems.	1 □	2 □	3 □	4 □	5 □
g. This program provides the materials, resources, and training necessary for me to support youths’ social or emotional needs.	1 □	2 □	3 □	4 □	5 □
h. I can turn to my supervisor for advice if I need help supporting youths’ social or emotional needs.	1 □	2 □	3 □	4 □	5 □
i. I can turn to other staff in program for advice if I need help supporting youths’ social or emotional needs.	1 □	2 □	3 □	4 □	5 □
j. This program places a priority on teaching youth strategies to manage their stress levels.	1 □	2 □	3 □	4 □	5 □
k. This program places a priority on addressing youths’ social or emotional needs.	1 □	2 □	3 □	4 □	5 □

Adapted from ED School Climate Survey; U.S. Department of Education 2018

D2. Please read each statement carefully and then choose the answer that most accurately describes your program.

	SELECT ONE RESPONSE PER ROW
	Never	Rarely	Sometimes	Often	Always
The next three questions ask you to think about how youth feel in your program. In our program…
a. Youth participate without fear of being teased or laughed at.	1 □	2 □	3 □	4 □	5 □
b. The resources at this program are adequate to support youths’ learning and development.	1 □	2 □	3 □	4 □	5 □
c. Youth do not say mean things to each other.	1 □	2 □	3 □	4 □	5 □
The next three questions ask you to think about how your program is set up. In our program…
d. Youth help create the rules and group norms of the program.	1 □	2 □	3 □	4 □	5 □
e. Youth are told about program expectations and how to act.	1 □	2 □	3 □	4 □	5 □
f. Program expectations are enforced fairly for all youth.	1 □	2 □	3 □	4 □	5 □
The next three questions ask you to think about relationships with others in your program. In our program…
g. Staff show interest in what youth are doing and saying.	1 □	2 □	3 □	4 □	5 □
h. Youth are willing to help each other.	1 □	2 □	3 □	4 □	5 □
i. Staff greet and talk to youth when they arrive.	1 □	2 □	3 □	4 □	5 □
The next four questions ask you to think about how youth have chances to be part of your program. In our program…
j. Youth are free to be themselves.	1 □	2 □	3 □	4 □	5 □
k. Youth feel accepted by other program participants.	1 □	2 □	3 □	4 □	5 □
l. Youth feel accepted by program staff.	1 □	2 □	3 □	4 □	5 □
m. Youth make new friends.	1 □	2 □	3 □	4 □	5 □
The next three questions ask you to think about how youth treat each other in your program. In our program…
n. Youth respect one another.	1 □	2 □	3 □	4 □	5 □
o. Youth treat each other fairly.	1 □	2 □	3 □	4 □	5 □
p. Youth are kind to one another.	1 □	2 □	3 □	4 □	5 □
The next three questions ask you to think about how youth learn in your program. In our program…
q. Youth learn different ways to talk to each other.	1 □	2 □	3 □	4 □	5 □
r. Youth learn how to make good decisions.	1 □	2 □	3 □	4 □	5 □
s. Youth learn about different perspectives.	1 □	2 □	3 □	4 □	5 □
The next three questions ask you to think about how your program prepares youth for the future. In our program…
t. Youth learn skills that will help them with their future education and employment.	1 □	2 □	3 □	4 □	5 □
u. Youth learn skills that will help in their future relationships.	1 □	2 □	3 □	4 □	5 □
v. Youth learn that their actions today matter for their well-being in the future.	1 □	2 □	3 □	4 □	5 □

Adapted from Youth Program Self-Assessment; Borden 2015

Thank you for taking the time to complete this survey.