BRSI Measure Guidance

By Jeffery Dixon,2014-08-08 23:34
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BRSI Measure Guidance

    BRSI Measure Guidance (Middle Childhood)

    The aim of the measure is to be a supportive non-judgemental exercise to inform your service’s performance and help the client think about their situation. The

    measure focuses on the important roles that families, schools, neighbourhoods, youth organisations, and others in communities play in shaping young people's lives, as well as the child or young person themselves.

Why are we asking these questions?

    The statements in the measure are drawn from research about what is necessary for positive child and adolescent development. This Barnet model will help front line organisations to measure the impact of their service on developing resilience in children. As well as looking at difficulties in the child’s life the measure also

    looks at the child’s developmental assets; the things in a child’s life that will help them do well and to cope with difficulties.

How will the information be used?

    The information will be useful to your organisation it will tell you about the needs of the child/parent or carer; it will show you where your service has most impact. Through 08-09 the BRSI group will receive feedback from organisations using the measure which will help them to refine the measure for rollout to all services in 09-10. It is important to note that we will use other data as well when making commissioning decisions.

When should I use the measure?

    The initial measure should be completed before the child (or parent/carer) starts a particular course of activity. If you want to use this measure with children/parents/carer who are already using your programme then this should be explained on the front sheet.

    The follow up measure should be completed after approximately 20 hours of activity (this would be 3 months where the child is attending once a week for 2 hours). It is advisable that the same person should help the child (parent/carer) with the exercise on both occasions. Measure 2 can be repeated after additional periods where this is useful.

With whom should I use the measure?

    It is helpful to get a range of perspectives, and the measure can be used with a child or young person, their parent(s) or carer(s) or with another professional working with the child or young person (e.g. a teacher). The questions will need to be framed appropriately if used with a parent/carer or another professional. You are asking ofr their view of what the child would say.

What if the child is non-verbal?

    Ask the parent/carer to complete the measure helping to frame the questions in the most relevant way for the situation. Make a note of how you asked the

    Building resilience, supporting independence measure MC guidance (voluntary services)

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question in the initial measure and ask the same question when you use the

    follow up measure.

    What if my organisation delivers services only to parents/carers? If you are being asked to contribute to this programme then your service will be expected to have an impact on children through supporting their

    parent(s)/carer(s). Ask the parent/carer the questions as they relate to their child. If your service is specifically targeting parents of disabled children (or children with special needs) then ask the parent to respond in relation to their disabled child.

Can I ask other questions?

    It is really important that we ask the same questions (tailored so that they make sense to the client). It may be useful for you to use the ‘measuring’ session to ask other questions specific and relevant for your service.

    You may find it useful to refer to this measure when making funding applications or tenders for services.

What if I am concerned about any of the responses?

    You may find that the questions lead to responses that give you concerns. Some of the questions are not in your fields of service. For instance in response to question a child might disclose that they are being bullied at school. This may mean you will need to make a referral to another agency. This is OK and is another useful aspect of the tool.

    If there are any responses that give rise to child protection concerns you will act urgently to safeguard the child by referring to your organisations safeguarding

    and child protection procedures or contacting social services immediately.

How long should it take?

    The questions are arranged around a dart board to give both questioner and respondent a visual aid to completing it. The exercise should be completed somewhere calm away from other children. It should take about X minutes. You should give the child/parent/carer a copy to keep including any notes about other things you have agreed to do (like putting the child/parent/carer in touch with another service)

    How many children (parent(s)/carer(s)) do I need to use the measure with? This is a pilot project to test and refine the measure. It is up to you how many ‘clients’ you use it with. It would be helpful for the study if you could complete at

    least 5 initial measures in the period up to end June 08, complete a follow up measure for each in quarter 2 and undertake another 5 initial measures in quarter 2 and so on meaning that you would have completed both initial and follow up measures with 15 clients by the end of the year. If your service has a high drop out rate you should consider this in the number of initial measures you decide to complete.

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     April-June July-Sept Oct-Dec Jan-Mar

    Intial 5 5 5 5


    Follow up 5 5 5


    There are 2 different sets of questions, which should I use? We have designed 2 different sets of questions based on ‘age’ appropriateness. The sets have been based on middle childhood and adolescent age groups which are not necessary relevant to all children. You can use which ever set of questions seems most relevant to the child or young person’s developmental

    level. You must use the same set when you complete measure 2.

