UK Data Archive Study Number 3996 Teenage Smoking Attitudes Survey, 1997
Young teenagers and smoking
A technical report ofthe Teenage Smoking Attitudes survey carried out in England in 1997 1 Introduction
1.1 Background
In 1989, the HEA launched its Teenage Smoking Campaign, which aimed to discourage young people from taking up smoking and to encourage existing smokers to stop. The HEA commissioned eight tracking surveys ofchildren's attitudes to smoking between 1989 and 1994 tn ~\1':1ll1':1tp. thpir .... ':Imn':licrn Tn 10Q'::; thp npn-:lrtTnpnt "f l-Ip-:llth bnnrhpn ':I npw t"'':Imn':lian _ ...... ·0..· &..0& .. "'..- "" ..., y u._ u v T, 1"' 0 .. 'Respect'. The Respect campaign seeks to address the reasons why young people start to smoke and to destabilise the fashionable perceptions ofsmoking. It seeks to make non-smoking part of a positive lifestyle which is relevant for both smokers and non-smokers.
The 1997 Teenage Smoking Attitudes (TSA) survey was the second in a series of three annual surveys carried out in England by the Social Survey Division of ONS on behalf of the Health Education Authority (HEA). The Survey's dual purpose was to evaluate the Respect campaign and to study teenagers' attitudes and beliefs about smoking. In particular, the 1997 survey focussed particularly on cigarette dependency and children's awareness of smoking-related articles, promotions and advertising in the media. Since 1982, Social Survey Division has carried out a biennial series of surveys of smoking among secondary school children for the Department of Health. These surveys provide the official figures for the prevalence of smoking among children aged 11-15 in England. The Department of Health surveys remain the official source of smoking prevalence data for 11-15 year-olds but no survey was carried out in 1997. On the other hand, the emphasis of the HEA survey is on finding out what pupils believe about smoking, their attitudes to smoking and their awareness of health education issues. 1.2 Content o/the survey
Many ofthe questions on the 1997 survey were retained from the 1996 survey. These questions were on the following topics:
• Smoking prevalence;
• Age first smoked cigarette;
• Brand ofcigarette smoked;
• Giving up smoking;
• Parental smoking behaviour;
• Attitudes towards smoking and smokers;
• Recollection ofhealth education at school and in the media;
• Recollection ofsmoking related items in the printed media;
• Social and educational factors.
In addition questions on cigarette consumption and siblings' smoking behaviour were retained but in a different format. It was also necessary to adapt the Respect questionnaire because some ofthe promotional devices used by the campaign had also changed.
• Questions new to the survey included those on the following topics;
• Cigarette dependency; • Physiological effects ofsmoking and giving up smoking;
• Cigarette company promotions.
Both questionnaires are reproduced in appendix A.
2 The sample
2.1 Sample coverage
The population covered by the survey was pupils in years 7 to II (previously called first to fifth formers) in England; that is, mainly pupils who were aged II to 15 at the start of the school year in September 1997.
The survey covered almost all types of secondary school (comprehensive, secondary modem, grammar, technical, and other secondary schools) in both the maintained and non-maintained sectors of education. Only pupils attending special schools (for children with leaming disabilities) and hospital special schools (for children spending a period in hospital) were excluded from the survey.
2.2 Sample design
A two-stage sample design was used. At the first stage a sample of schools was drawn, and at the second stage a sample ofpupils was selected within each school. A list ofsecondary schools was extracted from the 1997 school database supplied by the Schools' Register for the Department for Education and Employment and stratified by school type (see section 2.4).
A sample of 176 schools was selected with probability proportional to the number of pupils aged II to IS. This type of sample design enabled roughly equal numbers of pupils to be selected fOi interview from each school making fieldwork more manageable. Schools sampled for both the HEA and DH surveys in 1996 were excluded from the sampling frame for 1997.
At the second stage an interviewer visited each selected school and drew a sample of pupils from school registers. Approximately 30 pupils from each school were sampled randomly from the school registers from a random start using a fixed interval. Most schools either had separate registers for each school year or ordered their registers by school year. This enabled approximately equal numbers of pupils from each year to be selected (and therefore approximately equal numbers ofeach age).
2.3 Sample size
The survey aimed to achieve a sample of about 4,000 pupils in England. To achieve this a sample of 176 schools was drawn. Based on experience, it was expected that about 90% of schools would co-operate. Assuming that 90% of selected pupils would agree to take part from the co-operating schools, the average size of quota selected in each co-operating school to achieve the required sample size would be 30 pupils.
As in previous years, schools with fewer than 35 pupils in the required age range were removed from the sampling frame. However, to reduce the bias this might create, the pupil counts for these schools were still included in the total pupil counts within each stratum prior to selection. This had the effect of increasing the probability of selection of the other schools and pupils in the stratum.
2 2.4 Stratification ofthe samplingframe
Previous surveys in the series had shown that smoking behaviour varied according to the characteristics of the school rather more than it did by region, so schools were stratified in England as follows:
I. Into Phase ofschool education:
middle Primary;
middle Secondary;
secondary.
2. Into three school funding types:
LEA maintained;
grant maintained;
independent.
3. Then, by selection policy into:
comprehensive;
selective;
secondary modern;
non-selective.
4. Finally the larger strata were split into:
single sex;
mixed.
5. In each of the 17 major strata formed, schools were ordered by local education authority within region, and then by school size.
Tables I shows the allocation ofthe required sample of schools to each of the major strata and the number ofschools actually selected in England. 2.5 Sampling within selectedschools
Sampling fractions at the second stage (i.e. within schools) were calculated in the office and adjusted to compensate for the effect of rounding on the number of schools selected in each stratum at the first stage. Expected quota sizes are also shown in Table 1. These were based on information about the number ofpupils at each collected in the previous six months, and actual quota sizes therefore varied to the extent to which the size of the school had changed in the interim. The table also shows the expected total (set) sample size. This is the sample size before adjustments for changes in school size and non-response.
Sampling at each co-operating school was carried out by an ONS interviewer. The instructions to which the interviewers worked were the same as in previous surveys.
3 2.6 Probabilities ofselection
Given the requirement that each child in the target population should have the same probability of being selected to take part in the survey, the overall probability of selection, or sampling fraction, is the product ofthe sampling fractions at the first and second stages, i.e.
where f\ = probability ofselecting the school
f2= probability ofselecting the pupil Schools were selected with probability proportional to the number of pupils aged 11-15, so that roughly equal numbers of pupils could be sampled from each selected schoo!. Thus:
where n\ =total number ofschools to be selected s = number ofpupils in an individual school aged 11-15 S =total number of pupils aged 11-15 and
f = n] ]S where, n2 = number ofpupils to be selected from each school Overall, therefore, for each pupil the sampling fraction is :
2.7Precision ofresults
Since the data in this report were obtained from a sample ofthe population, they are subject to sampling error. Any sample is only one of an almost infinite number that might have been selected, all producing slightly different estimates. Sampling error stems from the probability that any selected sample is not completely re(lresentative of the population from which it is drawn. -'
Sampling error shows the amount by which the value of a sample estimate of a variable can be expected to differ from the true value ofthat variable in the population. With a simple random sample, the formula for calculating the sampling error for a percentage p, is :
~ p(lO~ - p) where n is the sample size.
4 Since the sample of pupils was clustered in schools, the sampling errors are larger than they would have been for a simple random sample of the same size. Sampling errors for some key variables which take account ofthe complex design are shown later on in this chapter.
The formula for calculating sampling errors of differences in percentages between surveys assuming simple random samples is :
./p,(IOO - pj + pJiOO - p) V n/ n]
In general, attention is drawn to differences between estimates only when they are significant at the 0.05 confidence level, thus indicating that there is less than a 5% probability that the observed difference is due to random sampling variation and that no difference occurred in the population from which the sample is drawn.
It is important to recognise that sampling error is only one of the sources of error which affect the accuracy ofany survey results. Other sources of inaccuracy include non-response bias, and over- and under-reporting, both ofwhich are difficult to quantify.
2.8 Sampling errors
Tables 2-3 give true standard errors and 95% confidence intervals, taking account of the complex sample design, for some key variables. Since the survey used a multi-stage sample design which involved both clustering and stratification it is not appropriate to calculate standard errors using the formulae which assumes a simple random sample design'. Only a few
of the kev~.estimates are presented because of the laTlze..... number--_ ... of--r------oossible estimates------~~ which------could be covered. The standard errors of other survey variables can be estimated by using the formula which assumes a simple random sample and applying a design factor of 1.1.
3 The Fieldwork
All the schools selected were approached (with the permission of their education authorities in the case of LEA maintained schools) and asked if they would be willing to take part in the survey. Each of the co-operating schools was then visited by a Social Survey Division interviewer who selected a systematic sample of pupils taken from all the school registers for years 7 to 11 inclusive.
