© Copyright ISBN 0 11 322426 5 STRENGTHS AND DIFFICULTIES 1

Name of Child:

Completed by:

Relationship to child:

Date:

Strengths and

Difficulties

QUESTIONNAIRE

Strengths and

Difficulties

GUIDANCE

ON USING

QUESTIONNAIRES

19. Fuller discussion is vital for several reasons. Firstly, it is important to establish

level and nature of any difficulties more clearly. Information from other

sources is also relevant for this purpose. Secondly, the overall score may be

below the cut off point indicative of disorder, but there may still be issues

that are important to the respondent. The response to a single item might

provide the cue. Thirdly, it is crucial to understand how the child, parent and

other family members are responding to how the child is, or what the child

is doing/saying.

Scoring

20. This is explained on the sheet that accompanies the questionnaires.

21. Each item is scored 0, 1 or 2. Somewhat true is always scored 1, but whether

Not true and Certainly true are scored 0 or 2 depends on whether the item is

framed as a strength or difficulty.

22. The scoring sheet explains which item contributes to which subscales.

The Pro-social scale is scored so that an absence of pro-social behaviour

scores low. A child may have difficulties but if they have a high

Pro-social score the outlook for intervention is better.

23. The scoring sheet has a chart, which indicates which total scores are low,

average or high in the general population. High scores overall or for any

subscale point to the likelihood of a significant disorder, and/or a disorder

of a particular type. They do not guarantee that there will be found to be

a disorder when a more thorough assessment is conducted. Neither does

a low score guarantee the absence of a problem, but the instrument is

useful for screening.

References

Goodman R (1997). The Strengths and Difficulties Questionnaire: A reseach note.

Journal of Child Psychology and Psychiatry. 38: 581–586.

Goodman R, Meltzer H and Bailey V (1998) The strengths and difficulties

questionnaire: A pilot study on the validity of the self-report version. European Child

& Adolescent Psychiatry. 7: 125–130.

9. The scales can be scored to produce an overall score that indicates whether

the child/young person is likely to have a significant problem. Selected

items can also be used to form subscales for Pro-social Behaviour,

Hyperactivity, Emotional Symptoms, Conduct and Peer problems.

Use

10. The questionnaires are of value in both assessments and for evaluating

progress.

11. They can give an indication of whether a child/young person is likely to

have a significant emotional or behavioural problem/disorder, and what

type of disorder it is.

12. During piloting over half the children assessed scored above the cut-off

scores indicating a probable disorder.

13. The most common problems were Hyperactivity, Peer and Conduct

problems. These were identified in over half the children.

14. One social worker commented that the questionnaire ‘gave a more indepth

look at the young person’. Another said that with the individual

child/young person it could be a springboard for therapeutic action, and

that it would be helpful, alongside work with the family, to monitor

progress.

Administration

15. The respondent whether parent, child or teacher needs to understand

where the use of the questionnaire fits into the overall assessment.

16. It is usually best if the respondent completes the questionnaire in the

presence of the social worker. Sometimes it will be necessary for the worker

to administer the scale verbally.

17. The scale takes about 10 minutes to complete.

18. It is preferable if full discussion is kept to the end, but there will be occasions

when what the respondent says while completing the scale should be

acknowledged immediately.

STRENGTHS AND DIFFICULTIES QUESTIONNAIRES

Background

1. Evaluation of children’s emotional and behavioural development is a central

component of social work assessment.

2. These questionnaires screen for child emotional and behavioural problems.

These scales are similar to older scales such as Rutter A & B Scales developed

for use by parents and teachers, but put a greater emphasis on strengths.

The Scales

3. The questionnaires consist of 25 items that refer to different emotions or

behaviours.

4. For each item the respondent marks in one of three boxes to indicate

whether the item is not true, somewhat true or certainly true for the child in

question.

5. On the back of each questionnaire are questions that aim to address

severity by scoring duration of the difficulties and their impact on the child,

themselves or others.

6. Children’s emotional and behavioural problems are not always evident in all

situations. When they are, the problem is usually more severe. As with the

Rutter scales, the Strengths and Difficulties Questionnaires have both

parent and teacher versions.

7. In young children, parents’ reports of their emotions and behaviour are

usually more reliable than those of the children themselves, but in

adolescence, parents are often unaware of their children’s emotional state.

There is therefore a Strengths and Difficulties questionnaire for young

people aged 11–16.

8. The Rutter scales were originally devised for children aged 9–10, and have

been shown to be valid for those aged 6–16. The Strengths and Difficulties

Scale covers ages 4–16, and there is an additional scale for children aged

3–4.