The measure is split into 8 areas:

    ; Help

    ; My community

    ; Boundaries and expectations

    ; My use of time

    ; Commitment to learning

    ; Positive values

    ; Social skills

    ; Positive about life.

    The following is guidance regarding specific items on the measure:


    1. My family and I get on well and I can ask them for help. The respondent scores 5 if the parent(s)/carer(s) and child communicate positively and the child feels comfortable seeking advice from parents.

2. People at my school care for me and they are helpful.

    The respondent scores 5 if relationships with teachers and peers provide a caring, encouraging environment.

    3. I know people who are helpful and support me to do well. The respondent scores 5 if the child receives support from adults other than parents/carers.

My community

    4. I do useful and helpful things in my community.

    The respondent scores 5 if the child has opportunities to help others in the community and feels valued and appreciated by adults in the community.

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    5. I feel safe - at home, at school and in the area that I live. The respondent scores 5 if the child feels safe in all 3 areas. Score 1 if the child feels safe in none of these areas. Score 2 if child feels safe in 1 of 3 areas. Score 3 if feels safe in 2 of the 3 areas. Score 4 if child feels a bit safer in these areas but not completely safe in all 3 areas.

Boundaries and expectations

    6. My family has clear rules, and they know what I do and where I am. The respondent scores 5 if the family has clear and consistent rules and consequences and monitors the child’s whereabouts. Score 3 if clear rules but don’t monitor whereabouts or vice versa. Score 1 if neither rules nor monitoring.

7. My school has clear rules that are followed.

    The respondent scores 5 if the school provides clear rules and consequences.

8. People I know show good behaviour.

    The respondent scores 5 if parents and other adults model positive responsible behaviour.

My use of time

    9. I do two or more activities or clubs per week.

    The respondent scores 5 if they do two or more activities or clubs per week. Score 3 if 1 club or activity and score 1 if no clubs or activities.

    10. I spend some time each week doing fun things with my family. Score 5 if respondent spends some time most days both in high-quality interaction with parents and doing things at home other than watching TV or playing video games.

Commitment and learning

    11. I try to do well at school.

    Score 5 if respondent is motivated and strives to do well in school, and is responsive, attentive, and actively engaged in learning and enjoys participating in learning activities outside of school.

12. I do my homework.

    Score 5 if respondent usually hands in homework on time.

    13. I like looking at books, comics or magazines and I read with an adult most days.

    Score 5 if respondent enjoys and engages in reading for fun most days of the week.

Positive values

    14. I like to help other people.

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    Score 5 if respondent’s parent(s)/carer(s) tell the child it is important to help other people.

15. I try to tell the truth even when it is hard.

    Score 5 if respondent’s parent(s)/carer(s) tell the child it is important to tell the truth.

16. I own up when I’ve done something wrong.

    Score 5 if respondent’s parent(s)/carer(s) tell the child it is important to accept personal responsibility for behaviour.

17. I exercise and I eat healthily.

    Score 5 if respondent’s parent(s)/carer(s) tell the child it is important to have

    good health habits and an understanding of healthy sexuality.

Social skills

    18. I can make choices that I’m happy with.

    Score 5 if respondent thinks about decisions and is usually happy with results of her or his decisions.

    19. I am sensitive and friendly and I can think about how other people feel Score 5 if respondent cares about and is affected by other people’s feelings, enjoys making friends, and, when frustrated or angry, tries to calm her- or himself.

    20. I can talk to people from different cultures and backgrounds. Score 5 if respondent knows and is comfortable with people of different racial, ethnic, and cultural backgrounds and with her or his own cultural identity.

    21. I try to sort out arguments without fighting or hurting others. Score 5 if respondent attempts to resolve conflict non violently.

Positive about life

    22. I feel I have control over ‘things that happen to me.’

    Score 5 if respondent feels he or she has some influence over things that happen in her or his life.

23. I like myself and feel that my life ‘has a reason.’

    Score 5 if respondent likes and is proud to be the person he or she is, and sometimes thinks about what life means and whether there is a purpose for her or his life.

24. I have good hopes about my future.

    Score 5 if respondent is optimistic about her or his personal future.

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