Each school was given copies ofa letter from Social Survey Division to be sent to parents ofthe selected children, telling them about the survey, and asking them to reply only if they wished their child not to take part.
The sampled pupils were brought together in a classroom under the supervision of an interviewer but with no teacher present. They were each asked to complete two documents:
a questionnaire about current smoking behaviour and other topics.
2 a short questionnaire on the 'Respect' campaign.
Care was taken to protect the confidentiality of pupils' answers and to make them aware that their answers would not be identified with them personally, nor with the school. Questionnaires were linked by means ofa serial number only; names were not used on any ofthe documents.
5 If four or more pupils were absent at the main visit, the interviewer made a follow-up visit to the school several days later, if possible checking beforehand that pupils who were absent at the main visit were back in school.
4 Response
The school response rate was 82%. This was slightly greater than that achieved in 1996 (81%). The most common reasons given by head teachers for not taking part in the survey were that they were too bUSY, they had recently participated in other surveys, or that their school was going to be inspected by OFSTED. Of the 176 schools sampled therefore, 144 schools co operated. Non-response was not significantly higher in any ofthe sub-groups used to stratifY the sample. Information was obtained from 3806 pupils in the 144 co-operating schools, 88% of those selected for interview (Table 4). Taking into account non-response among eligible schools as well as among pupils in co-operating schools, the overall response rate was 72%.
5 Classification ofsmoking behaviour
The fivefold classification used in this series of surveys is based on a combination of information from the self-completion questionnaire. It was developed by ONS in consultation with various experts in the field ofchildren's smoking, and was discussed in some detail in the report on the 1982 Department of Health survey. In this chapter smoking behaviour according to the questionnaire is looked at in the light of the additional information from the saliva test (used for the frrst time on the teenage smoking attitudes survey, although this has been in use on the DH survey since 1988). 5.1 Smoking behaviour according to the questionnaire
The prevalence question is in two parts, a main question followed by a check question for those who said at the main question that they had never smoked, as shown in Table 5.
In 1997, in answer to the main question, 56% of pupils said that they had never smoked, but at the check question, 5% ofthis group admitted that they had actually tried smoking.
The replies to the main question and the check question have been combined to provide a classification of pupils' smoking behaviour according to their answers on the questionnaire. Those who at the check question admitted to having had a puff or two of a cigarette have been classified as having tried smoking once. Table 5 shows that using the combined measure, the proportion of pupils saying they had never smoked falls to 53%. The proportion who, at the date ofthe survey, had apparently experimented only briefly with cigarettes rises to 20%. 5.2 The saliva test
This was the first time that saliva testing had been used on the TSA survey, although it had previously been used on the Department of Health survey. The main purpose of including this procedure was to try to validate the estimates of prevalence obtained from the questionnaire and the diary. A separate hypothesis was that saliva testing would affect reporting behaviour - that is, that children tend to under-report their smoking, so the addition of saliva testing might be expected to increase reported prevalence rates by encouraging children to be more honest.
6 5.3 The procedure usedfor obtaining saliva specimens
The saliva specimens were obtained while pupils were filling in the questionnaires and diaries. The pupils were fully aware of the purpose of the procedure; the interviewer told them that it was to measure the amount of nicotine in their bodies. He or she also explained that it was not only smokers who would have nicotine in their saliva, but that being in a smoky room or even just sitting next to a smoker on the bus could affect the level of nicotine in the body.
Pupils were given a small tube containing a dental roll, and asked to put the latter in the mouth between the cheek and the gum, and to leave it there without chewing it (which reduces the amount of saliva retained) while they filled in the questionnaires. After twenty minutes, they were told to take out the dental roll and put it back in the labelled tube. The specimens were subsequently sent to the Health Behaviour Unit at the University College London Medical School for analysis by gas chromatography.
Cotinine is a major metabolite of nicotine. It has a half-life in saliva of 16-20 hours, and so reflects exposure to tobacco smoke over the past few days. Its sensitivity is such that very low levels of exposure, such as might result from passive smoking (inhaling smoke from tobacco smoked by someone else) can be detected. In the remainder of this chapter, cotinine levels are compared with self-reported smoking behaviour, in order to assess the accuracy ofthe estimates ofprevalence. 5.4 The effects ofthe saliva test on estimates ofthe prevalence ofsmoking
It might be expected that saliva testing would affect the reporting ofcurrent smoking behaviour, in that it might increase self-reported smoking, but would be less likely to affect the proportion saying that they had never smoked at all. In the 1988 DH survey, the saliva test did seem to have an effect, but in the subsequent DH surveys between 1990 and 1996 there was no difference between the test and control samples in the reported prevalence ofsmoking).
On the 1997 TSA also, tr'1ere was no significant difference in smoking behaviour between the test and control groups. This was also true when looking at boys and girls separately (Table 6). 5.5 Cotinine levels and self-reported smoking behaviour
When saliva is analysed for the presence of cotinine, the amounts found range from undetectable - less than 0.1 nanogram per millilitre (ng/ml) - to over 400 ng/ml. Clearly, at the extremes of this range, pupils were definitely non-smokers or definitely smokers respectively. However, there is a range of cotinine values which could be due to either passive or active smoking. On the one hand, non-smoking children may have cotinine concentrations raised through exposure to other people's smoke, and on the other, some self-reported smokers may not have smoked in the last few days, or may not inhale. This means that cotinine concentrations cannot distinguish between smokers and non-smokers with complete accuracy, particularly when, as with the present survey, some of the children are in the early phases of experimentation with cigarettes.
Table 7 gives summary information on cotinine levels for pupils in each category of the combined smoking classification based on both the questionnaire and the diary - i.e. the classification which is used throughout this report to provide estimates of prevalence. The average, or mean, cotinine level on its own is not always very helpful; a few pupils with particularly high levels can have a disproportionate effect on its value. Thus, the table also shows the median value and the lower and upper quartiles, as these are often better indicators of central tendency where the data are highly skewed. Three pupils who said they used to smoke, they had smoked once or they had never smoked registered cotinine values of greater than 100. It is likely that all three ofthese pupils were in fact regular smokers.
7 As in previous surveys, the figures show that the level of correspondence between the saliva cotinine value and the pupils' self-reported smoking behaviour was good. As would be expected there is a very large difference between the mean and median for regular smokers and all the other four groups of pupils.
There are no outlying values for regular smokers - they are inappropriate for this group, because all values, no matter how high or low, are consistent with being a regular smoker. This is obviously the case for high values, but some very low cotinine levels are also to be expected, because of the low threshold for being defined as a regular smoker (usually smoking one cigarette a week), which means that some pupils classified as regular smokers will not have smoked at all in the last few days.
Pharmacokinetic considerations and empirical work on other studies where cotinine has been used as a marker for cigarette smoking' suggest that it is virtually impossible for a saliva cotinine level greater than 20 ng/ml to be due solely to passive smoking. Therefore, all pupils who say they are non-smokers whose saliva cotinine is above this level are likely to be lying. Nine pupils who said that they were not smokers had cotinine level above 20 ng/ml and 5 of them were likely to be regular smokers because their cotinine levels were in excess of 40 ng/ml.
It is also unlikely that saliva cotinine levels over about 40 ng/ml would be found in someone who only smoked occasionally, so self-reported occasional smokers with levels higher than this could be assumed to be understating their consumption. Pupils with saliva cotinine concentrations less than 20 ng/ml may also be lying about their smoking, but this is impossible to determine, because low cotinine levels can be found both in passive smokers and in occasional smokers. Only 4 pupils classified as occasional smokers had cotinine levels which would suggest that they were regular smokers (all ofthem with levels exceeding ISO ng/ml).
6 Definitions
6.1 Classification o/smoking behaviour
The fivefold classification used in this survey is based on answers given at questions 6 and 7 of the self-completion questionnaire (see section 5.1). Saliva cotinine concentrations have not been used to modify the classification since these data are available for only a quarter of the sample, but would not have altered the prevalence figures anyway.
Pupils who indicated on the questionnaire that they smoked at least one cigarette a week were classified as 'regular smokers'. Pupils who smoked less than one cigarette a week were classified as 'occasional smokers'.
The other categories of smoking behaviour are 'used to smoke', 'tried smoking once', or 'never smoked'.
6.2 Age
In tables where age is a variable, those aged 16 have been included with the 15 year olds. This is because the survey did not include pupils in year 12, and the small number of 16 year olds sampled from year 11 are not representative of all schoolchildren aged 16. There will also be some 10 year olds in year 7. These were included with the II year olds.
i i 8 l 6.3 School Year
The classification is based on the years or forms of maintained secondary schools. The school years ofpupils attending middle and upper schools and some non-maintained schools have been adjusted accordingly.
Since the introduction of the National Curriculum in England and Wales, education authorities have been advised to number school years consecutively through from the first year at primary school to the last year at secondary school. This means that what used to be the first form in a secondary school is now year 7, the second form is now year 8, and so on. This survey uses the new system of year numbering and, accordingly, refers to years 7 through II (equivalent of the old fir'.t to fifth form).