STRENGTHS AND DIFFICULTIES 2b

Strengths and

Difficulties

SCORING

Interpreting scores and identifying need

The provisional bandings shown below have been selected so that roughly 80%

of children in the community do not have needs in these areas, 10% have some

needs, and 10% have high needs.

LOW NEED SOME NEED HIGH NEED

Self completed

Total difficulties score 0–15 16–19 20–40

Conduct problems score 0–3 4 5–10

Hyperactivity score 0–5 6 7–10

Emotional symptoms score 0–5 6 7–10

Peer problem score 0–3 4–5 6–10

Pro-social behaviour score 6–10 5 0–4

SCORING THE SELF REPORT STRENGTHS AND DIFFICULTIES Conduct Problems Scale

QUESTIONNAIRE NOT TRUE SOMEWHAT TRUE CERTAINLY TRUE

The 25 items in the SDQ comprise 5 scales of 5 items each. The first stage of I get very angry 0 1 2

scoring the questionnaire is generally to score each of the 5 scales. Somewhat I usually do as I am told 0 1 2

true is always scored as 1, but the scoring of Not True and Certainly True varies I fight a lot 0 1 2

with each item. The score for each response category is given below scale by I am often accused of lying 0 1 2

scale. I take things 0 1 2

Pro-social Scale Peer Problems Scale

NOT TRUE SOMEWHAT TRUE CERTAINLY TRUE NOT TRUE SOMEWHAT TRUE CERTAINLY TRUE

I am considerate of others 0 1 2 I am rather solitary 0 1 2

I usually share 0 1 2 I have at least one good friend 0 1 2

I am helpful if 0 1 2 Other people … like me 0 1 2

I am kinder to younger 0 1 2 Other … people pick on me … 0 1 2

I often volunteer 0 1 2 I get on better with adults … 0 1 2

Hyperactivity Scale For each of the 5 scales the score can range from 0 to 10 provided all five items

NOT TRUE SOMEWHAT TRUE CERTAINLY TRUE have been completed. You can prorate the scores if there are only one or two

missing items.

I am restless 0 1 2

I am constantly fidgeting 0 1 2 To generate a total difficulties score, sum the four scales dealing with problems

I am easily distracted 0 1 2 but do not include the pro-social scale. The resultant score can range from 0 to

Thinks things out 0 1 2 40. Provided at least 12 of the relevant 20 items are completed, you can prorate

I see tasks through 0 1 2 the total if necessary.

Emotional Symptoms Scale

NOT TRUE SOMEWHAT TRUE CERTAINLY TRUE

I get a lot of headaches 0 1 2

I worry a lot 0 1 2

I am often unhappy 0 1 2

I am nervous in 0 1 2

I have many fears 0 1 2

STRENGTHS AND DIFFICULTIES 3b

Strengths and Difficulties

QUESTIONNAIRE

TO BE COMPLETED BY A MAIN CARER OF A CHILD AGED BETWEEN 3 AND 4

For each item, please mark the box for Not True, Somewhat True or Certainly True. It would help us if you answered all

items as best you can even if you are not absolutely certain, or the items seem daft! Please give your answers on the basis

of the child’s behaviour over the last six months.

Child’s Name Male/Female Date of Birth

Not True Somewhat True Certainly True

Considerate of other people’s feelings _ _ _

Restless, overactive, cannot stay still for long _ _ _

Often complains of headaches, stomach-aches or sickness _ _ _

Shares readily with other children (treats, toys, pencils etc.) _ _ _

Often has temper tantrums or hot tempers _ _ _

Rather solitary, tends to play alone _ _ _

Generally obedient, usually does what adults request _ _ _

Many worries, often seems worried _ _ _

Helpful if someone is hurt, upset or feeling ill _ _ _

Constantly fidgeting or squirming _ _ _

Has at least one good friend _ _ _

Often fights with other children or bullies them _ _ _

Often unhappy, downhearted or tearful _ _ _

Generally liked by other children _ _ _

Easily distracted, concentration wanders _ _ _

Nervous or clingy in new situations, easily loses confidence _ _ _

Kind to younger children _ _ _

Often argumentative with adults _ _ _

Picked on or bullied by other children _ _ _

Often volunteers to help others (parents, teachers, other children) _ _ _

Can stop and think things over before acting _ _ _

Can be spiteful to others _ _ _

Gets on better with adults than with other children _ _ _

Many fears, easily scared _ _ _

Sees tasks through to the end, good attention span _ _ _

Please turn over – there are a few more questions on the other side…

STRENGTHS AND DIFFICULTIES 4a

Overall, do you think that your child has difficulties in one or more of the following areas:

emotions, concentration, behaviour or being able to get on with other people?