6.4 Notes to tables
A few children failed to answer each question. These 'no answers' have been excluded from the analysis, and so tables that describe the same population may have slightly varying bases.
Percentages based on fewer than 50 cases are shown in brackets because of the relatively large sampling errors attached to small numbers.
The following convention has been used
o = nil or less than 0.5%
= not applicable
Notes and References
\. Jarvis L Smoking among secondary school children in 1996: England, 1997 (London: SO)
2. The calculation of the standard errors and design factors presented uses the package EPSILON which was developed by Social Survey Division for samples drawn using multi-stage sample designs. For further details ofthe method ofcalculation see: Butcher B and Elliot D. A sampling errors manual, 1987; (London: OPCS)
3. In 1996 a difference was detected but this was found not to be significant after controlling for age.
4. Jarvis MJ. Uptake of environmental tobacco smoke. In: O'Neill IK et al (eds). Environmental carcinogens: methods of analysis and exposure measurement, Vol 9 Passive smoking. International Agency for Research on Cancer - Scientific Publication No. I (Lyon, 1987).
9 Table 1 Allocation of primary sampling units to strata England 1997
Estimated Actual Expected Total sample Type of school Population PSUs PSUs quota size size (expected) Strata Phase Funding Selection Sex
Secondary Independent Selective Boys 47952 2.93 3 29 87 1 Girls 58277 3.56 4 26 104 2 Pl.J1iv.o.rf 77n'1'1 A 7' ~ '>0 ~ '.. 'I""...... • fV-J-.J ,., I v LV "", ..U ., Non-selective B/G/M 38392 2.35 2 35 70 4 LEA Comprehensive Boys 54344 3.32 3 33 99 5 Girls 89528 5.47 5 33 165 6 Mixed 1804338 110.30 110 30 3300 7 Selective B/G/M 41380 2.53 3 25 75 8 Modern Boys/Girls 16689 1.02 1 30 30 9 0 Mixed 52883 3.23 3 32 96 10 Grant Maintained Comprehensive Boys 31871 1.95 2 29 58 11 Girls 25125 1.54 2 23 46 12 Mixed 364207 22.26 22 30 660 13
Col...... +i./O C/~/U J::AhOA ~ ~o M ....JI:::;IC..... UVC U/U/IVI v""h,JU"'t , 'A ., .,., u.u£f "'''' 14 Modern B/G/M 31564 1.93 2 29 58 15 Middle Primary B/G/M 14905 0.91 1 27 27 16 Middle Secondary B/G/M 76042 4.65 5 28 140 17
Total 2879114 176.00 176 5254 Table 2 True standard errors and 95% confidence intervals for smoking behaviour, by sex England 1997 True 95% Sample standard confidence Base Characteristic %lp) size error of p interval Deft
Smoking behaviour
Boys Regular smoker 9.1 1908 0.73 7.7 - 10.5 1.12 Occasional smoker 5.4 1908 0.52 4.4 - 6.4 1.01 Used to smoke 10.0 1908 0.75 8.5-11.5 1.10 Tried smoking once 20.9 1908 0.98 19.0 - 22.8 1.06 Has never smoked 54.6 1908 1.36 51.9 - 57.3 1.20
Girls Regular smoker 12.3 1891 0.94 10.5-14.1 1.25 n ,,~ 1 1n Occ.as!Qna! smoker 6.6 1891 ""' ...... , 5.4 - 7.8 ,. '''''' Used to smoke 10.3 1891 0.74 8.8 - 11.8 1.06 Tried smoking once 19.8 1891 1.12 17.6 - 22.0 1.22 Has never smoked 51.0 1891 1.39 48.3 - 53.7 1.21
Total Regular smoker 10.7 3799 0.63 9.5-11.9 1.26 Occasional smoker 6.0 3799 0.43 5.2 - 6.8 1.11 Used to smoke 10.1 3799 0.52 9.1 -11.1 1.07 Tried smoking once 20.4 3799 0.77 18.9-21.9 1.17 Has never smoked 52.8 3799 1.01 50.8 - 54.8 1.25
Table 3 True standard errors and 95% confidence intervals for current smokers, by age Enr/and 1997 True 5% Sample standard confidence Base Characteristic %lp) size error of p interval Deft
Smoking behaviour
Age 11 Regular smoker 0.3 723 0.19 -0.1 - 0 7_ 0.99 Occasional smoker 0.7 723 0.35 0.0 - 1.4 1.15
Age 12 Regular smoker 2.9 755 0.64 1.7-4.2 1.04 Occasionai smoker 4.5 755 0.78 3.0 - 6.0 1.04
Age 13 Regular smoker 6.1 767 0.87 4.4 - 7.8 1.00 Occasional smoker 6.7 767 1.05 46 - 8.7 1.16
Age 14 Regular smoker 16.3 735 1.38 136 - 19.0 1.01 Occasional smoker 7.8 735 1.04 5.7 - 98 1.05
Age 15 Regular smoker 26.1 819 1.73 22.7 - 29.5 1.13 Occasional smoker 9.9 819 1.26 7.4 - 12.4 1.21
11 Table 6 Smoking behaviour by sex and whether in test or control group sample
All pupils England 1997 Boys Girls Total Test Control Test Control Test Control
Smoking behaviour % % % % % %
Regular smoker 10 8 12 12 11 10 Occasional smoker 6 5 8 6 7 5 Used to smoke 10 10 11 10 10 10 Tried smoking 20 22 18 21 19 21 Never smoked 54 55 51 51 53 53
Base (=100%) 923 985 933 958 1856 1943 w Table 7 Summary indicators of saliva cotinine levels, by self-reported smoking behaviour
Pupils in the saliva test sample England 1997 Regular Occasional Used to Smoked Never smoker smoker smoke once smoked Total Saliva cotinine Mean 94.9 16 5.8 29 1.7 12.2 Standard Deviation 98.8 49.7 17.8 21 11.1 44.8 Minimum 0.0 0.0 0.0 0.0 0.0 00 Lower quartile 10.2 0.4 0.3 0.3 0.2 0.2 Median , 73.7 1.4 0.9 0.7 0.4 0.7 Upper quartile 141.3 4.4 3.4 1.9 1.4 2.5 Maximum 474.2 228.0 1378 2872 223.6 474.2
Base(=100%) 84 60 96 187 457 884
CONTENTS Page
1. BACKGROUND AND PURPOSE OF THE SURVEy 3
2. SELECTION OF SCHOOLS 3
3. SYSTEM OF NUMBERING YEARS IN SCHOOLS 4 4. PREPARATORY WORK FOR THE SURVEy 4
5. ROLE OF THE INTERVIEWER 5
6. CONTACTING THE SCHOOL 6
7. THE SAMPLING VISIT 7.1 PREPARATION FOR SELECTING THE SAMPLE 7 7.2 SELECTING THE SAMPLE 8 7.3 KEEPING THE SAMPLE BALANCED BETWEEN THE SEXES 9 7.4 EXAMPLE OF SELECTING THE SAMPLE 10 7.5 CHECKS ON THE SELECTED SAMPLE 12 7.6 COMPLETED SAMPLING SHEETS 13
8. THE MAIN VISIT 8.1 ARRANGING THE MAIN VISIT 13 8.2 PREPARATION BEFORE THE MAIN VISIT 15 8.3 WHAT TO TAKE WITH YOU 16 8.4 ARRANGING THE CLASSROOM 16 8.5 INTRODUCING AND EXPLAINING THE SURVEy 17 8.6 CHECKING THAT SERIAL NUMBERS MATCH 17 8.7 EXPLAINING THE QUESTIONNAIRES 17 8.8 EXPLAINING THE SALIVA TEST.. 18 8.9 DURING AND AFTER THE SURVEy 18 9. THE MAIN QUESTIONNAIRE 19 10. THE ADVERTISING QUESTIONNAIRE 21
11. THE FOLLOW UP VISIT 22
12. POST SURVEY ADMINISTRATION 22
13. FIELD DATES 23
(continued overleaf)
1 14. DESPATCH OF WORK 23
15. STORAGE AND DESPATCH OF SALIVA SAMPLES 24 16. STUDY AND ADMINISTRATION TIME 25 17. CONTACTS 25
18. LIST OF DOCUMENTS 26
THE PARTS OF THE INSTRUCTIONS WHICH REFER TO SALIVA SCHOOLS ONLY ARE CONTAINED WITHIN SHADED BOXES.
2 1. BACKGROUND AND PURPOSE OF THE SURVEY
Official concem about smoking among school children has grown in recent years as a result of the increasing awareness of the effect of smoking on health. Research has shown that most adult smokers adopt the smoking habit in their teenage years. As a result of this, children and teenagers have long been a key target group for preventive education policies implemented by the Health Education Authority.