No Yes – Yes – Yes –

difficulties minor difficulties more serious difficulties severe difficulties

_ _ _ _

If you have answered ‘Yes’, please answer the following questions about these difficulties:

• How long have these difficulties been present?

Less than a month 1–5 months 5–12 months Over a year

_ _ _ _

• Do the difficulties upset or distress your child?

Not at all Only a little Quite a lot A great deal

_ _ _ _

• Do the difficulties interfere with your child’s everyday life in the following areas?

Not at all Only a little Quite a lot A great deal

Home life _ _ _ _

Friendships _ _ _ _

Learning _ _ _ _

Leisure activities _ _ _ _

• Do the difficulties put a burden on you or the family as a whole?

Not at all Only a little Quite a lot A great deal

_ _ _ _

Signature

Date

Mother/Father/Other (please specify)

Thank you very much for your help

STRENGTHS AND DIFFICULTIES 4b

Strengths and Difficulties

QUESTIONNAIRE

TO BE COMPLETED BY A MAIN CARER OF A CHILD AGED BETWEEN 4 AND 16

For each item, please mark the box for Not True, Somewhat True or Certainly True. It would help us if you answered all

items as best you can even if you are not absolutely certain, or the items seem daft! Please give your answers on the basis

of the child’s behaviour over the last six months.

Child’s Name Male/Female Date of Birth

Not True Somewhat True Certainly True

Considerate of other people’s feelings _ _ _

Restless, overactive, cannot sit still for long _ _ _

Often complains of headaches, stomach-aches or sickness _ _ _

Shares readily with other children (treats, toys, pencils etc.) _ _ _

Often has temper tantrums or hot tempers _ _ _

Rather solitary, tends to play alone _ _ _

Generally obedient, usually does what adults request _ _ _

Many worries, often seems worried _ _ _

Helpful if someone is hurt, upset or feeling ill _ _ _

Constantly fidgeting or squirming _ _ _

Has at least one good friend _ _ _

Often fights with other children or bullies them _ _ _

Often unhappy, downhearted or tearful _ _ _

Generally liked by other children _ _ _

Easily distracted, concentration wanders _ _ _

Nervous or clingy in new situations, easily loses confidence _ _ _

Kind to younger children _ _ _

Often lies or cheats _ _ _

Picked on or bullied by other children _ _ _

Often volunteers to help others (parents, teachers, other children) _ _ _

Thinks things out before acting _ _ _

Steals from home, school or elsewhere _ _ _

Gets on better with adults than with other children _ _ _

Many fears, easily scared _ _ _

Sees tasks through to the end, good attention span _ _ _

Please turn over – there are a few more questions on the other side …

STRENGTHS AND DIFFICULTIES 5a

STRENGTHS AND DIFFICULTIES 5b

Overall, do you think that your child has difficulties in one or more of the following areas:

emotions, concentration, behaviour or being able to get on with other people?

No Yes – Yes – Yes –

difficulties minor difficulties more serious difficulties severe difficulties

_ _ _ _

If you have answered ‘Yes’, please answer the following questions about these difficulties:

• How long have these difficulties been present?

Less than a month 1–5 months 5–12 months Over a year

_ _ _ _

• Do the difficulties upset or distress your child?

Not at all Only a little Quite a lot A great deal

_ _ _ _

• Do the difficulties interfere with your child’s everyday life in the following areas?

Not at all Only a little Quite a lot A great deal

Home life _ _ _ _

Friendships _ _ _ _

Learning _ _ _ _

Leisure activities _ _ _ _

• Do the difficulties put a burden on you or the family as a whole?

Not at all Only a little Quite a lot A great deal

_ _ _ _

Signature

Date

Mother/Father/Other (please specify)

Thank you very much for your help

Classroom

Learning

Strengths and Difficulties

QUESTIONNAIRE

TO BE COMPLETED BY A YOUNG PERSON BETWEEN 11 AND 16

Please read the questionnaire carefully. For each of the statements put a tick in the box that you think is most like you. It

would help us if you put a tick for all the statements – even if it seems a bit daft! Please give answers on the basis of how

you have been feeling over the last six months.