The Health of the Nation White Paper laid out a target for children's smoking in England. This aimed to reduce regular cigarette smoking among 11-15 year olds from about 8% in 1988 to less than 6% in 1994. However, in 1994, the prevalence of regular cigarette smoking in this age group rose to 12%. This is despite the fact that the prevalence among adult smokers, measured on the General Household Survey, has declined since 1974.
In 1989, the Health Education Authority launched its Teenage Smoking Campaign. This aimed to stop young people taking up smoking and to encourage existing smokers to stop. The Campaign has used publicity, advertising, work in schools, local activities, and work on illegal sales. Between 1989 and 1996, nine surveys of teenage smoking were commissioned to assess the impact of the Campaign.
In 1996 a new three-year teenage smoking campaign called the Respect campaign was launched. Advertisements have been put in teenage magazines inviting children to contact them and receive a Respect pack which contains information about quitting smoking and dissuading non-smokers from taking up smoking. The HEA commissioned the Office for National Statistics to carry out surveys to evaluate its success - the 1997 Survey is the second in this series.
The Teenage Smoking Attitudes Survey comprises of two separate questionnaires: the main questionnaire focuses on collecting information on smoking prevalence and details of teenagers' attitudes to and knowledge of smOking; the second quesiioFinaiie evaluates the new Respect campaign. Also a sample of the children's saliva is collected from all the pupils in half of the sampled schools.
2. SELECTION OF SCHOOLS
A sample of 176 schools has been selected from a list of all schools in England containing 11 to 15 year olds, provided by the Department for Education and Employment. This comprised all the main types of schools in England such as comprehensive, grammar, middle, independent, and secondary modem.
The sampling strata were created as follows. Schools were grouped according to whether they were secondary, middle primary or middle secondary schools. Secondary schools were further
3 divided into LEA maintained, grant maintained and independent. The LEA and grant maintained secondary schools were then divided into comprehensive, selective and secondary modem schools. The independent schools were split according to whether they had selective or non selective admission policies. Where possible all these groups were further spiit into single sex (boys), single sex (girls) and mixed. This gave 21 primary strata from which the sample of schools could be selected. Within each of these main strata, schools were ordered first by region, then by size of school (in terms of pupil numbers).
In selecting the sample it was important that each pupil had the same chance of being selected to take part in the survey. To ensure this, and at the same time to allow roughly equal numbers of pupils to be sampled from each selected school, the schools had to be picked with probability proportional to the number of pupils aged 11-15. This means that a school with 1000 pupils of this age has twice the probability of being selected as a school with only 500 pupils of the required age.
3. SYSTEM OF NUMBERING YEARS IN SCHOOLS
There is a lot of variety in how schools number their years. Since the introduction of the National Curriculum in England and Wales, education authorities have been advised to number the years consecutively from the first year at primary school through to the last year at secondary school. This means that what used to be the first form in a secondary schooi may now be year 7, the second form year 8 and so on. However, this new system is not compulsory and some education authorities and schools may have stuck to the old one. Independent schools may have yet another system of numbering.
The years we are interested in are those which contain the majority of children aged 11 (the old 1st form) in the school up to and including those which contain the majority of children aged 15 (the old 5th forms). Throughout these instructions we will use the oid system of numbering for state schools.
4. PREPARATORY WORK FOR THE SURVEY
In June, we wrote to the Chief Education Officer/Director of Education of the Local Education Authority responsible for each school (except independent schools and grant maintained schools) and asked for their permission to approach the Head Teacher of the school. We also wrote to national teaching unions (e.g. the National Union of Teachers, the National Association of Head Teachers, National Association of Schoolmasters/Union of Women Teachers) and other organisations concemed with education (e.g. the Society of Education Officers, the Independent Schools Joint Council, Grant Maintained Schools Foundation) informing them of the survey.
4 In July we wrote to each school in the sample explaining the survey to them and asking for their co-operation. A copy of this letter is included il1 your briefing set and you should read it now. Also in your briefing sets is a copy of the leaflet giving the main results from the 1994 Teenage Smoking Attitudes survey which was sent with the letters. We asked the Head Teacher to retum the School Infol111ation Sheet (H), nominating a 'contact' at the school to help you get things organised. An example of the School Infol111ation Sheet (H) can be found in your briefing set.
5. ROLE OF THE INTERVIEWER
NOl111ally one interviewer will be allocated to each school. They will make the initial contact and carry out the sampling. Another interviewer (called the helper) can be assigned in certain circumstances, e.g. for large samples (35+) in saliva schools, or in 'difficult' schools. If you anticipate any problems at the main stage, please contact your Management Unit to see whether extra assistance can be provided.
In most cases the interviewer will make three visits to the school and the helper (if provided) will make one visit. These will be:
1. The sampling visit (Interviewer only) : This is when you will select a sample of pupils from the school registers for the first to fifth fOl111s inclusive. In tel111s of age, this will generally be pupils aged 11 to 15 inclusive at the beginning of the school year (1 st September 1997) although pupils outside this age range should also be included if they are in years 1 to 5. At this visit you will also make preliminary arrangements for your main visit and will leave copies of a letter for the sampled children to take home to their parents.
2. The main visit (Interviewer and helper) : This is when you will carry out the survey with all of the sampled pupils who are at the school on that day. Pupils will need to be released from lessons for no longer than one school period of 30-40 minutes. Administering the survey involves asking each selected child to fill in 2 self-completion questionnaires. In saliva schools, the children will provide a saliva specimen while they are filling in the questionnaires.
3. The follow-up visit (Interviewer only) : This is when you will carry out the survey with children who were away from school on the day of your main visit. This will only take place if 4 or more sampled pupils were absent during the main visit. Additional saliva samples will be taken where necessary.
After completing the survey procedures at the school you will have some admin. work to do at home. If you have a saliva school, you will also have to arrange for the saliva specimens to be sent to the laboratory for analysis.
5 6. CONTACTING THE SCHOOL
Early in September you will be sent a School Information Sheet (H) by the Office giving information about the school including sampling information. On most of the School Information Sheets you will find the name of the designated contact and the telephone number of the school. If no contact is named, you should contact the Head Teacher. The contact should have a copy of the letter sent to the school and should be expecting your call.
It is possible that a few schools may not have replied to us by the time you are ready to approach them, although we will start chasing them a fortnight before you begin work. We will make every effort to provide you with information about the contact but in a few cases you may have to chase up the school yourself. When this situation occurs we will send you the sampling information on a separate form - a sampling information sheet - for you to use on your sampling visit to the school.
Please phone the contact as soon as possible and arrange your sampling visit as early in the field period as possible. It appears from experience on previous years, that the best time to phone the contact is early in the moming before school starts, around 8 - 8.30 am. At other times it may be more difficult for you to get hold of the contact.
Explain to the contact that you will need to see all first to fifth form registers and have somewhere relatively free from distractions where you can carry out the sampling work. Traditional registers have now been repiaced by computerised registers in a jot of schools. if this is the case, ask for a printout of the registers or school role for the years we are interested In. Where paper registers are still used, remember that they are unlikely to be available at a central point until about half an hour after school begins. If it is a split site school, explain that you will need all the relevant registers from both sites gathered together at one of the sites. If this is not possible, you will have to draw two samples, one from each site.
Remember that in middle and upper schools, the years may be numbered differently, and you will need the registers only for the forms containing pupils in the 11-15 age range. This will generally be the last two years of a middle school or the first three years of an upper school.
Your contact will probably offer to gather together the registers for you, perhaps with the help of the school secretary. If you can establish a good relationship with the school staff - in particular your contact and the school secretary - this will be a great help later on. The survey is adding to their work, so you should emphasise that we really do wish to minimise any inconvenience to them. Some contacts may have had the task forced upon them, so you may need to spend a little more time explaining the importance of the survey. You have been given a copy of an information leaflet which gives information about the 1994 survey results. You may wish to give one to your contact if they are interested.
6 Once you have made the initial contact with the school and arranged a date for your sampling visit you should record this information on the Sampling Progress Note (F). Once you have arranged visits to all the schools you have been allocated you should retum the Progress Note to the Field Office. This should be done by Friday. 26th September at the latest.
7. THE SAMPLING VISIT
7.1 PREPARATION FOR SELECTING THE SAMPLE
1. Check exactly how the years are numbered at the school (see Section 3) and make a note of this. You will have to code the years afterwards.
Note down which years contain the majority of 11 year olds, the majority of 12 year olds, and so on through to the majority of 15 year aids. If the school has stuck to the old numbering system they will be first through fifth. In schools with the new numbering system they will be seven through eleven. In middle and upper schools they may be slightly different, and in independent schools they may be different again.
N.B. You may find that your school does not have 'years' as such, but has some form of continuous grouping for children of all ages. In such cases it may still be possible to list pupils by age (at the start of school year - 1st Sep 1997). You can use the age groups as an approximation of school year. Explain clearly what you have done on the sampiing and response summary sheet. If you are in any doubt about what to do, contact HQ.