Your Name Your age

Not True Somewhat True Certainly True

I try to be nice to people. I care about their feelings _ _ _

I get restless, I cannot sit still for long _ _ _

I get a lot of headaches, stomach-aches or sickness _ _ _

I usually share with others (food, games, pens etc.) _ _ _

I get very angry and often lose my temper _ _ _

I am usually on my own. I generally play alone or keep to myself _ _ _

I usually do as I am told _ _ _

I worry a lot _ _ _

I am helpful if someone is hurt, upset or feeling ill _ _ _

I am constantly fidgeting or squirming _ _ _

I have one good friend or more _ _ _

I fight a lot. I can make other people do what I want _ _ _

I am often unhappy, downhearted or tearful _ _ _

Other people my age generally like me _ _ _

I am easily distracted, I find it difficult to concentrate _ _ _

I am nervous in new situations. I easily lose confidence _ _ _

I am kind to younger children _ _ _

I am often accused of cheating or lying _ _ _

Other children or young people pick on or bully me _ _ _

I often volunteer to help others (parents, teachers, children) _ _ _

I think before I do things _ _ _

I take things that are not mine from home, school or elsewhere _ _ _

I get on better with adults than with people my own age _ _ _

I have many fears, I am easily scared _ _ _

I finish the things I’m doing. My attention is good _ _ _

Please turn over – there are a few more questions on the other side …

STRENGTHS AND DIFFICULTIES 6a

STRENGTHS AND DIFFICULTIES 6b

Overall, do you think that you have difficulties in one or more of the following areas:

emotions, concentration, behaviour or being able to get on with other people?

No Yes – Yes – Yes – very

difficulties minor difficulties more serious difficulties severe difficulties

_ _ _ _

If you have answered ‘Yes’, please answer the following questions about these difficulties:

• How long have these difficulties been present?

Less than a month 1–5 months 5–12 months Over a year

_ _ _ _

•Do the difficulties upset or distress you?

Not at all Only a little Quite a lot A great deal

_ _ _ _

•Do the difficulties interfere with your everyday life in the following areas?

Not at all Only a little Quite a lot A great deal

Home life _ _ _ _

Friendships _ _ _ _

Learning _ _ _ _

Leisure activities _ _ _ _

• Do the difficulties make it harder for those around you (family, friends, teachers etc.)?

Not at all Only a little Quite a lot A great deal

_ _ _ _

Signature

Date

Thank you very much for your help

Classroom

Learning

Strengths and Difficulties

QUESTIONNAIRE

CHECK SHEET

Pro-social 0 1 2

Hyperactivity 0 1 2

Emotional 0 1 2

Pro-social 0 1 2

Conduct 0 1 2

Peer 0 1 2

Conduct 2 1 0

Emotional 0 1 2

Pro-social 0 1 2

Hyperactivity 0 1 2

Peer 2 1 0

Conduct 0 1 2

Emotional 0 1 2

Peer 2 1 0

Hyperactivity 0 1 2

Emotional 0 1 2

Pro-social 0 1 2

Conduct 0 1 2

Peer 0 1 2

Pro-social 0 1 2

Hyperactivity 2 1 0

Conduct 0 1 2

Peer 0 1 2

Emotional 0 1 2

Hyperactivity 2 1 0

Conduct Emotional Pro-social

Hyperactivity Peer

Total

Strengths and

Difficulties

QUESTIONNAIRE

RECORD SHEET

Name

Age Male/Female

Strengths and Difficulties Questionaire

completed by:

MAIN CARER ON

Teacher on

Self on

SCALE LOW SOME HIGH

NEEDS NEEDS NEEDS

CONDUCT PROBLEMS

MAIN CARER 0–2 3 4–10

Teacher 0–2 3 4–10

Self 0–3 4 5–10

HYPERACTIVITY

MAIN CARER 0–5 6 7–10

Teacher 0–5 6 7–10

Self 0–5 6 7–10

EMOTIONAL SYMPTOMS

MAIN CARER 0–3 4 5–10

Teacher 0–4 5 6–10

Self 0–5 6 7–10

PEER PROBLEMS

MAIN CARER 0–2 3 4–10

Teacher 0–3 4 5–10

Self 0–3 4–5 6–10

PRO-SOCIAL BEHAVIOUR

MAIN CARER 6–10 5 0–4

Teacher 6–10 5 0–4

Self 6–10 5 0–4

TOTAL DIFFICULTIES

MAIN CARER 0–13 14–16 17–40

Teacher 0–11 12–15 16–40

Self 0–15 16–19 20–40

Strengths and

Difficulties

QUESTIONNAIRE

SCORE SHEET

Document available

http://www.dh.gov.uk/en/Policyandguidance/Healthandsocialcaretopics/ChildrenServices/index.htm