2. Make sure you have the registers for the current school year, I.e. 1st September 1997, and make sure you have all the registers for all forms (within the age range).
Note: Registers may be available in computer listings rather than traditional form. It is often easier to sample from these and so it may be worth asking if they are available. However, before using computer listings you must make sure they are complete and up-te-date - this may involve checking against the traditional registers if that is where the attendance is recorded.
3. Pupils may have left the school but not yet been crossed off the register. Go through each register carefully, looking at the attendance record, and watch out for rows of zeros, crosses, dashes, etc. It is important that you know the exact situation of each pupil before starting the selection because any pupils who have left should be excluded from the count. However, only those pupils who have left the school should be excluded from the count. Long-term absentees, whether sick or truant, must be included. If the circumstances are not clear, ask the contact or school secretary whether the pupil has left the school.
7 4. Pupils who have transferred from one class to another within the same school should only be included in the sampling count once - in their new class.
5. Check whether any pupils have joined the school since the beginning of term, and make sure they are included on the register.
6. You will probably find a few pupils outside the age range 11-15 years in the forms you are sampling. Include these in the sampling count. This is because you are sampling all pupils from years 1 to 5, irrespective of their ages.
Remember if there is anything you are not sure about you should ask your contact or the school secretary. It is always better to get any problems sorted out before you start the sampling.
In summary, before you start the selection of pupils you should have done the following: • noted down how the years are numbered • checked that you have all the up-te-date registers • checked each register for pupils who may have left the school, transferred class, or are new to the school
7.2 SELECTING THE SAMPLE
For this you wi!! need the fO!!Qwing documents:
• School Information Sheet (H) • Sampling & Response Summary Sheet (E) • Sampling Sheet (C)
1. Count the number of registers and record this number on the Sampling & Response Summary Sheet (E).
2. Arrange the registers in form/year order (or by age in schools that do not use school years), starting with the first year, then the second year, and so on. This ensures that the sample you select will be evenly spread through the age range. If the registers are not kept in the standard way, you may not be able to do this - do the best you can.
3. Transfer the RANDOM START and INTERVAL from the School Information Sheet (H) or the separate sampling information sheet to the Sampling Sheet (C) and also to the Sampling & Response Summary Sheet (E).
B N.B. The sampling information at the bottom of sheet H will be supplied separately to interviewers where there is a delay in getting back the School Information Sheet from the school.
4. Starting with the first name on the first register, count through the names until you have counted the number equal to the RANDOM START. This is your first pupil selection. Record the form and the pupil'S name and sex on the sampling sheet. Then starting with the next name on the register, count through the names until you have counted the number equal to the INTERVAL. This is your second pupil selection and you should again record that pupil's fomn, name and sex.
5. Continue counting through the names using the INTERVAL until you come to the end of the first register. When this happens you should continue the count in the second register, then the third register, and so on, as though they were all one long register.
6. When you have recorded the details of the last selected pupil in the last register, count how many names are left after that one and enter the number as the REMAINDER on your Sampling Sheet (C) and Sampling Summary Sheet (E). The REMAINDER must be less than the INTERVAL. If it is not, you must make another selection.
7.3 KEEPING THE SAMPLE REGISTER BALANCED BETWEEN THE SEXES
There is no set order for pupils to be listed in registers. One common way is to list all the pupils in a class alphabetically. Another way is for all the boys to be listed together, and all the girls listed together. In a school where the registers are ordered like this it is possible that, under certain circumstances, you will select a sample containing far more pupils of one sex than the other. This is most likely to occur if the sampling interval is roughly the same as the class size.
If, after you have made a dozen or so selections, it looks as though you are getting an unbalanced sample (I.e. more than two-thirds of the sample being of one sex) then you will have to start the selection again using a different method of selection.
1. Go back to the beginning of the first register, and use the same RANDOM START to make the first selection.
2. If your INTERVAL is an even number, calculate what half the interval would be, and what one and a half times the inter"al would be. Take these tvVo numbers as your new INTERVALS and use them altemately. For Elxample, if your onginal INTERVAL was 16, you would use 8 and 24 aitemately.
To decide which interval to use first, look at the school number - the middle 3 digits of the school serial number (see Section 8.2 to find out how the school serial number is calculated).
9 If it is an odd number, use the smaller interval first. If it is an even number, use the larger interval first.
3. If your INTERVAL is an odd number, do the same calculation. This will give you fractions which will have to be rounded to whole numbers. Round up the interval you use first and round down the interval you use second. So, for example, if your original INTERVAL was 17, you would get new intervals of 8.5 and 25.5. If your school number is odd, you will use 9 followed by 25 but if the school number is even you will use 26 followed by 8.
Hopefully this solution will overcome the problem. If it does not work, or if you are unsure about it, you should ring the office before proceeding further.
7.4 EXAMPLE OF SELECTING THE SAMPLE
Suppose that Premier High School for Boys has only 3 classes, forms 1A, 1B, and 1C with 25, 27, and 23 pupils respectively (see below). The information on the School Form (or on the separate sheet of sampling information) tells you to use a RANDOM START of 5 and an INTERVAL of 9. The first task is to arrange the registers in the correct order and check that they are correct. You leam from the school secretary that pupil number 20 in form 1B, Graeme Souness, left the school at the beginning of the term to go to Italy. Thus, Graeme should not be included in the count.
Because the RANDOM START is 5, you count down the first register and take the fifth name, Arsene Wenger, as your first selection. Then, as the INTERVAL is 9, you count through the next 9 names for your next selection. This is Brian Little, the 14th name on the list (5 + 9). Then you count through the next 9 names to Roy Evans, the 23rd name (5 + 9 + 9), and then through to George Graham, the 7th pupil, in the next register. The next selection is the 16th pupil in Form 1B, Joe Kinnear. Don't forget that Graeme Souness has left the school so should not be counted. Thus, counting 9 for the next selection is the 26th name in the second register, Kenny Dalglish. Counting 9, your next selection is the 8th name in register 1C, Alex Ferguson, and your last selection is the 17th name in the register Ruud Gullit. There are only 6 names left in the register, so the REMAINDER is 6.
10 PREMIER HIGH SCHOOL FOR BOYS: CLASS REGISTER
Head Teacher: Professor G. Hoddle
Form 1A Form 1B Form 1C
1 1 1 2 2 2 3 3 3 4 4 4 5 Arsene Wenger 5 5 6 6 6 7 7 George Graham 7 8 8 8 Ajex Ferguson 9 9 9 10 ------ 10 ------ 10 11 ------ 11 ------ 11 12 ------ 12 ------ 12 13 ------13 ------ 13 14 Brian Little 14 ------ 14 15 ------ 15 ------15 16 ------ 16 Joe Kinnear 16 17 ------ 17 ------ 17 Ruud Gullit 18 ------ 18 ------ 18 19 ------19 ------19 20 ------20 GraeFRe SSlolness· 20 21 ------ 21 ------ 21 22 ------22 ------ 22 23 Roy Evans 23 ------ 23 24 ------ 24 ------ 25 ------25 ------26 Kenny Dalglish 27 ------
Pupils not selected • Pupil left school
11 7.5 CHECKS ON THE SELECTED SAMPLE
Once the sample has been selected you will have to do a number of checks to ensure accuracy.
The first check is done on the Sampling & Response Summary Sheet (E). If you have not already done so, fill in the RANDOM START, and the !NTERVAL. Also, you can novI fil! in the REMAINDER. Count the number of pupils you have selected and enter this number on the Summary Sheet at (c).
Using this information perform the following calculation:
• subtract 1 from the number of pupils you have selected • multiply this by the INTERVAL • then add the RANDOM START and the REMAiNDER
This will give you the total number of eligible pupils which you should enter on the summary sheet at (d).
The previous example can be used to illustrate this calculation.
We selected 8 pupils, so subtracting 1 gives 7. Multiplying this by the INTERVAL (9) gives 63, and adding the RANDOM START (5) and REMAINDER (6), gives a total eligible pupils of 74. From the registers you can check if this is correct. The total number of pupils in the three forms was 25 + 26 + 23 (remember one pupil had left Form 1B), a total of 74.
If you have a lot of registers it is much easier to use this calculation than to count all the names. Note, however, that if you have to adjust the INTERVAL to keep a balance between the sexes, this calculation will not work. The total number of eligible pupils should be similar to the estimated number of pupils shown on the School Information Sheet (H) or the separate sampling information sheet. This is based on information from the Department for Education and Employment. Enter that figure at (e) on your summary sheet. Also, enter at (I) the estimated number of selections shown on the School Information SheeVsampling information sheet.
If the estimated number of pupils (e) is different from the actual number of eligible pupils (d) by more than 100, ask your contact or the school secretary if there have been any changes at the school recently which may have altered its size - a merger with another school, for example. Make a note of any reasons for the difference.
If the two totals are different you will have selected either more or fewer pupils than you expected. Don't worry about this unless the difference is large - about half as many as you expected or double what you expected. If the difference is this large then you should ring the office for advice. (Note: You only have enough materials for about 40 pupils).
12 IA. Sampling summary
a) Total number of registers used 3
b) Random start 5
Interval 9
Remainder 6
c) Actual number of pupils selected 8
d) Total number of eligible pupils, calculated from b) and c) 74
7.6 COMPLETED SAMPLING SHEETS
The Sampling Sheet (C) is carbonised to provide three copies. You should keep the top (white) copy for your own use, despatch the second (yellow) copy to the office with the rest of your work, and give the third (blue) copy to the school (probably to your contact). Since a single sheet has space for 36 pupils you will probably have to use just one sheet per school. Make sure all the sheets are stapled together if you use more than one sheet. There is a spare column on the sheet for any notes.
8. THE MAIN VISIT
8.1 ARRANGING THE MAIN VISIT
It is best to arrange the details of your main visit during the sampling visit, so remember to check the availability of your helper beforehand, if you have already requested one. When making arrangements you should remember the following points:
1. Agree with your contact the day and time for your main visit. You will only need half a day at the most, so check whether moming or aftemoon is most convenient for the school. Experience has shown many schools prefer the survey to tale place during the personal and social education (PSE) lesson. Please make every effort to fit in with their wishes. Having decided the most suitabie date and time for the main visit record this information on the Sampling Sheet (C) and give one copy to your contact. Also, give the contact sufficient
13 copies of the letter to parents and ask that each selected child be given one to take home. Use the envelopes provided, writing the pupil's name on the front of each to help the secretary and school. If it is a boarding school, then ask for the letters to be posted first class in stamped envelopes - which should be bought by the interviewer and a claim then submitted. Wait at least a week for any replies to come back (via HQ or possibly the school) before making the main visit.
Remember there are two versions of the letter - for saliva schools and non-saliva schools· you should always check you are using the correct letter.
2. Discuss with your contact whether you should administer the survey in one group or two. This is up to you and the school to decide - if you have selected more than 30 pupils, you might find it easier to do them in two groups, or it may be convenient for the school to release the pupils from their lessons in two batches. If you are doing two groups, agree the time you will deal with each group. You may aiso wish to check with your contact whether any of the children have any reading difficulties so that you are forewamed in advance of your main visit.
3. Make sure that a suitable classroom will be available to administer the survey. The ideal arrangement is a classroom with desks in a row because it reduces the extent to which the children can chatter and discuss answers.
4. Arrange how the children will be sent to and collected from the room you will be using. When appropriate, explain that you will be bringing a helper with you who can assist with this. Try to avoid keeping the children in the classroom after they have finished the survey as it can be difficult to keep them amused. Suggest that you can send the children to their next lessons when they have all finished. Explain that you will provide pens, and that if they wish, they may bring a book to read if they finish earlier than the rest of the group.
5. At some stage you should explain that you will need no assistance from other staff (unless, of course, they are sending children to the survey classroom). Any offers of teachers' help should be diplomatically refused. Remind them that the survey is confidential and that pupils are being asked to be candid about their smoking,so the presence of teachers could be a disadvantage.
6. Make arrangements for checking whether any of the sampled pupils are absent or have refused to participate when you make the main visit.
14 8.2 PREPARATION BEFORE THE MAIN VISIT
Before the main visit you should have done the following:
1. Confirm the day and time with any helper, and discuss who will do what when you visit the school.
2. For each school you will be supplied with at least:
• 1 set of school number labels. You will require school serial numbers for:
- Sampling Sheet (C) (3 labels for every 36 pupils)
- Sampling & Response Summary Sheet (E) (1 label)
- Jiffy bag (1 label) - for saliva school
Note: 15 labels (inclusive of spares) will be provided.
• 3 sets of serial number labels. These relate to the selected pupils and are to be used on the two questionnaires and the saliva sample test tube (if appropriate).
The school serial number has 3 components to it. The first digit, 2, represents the Teenage Smoking Altitudes survey; the next three digits of the serial number are the school number (001-176 ); the final digit represents whether the school has been allocated to the group requiring saliva samples from the pupils - 1=saliva samples required, 2=no saliva samples required.
The serial number used on the 2 questionnaires and the tube is the school number with a pupil number added. ThUS, if it is a non-saliva school, one set of labels will be spare. Put one of each set of labels on the main questionnaire (A) and the advertising questionnaire (B) and one on the saliva sample test tube, if samples are to be taken.
3. Assemble sufficient tubes for the saliva samples.
Using the glove supplied or with clean hands, put a dental roll in each tube, screw on or push on a lid, and stick label lengthways (vertically) along the tube with the first digit of the serial number starting at the top (the label will cover the bottom of the tube). The serial number must not be covered or concealed. Put the tubes into the large plastic bag provided.
15 8.3 WHAT TO TAKE WITH YOU
When you go to the school for the main visit you should check that you have all the necessary materials.
Materials required for Main Visit
• Labelled questionnaires • List of selected pupils (from Sampling Sheet) • Pens
SALIVA SCHOOLS ONLY
• Labelled test tubes containing dental rolls • Test tube tray(s)
8.4 ARRANGING THE CLASSROOM
Once at the school it is important that you have everything arranged in the room before the children arrive. Thus, give yourself plenty of time to get organised. This indudes doing the following:
1. Put the 2 questionnaires on each desk. Distribute them in serial number order.
2. Take out the labelled tubes from the plastic bag and arrange them in serial number order in your test tube tray(s) (you may want to do this before going to the school). You have been given two racks, each of which holds 20 tubes, or one rack for 40 tubes. Thus. put the first 40 tubes in the rack(s) and leave the remaining 8 tubes (Which you will probably not need anyway) in the plastic bag. Put the tubes on each desk in serial number order, checking that each tube is put on the desk with the correct questionnaires.
3. When the pupils arrive, ask them for their names and tick them off on your sampling sheet. When they sit down, make sure they don't leave any seats empty between them. Make them move up so that any empty seats are at the end of the serial number sequence.
16 8.5 INTRODUCING AND EXPLAINING THE SURVEY
When all the pupils who are in school that day are settled, introduce yourself and your helper, if you have one. Your explanation should cover the following points:
1. A short description of what Social Survey Division does.
2. Talk about confidentiality. Explain that neither teachers nor parents will know what they have answered.
3. Tell them Ulat U1e sur.Jey is being carried out in schools all over England and explain how the sample was selected, so that they don't feel unfairly singled out.
4. A brief explanation of the survey and what they will have to do. It is also important to mention the importance of having both smokers and non-smokers in the sample.
8.6 CHECKING THAT SERIAL NUMBERS MATCH
Get each pupil to check that the labels on the 2 questionnaires (and the saliva tUbe) match. If you have been careful, they will not be different. If there is one error, it is likely that there will be more than one error, so get the pupils to check again. Any differences probably result from a small error whilst giving out the materials, in which case the solution will simply involve some children swapping schedules or tubes.
8.7 EXPLAINING THE QUESTIONNAIRES
It is probably best not to say too much about the questions beforehand as the children may get restless. Briefly cover the following points:
1. Questions should be answered by ticking a box or boxes or sometimes by writing a number in the box.
2. Each question should be read carefully before being answered.
3. Explain the sign-posting system. When they have ticked a box, the instruction to the right of the box tells them which question to answer next.
Question 6 is a crucial question about current smoking behaviour and so you should use this question as an example to explain the sign-posting. You have been provided with an enlarged version of this question which you should use to iiiustrate the points you are making. Ask the children to tum to page 3 of the questionnaire and look at this question while you explain.
17 4. Before starting ask if anyone has any questions or is unsure about any of the procedures. Emphasise that if there is anything they are not sure about when answering the questions they should put up their hand and you (or the helper) will try to help them.
5. Tell them that they should complete the main questionnaire first and then the advertising questionnaire using the pen provided. They may keep the pen if they wish.
8.8 EXPLAINING THE SALIVA TEST
Tell the children that you will be asking them to put the cotton wool roll inside their mouths, in the space between the lower gum and the wall of the cheek. Demonstrate exactly what you mean but do not let them do it yet.
Explain that the cotton wool soaks up saliva and from it we can measure how much nicotine is in their body. It is important to say that nicotine can get into their bodies even if they don't smoke themselves - for example, if they have been in a smoky room, or sat next to someone on a bus who was smoking. Explain t~at this is sometimes known as passive smoking and that there will be a few questions related to this in the questionnaire.
They should not take the dental roll out of their mouths, and they should not chew it. They will only have to leave it in their mouths for 20 minutes while they are filling in the questionnaire. After this you will tell them to put the dental roll back in the tube.
8.9 DURING AND AFTER THE SURVEY
When the children are filling in the 2 questionnaires you should look out for children who look stuck, and ask them if you can help them. You may be called on to explain particular questions to individuals. If you feel that there is a genmal lack of understanding about any particular question you can stop the class and explain to everyone. However, it is very much up to your own discretion how you deal with problems.
We would like to know how long it takes to complete the questionnaires. Please note the fastest and slowest times the pupils take to complete the questionnaire. Write this information on the Sampling & Response Summary Sheet (E).
18 Remember after 20 minutes to ask the pupils to take out the dental roll and replace it in the tube and screw or push the lid back on. They should do this even if they have not completed filling in the questionnaire.
When the pupils are all finished tell them to leave everything on the desk, except for the pens, which they can keep. Thank them for taking part and allow them to retum to their classes (or whatever you have agreed with your contact).
Attach the 2 questionnaires together, check the serial numbers again and collect up all the documents.
9. THE MAIN QUESTIONNAIRE
You will not have time to explain all the questions at the beginning. You may, however, have to explain particular questions, either to individuals, or to the groups as a whole.
The questions on the Teenage Smoking Attitudes Survey which collect information about the smoking behaviour of the children's family (Qs 24-31) have caused particular problems in the past These have been amended. However, it may still be worthwhile explaining these questions to the whole class before they begin.
Notes on Questions:
Q1 See notes about numbering of school years (Section 3)
Q6 This is the crucial question about current smoking behaviour.
Q7 This question is intended to check that those coded 1 at Q6 have never smoked. It is intended to improve the accuracy of the replies by making some pupils realise that they have tried smoking once.
Q9 Children who no longer smoke should tick box 7 and should then go to Question 24.
Qs 10-12 These questions are to give us an estimate of recent consumption. It is not a banded question and so it may be difficult for the children to estimate how many cigarettes they smoked in the last few days. The instruction tells them to "give as good a guess as you can", and this is preferable to them leaving the boxes blank.
19 Qs 24-27 Questions asking whether the child's mother and father smoke and whether they live with the child:
Q24 The first question asks the child whether they live with their mother (this includes their stepmother, adopted or foster mother). If they do, they are routed to Q25 which asks whether their mother smokes. If the child does not have a mother or if she does not live at home (e.g. due to separation), then they should tick 'No'.
Q26 The question about the father's smoking behaviour works in the same way as the question about the mother.
Both 'mother' and 'father' should refer to the person living with the child and performing that role, which includes step-parents, foster parents, and adopted parents. Thus, the person living with the child should take precedence over the person not living with the child (e.g. if a child does not live with their father due to divorce, but lives with his/her mother and step-father then it is the mother and step-father who should be considered and not the father).
Qs 28-31 The questions about brothers' and sisters' smoking behaviour have been amended:
Qs 28(a), 29(a), 30(a), 31(a) ask the child how many older and younger brothers and sisters they have living at home with them. There are four boxes related to these categories and they should write a number (0,1,2...) in each box. Explain that they should write '0' if they haven't any siblings in any of the four categories - they should not leave it blank.
Qs 28(b), 29(bl, 30(b), 31(b) ask whether the child's brothers and sisters smoke, but these should only be filled in if they have not filled in 0 at part (a) of the question. Again, a number should be written in each of the boxes.
Q33 The children are asked whether they agree or disagree with a series of statements about smoking. The final statement contains the word "rebellious" which some of the younger children surveyed last year did not understand. You may need to explain this word to them e.g. "like a rebel", "person who breaks the rules".
Q34 One of the main aims of recent anti-smoking campaigns has been to develop material for schools which can be taught as part of the National Curriculum on health education. The aim of these questions is simply to see whether children remember receiving any anti smoking education during the last year.
Q 35-36 This question looks at children's awareness of health education in the media and cigarette smoking in particular.
:20 Qs 37-40 These questions look at the children's awareness of and participation in cigarette and tobacco promotions.
Q41 This question attempts to measure cigarette brand recognition by identifying the colours of the packets.
Q42 The Respect campaign is the anti-smoking campaign commissioned by the HEA. We want to know the proportion of children who have heard of this campaign before we show them the campaign poster in the second questionnaire. It is important that they don't open up the second questionnaire until they have completed the main questionnaire.
Qs 43-45 We are asking about expected educational level. This is only a rough guide to educational ability but other studies have found that it is to some extent related to socio economic group. We know that among adults there is a strong association between socio- economic group and smoking.
Qs 46-50 These questions, which ask about consumer durables and tenure, are another way of getting some indication of socio-economic: group.
10. THE ADVERTISING QUESTIONNAIRE
The advertising campaign questionnaire should be completed after the main questionnaire. It contains only 12 questions.
The first page of the booklet shows the advert which has been in recent editions of teenage magazines. The children are invited to write, phone or E-mail for a Respect pack. The Respect pack is a fact file with information about giving up smoking, money-off coupons and competition forms for various products, e.g. Salon Selective shampoos, Sega computer games and Puma trainers.
Q1 The children are asked whether they have seen the advert.
Qs 2-3 These ask them to evaluate the advert in terms of its style and content.
Qs 4-7 These question ask whether the children already have a Respect pack, whether they have seen someone else's pack, whetl1er they have seen Respect postcards at the cinema, and whether they would be interested in receiving a Respect pack.
Qs 8-11 The children are asked about their interest in the information and offers contained in the pack.
21 Q12 Asks the children whether they would be interested in receiving a respect pack now that they know about the information and offers inside it.
We are aware that having answered these questions about the Respect pack, the children may want one. We do not have any of these packs to give out to the children. Please give any interested children the piece of paper that has the address, telephone number and E-mail address of the Respect campaign.
11. THE FOLLOW UP VISIT
You should arrange to make a follow-up visit if 4 or more sampled pupils were absent.
You may be able to arrange with the school secretary or your contact to telephone the school each moming to check whether the particular pupils you want are in school. Otherwise, you will have to arrange another date and time for the follow-up visit. It is probably best to wait at least a week, so that pupils who were off sick are more likely to be back at school. in any foiiow-up visii you shouid carry oui the same procedures as for ihe main visit, although you will probably only need a small room.
For any pupils you have not seen after your follow up visit try to find out from the school secretary why the pupils are absent as you will have to record this on the Sampling & Summary Response Sheet (E).
12. POST SURVEY ADMINISTRATION
Once you have completed the main visit and any follow-up visit to the school you need to complete the following tasks: a) Complete the Response section on the Sampling & Response Summary Sheet (E). b) On each questionnaire, complete the following boxes:
• the day, month, and time of the interview on the front page.
• code the school year in the box at question 1 using the old system of numbering. Thus, the year with the majority of 11 year aids is year 1, the majority of 12 year aids is year 2, and so on. Remember this number must always be in the range 1 to 5.
• code the date of birth in the boxes at question 3. Remember to enter the year of birth and not this year - I.e. 1997.
22 13. FIELD DATES
The field period for this survey is from Monday 15th September through to Friday 31 st October. The following is a guide of when each stage of the work should be done:
Initial contact: all schools must be contacted within the first two weeks and a sampling visit arranged. Sampling Progress Notes to be retumed by 26th September.
Sampling visit: the sampling visit should be as early as possible in the field period (starting on 15th September) and must be done before 6th October.
Interviewing visit: the main interviewing work should be in the three-week period Monday 29th Septembei to Friday 17th Cctobei - although war" can be started on Monday 22nd September.
Follow-up visit: the last two weeks from Monday 20th October to Friday 31 st October should be for follow-up visits only. The most appropriate week should be chosen based on half-telm dates.
14. DESPATCH OF WORK
1. When you have contacted your school(s) fill in the Sampling Progress Note (F) and retum it to the office by 26th September.
2. When you have collected all the questionnaires for one school retum these in an envopak to the Field Office, Zone D1/09. DO NOT MIX SCHOOLS WITHIN ONE ENVOPAK.
With each set of school documents you should indude a copy of the Sampling Sheet (C), the Sampling & Response Summary Sheet (E), and a Despatch Note (K).
3. Documents should be tagged and sorted in the following order for despatch:
• Despatch note - completed
= Sampling &Response Summary Sheet
• Sampling Sheet for that school
• Main and advertising questionnaires for each child tagged together and sorted in serial number order
23 15. STORAGE AND DESPATCH OF SALIVA SAMPLES
Since the survey first began we have leamed more about conditions under which saliva samples can be stored and despatched for analysis. We are now advised that the samples need to be stored in a refrigerator when they are being kept for more than 2 days and in a freezer when they are being kept for more than a week.
The following rules should be followed for the storing and despatch of the saliva samples: a) Since all the samples from one school must be sent together you will need to store some samples at home in a refrigerator or freezer whenever a follow-up visit is required. b) You should not send anything on Friday or Saturday because they will not be opened at the lab until the following Monday. Thus, if you have visited a school on Friday you should store the samples in a refrigerator and post them on Monday. c) The test tubes should all be put into a plastic bag and then placed into the Jiffy bag provided. If you are dealing with more than one school you must use separate bags for each school. d) You should send the samples by first class post to the following address:
Dr Martin Jarvis Health Behaviour Unit 2-16 Torrington Place London WC1E6BT e) Once you have addressed the Jiffy bag you should stick a school serial number label on the outside of the bag. This is so the lab can easily identify the schools when they arrive.
24 16. STUDY AND ADMINISTRATION TIME
A. Study Time
Reading of the interviewer instructions and completion of the sampling exercise : 2.5 hours
For helpers (where being a helper only) : 1 hour
B. Administrative Time (Interviewers only)
For each school, to include sticking on labels; completing date of interview, date of birth codes & school year codes; phoning contacts, helpers, etc. : 1.5 hours
C. Claims
Survey No. (Output code) N1434 Stage 99 Activity codes: Sampling 5 Main and follow-up visits 4 Study Time 9
17. CONTACTS
Claims/Allocation : Regional Office
Field Queries/Despatch : Mariiy Troyano 0171-533-5438 (direct) : Sue Wright 0171-533-5439 (direct)
ResearchiSampling : Jeremy Barton 0171-533-5327 (direct)
:25 18. LIST OF DOCUMENTS
MAIN QUESTIONNAIRE A
ADVERTISING QUESTIONNAIRE B
SAMPLING SHEET C
INFORMATION LEAFLET D
SAMPLING & RESPONSE SUMMARY SHEET E
SAMPLING PROGRESS NOTE F
INTERViEvVER CHECKliST G
SCHOOL INFORMATION SHEET H - sampling information sheet -
PARENTAL CONSENT LETTER P
DESPATCH NOTE K
INFORMATION ABOUT RESPECT CAMPAIGN
26 BN1434 • Teenage Smoking Attitudes Survey 1997
CONTACTS
Field Queries/Despatch : Marily Troyano 0171-533-5438 (direct) : Sue Wright 0171-533-5439 (direct)
Research/Sampling : Jeremy Barton 0171-533-5327 (direct) =39'9 G= _ ....1,,*.'.. 1997 _t NATIONAL A )I. STATISTICS
Teenage Smoking Attitudes N1434
IN CONFIDENCE
STICK SERIAL NO. LABEL
Most of the questions can be answered by putting a tick: in the box next to the answer that applies to you - like this
Yes o No 0
or sometimes you have to write a number in the box, for example
Some questions don't apply to everybody. It always tells you by the box which question you should answer next.
DO NOT WRITE IN THESE BOXES
Date of interview
AM PM
Time of interview I 2
CJ. N1434 AUcr'n y'l , ,',." 1. Which year are you in at school? - Go to Question 2
oo~ .....w""'oo, I ______I.._1 I I . 2. How old are you now? Tick one Box h iO yeats aid 11 II years old D 12 years old D 13 years old D Go to Question 3 14 years old n 15 years old D 16 years old D 17 years old
3 When were you born? Date .
Month . Go to Question 4
year . DO NOT WRITE IN THIS BOX
D
M
y
4 Are you a boy or a girl?
Boy E3J- Got. Qu<>d•• , Girl
2 CJ· N14l4 AUO'97 VI 5 Do you smoke cigarettes at all nowadays? Yes ~IoQuS.'" No
6. Now read all the following statements carefully and tick the box next to the one which best describes you.
I have never smoked ,--_I_~ Go to Question 7
I have only ever tried smoking once
I used to smoke sometimes but I never smoke a cigarette now o I sometimes smoke cigarettes now but I don't smoke as many as one a week D Go to Question 8 I usually smoke between one and six cigarettes a week o I usually smoke more than six cigarettes a week
7. Just to check, read the statements below carefully and tick the box next to the one which best describes you.
I have never tried smoking a cigarette. not even a puff or two D- Go to Question 24 I did once have a puff or two of a cigarette. but I never smoke now @-GoIoQuS..... I do sometimes smoke cigarettes
8. How do old were you when you first tried smoking a cigarette. even if it was only a puff or two? Write in the box your age in numbers, not words.
I was IL...__I years old - Go to Question 9
3 CJ· N104AUO'91 VI 9. Thinking about the past 30 days. on how many days did you smoke cigarettes?
Every day I 1 I Between 10 and 29 days D Between 5 and 9 days D Fewer than 5 days D - Go to Question 10 I haven't smoked at ail in the last 30 days D
I can't remember I 6 ~ ~ I no longer smoke I 7 Go to Question 24
Questions 10 to 12 ask you about the number ofcigarettes you have smoked over the last 3 days. Ifyou can't remember exactly how many you smoked, give as good a guess as you can.
10 How many cigarettes have you smoked so far today? (If you did not smoke any cigarettes plea. __-Jr Go to Question 11 11 How many cigarettes did you smoke yesterday? (If you did not smoke any cigarettes please write '0' in the box) __..J~ Go to Question 12 12 How many cigarettes did you smoke the day before yesterday? (If you did not smoke any cigarettes please write '0' in the box) __...JI- Go to Question 13 4 CJ· NIO. AUO'97VI 13 How soon after you wake up do you usually smoke your first cigarette of the day? Less than 5 minutes 5 -14 minutes o 15 - 29 minutes o 30 minutes but less than 1 hour o Go to Question 14 1 hour but less than 2 hours o 2 hours or more o It varies/no usual ti...'!le I 7~ 14 When you smoke. do you usually take the smoke down into your lungs? Always Sometimes Go to Question 15 Never Don't know 15 Do you usually feel any of the following when smoking? (Tick one box on each line) Yes No Dizzyllight-headed Sick Go to Question 16 More Alert Calmer 5 CJ. NI.).f AUO'9TV! 16 Which brand of cigarette do you usually smoke? If you smoke several different brands, please tick the one you smoke most often. If you can't say, please tick the last box. TICK ONLY ONE BOX Benson & Hedges Embassy (including Regal) A Silk Cut Q Marlboro Q Go to Question 17 Lambert & Butler Q Berkley Other brand ~ No one particular brand Q- Go to Question 18 17 Why do you smoke this brand? Tick whichever apply My friends smoke it My mother f father smokes it G My brother f sister smokes it G It's cheap G Go to Question 18 It's available in small packets G It's available from vending machines o I like the look of the packet Another reason ~ 6 CJ· Nl0434 AVO'97 VI 18 Would you like to give up smoking? Yes No Go to Question 19 Don't know 19 Do you think you will ever give up smoking altogether? Yes L..-_I...~ Go to Question 20 No BGo"Q~"'21 Don't know 20 How old do you think you will be when you give up smoking? Write in t.l:le box the age you think you will be. If you don't know, please tick the'Don't know' box. 1 I think I will be D years old }- Go to Question 21 Don't know D 7 CJ· NI..:W AUG'97 VI 21 Have you ever tried to give up smoking? Yes 1 t- Go to Question 22 ~ No __2....t- Go to Question 23 22 How did you feel when you were trying to give up? Tick Yes or No for each item Yes No A strong need to smoke G More irritable G G More healthy G Q Unable to concentrate G G More energetic D G Go to Question 23 Hungry D G Pleased with myself D D Restless G D Miserable Q 23 How easy or difficult would you find it to go without smoking for a whole day. Would you find it: Very easy Fairly easy Q Fairly difficult Q Go to Question 24 Very difficult G Don't know 8 CJ· N'04:W AOO'97 VI Now, thinking about your family, that is the people you live with at home: 24 Do you live with your mother? (You should also answer 'Yes' ifyou live with your stepmother or adopted mother.) Yes G Go to Question 2S No I 21- Go to Question 26 25 Does she smoke? Yes 0l Go to Question 26 No OJ 26 Do you live with your father? (You should also answer 'Yes' ifyou live with your stepfather or adoptedfather.) Yes No Go to Question 28 27 Does he smoke? Yes GoIn Q""""" '" No 8- 9 CJ· Nl4W ,\UO'97 Vl 28(a) How many older brothers do you have living at home with you? (Ifyou haven't any olderbrothers living at home write '0' in box and go to Question 29) Write a number (0,1;2...) jn box (b) How many of your older brothers are smokers? (Ifnone ofthem smoke write '0' in box) Write a number (0,1,2...) in box ___l- Go to Question 29 29(a) How many older sisters do you have living at home with you? (Ifyou haven't any oldersisters living at home write '0' in box and go to Question 30) Write a number (0,1,2...) in box (b) How many of your older sisters are smokers? (Ifnone ofthem smoke write '0' in box) Write a number (0,1,2•••) in box L..-__~ Go to Question 30 3O(a) How many younger brothers do you have living at home with you? (Ifyou haven't any younger brothers living at home write '0' in box and go to Question 31) Write a number (0,1,2••• ) in box L-J (b) How many of your younger brothers are smokers? (If!lone oft.Jrem smoke write '0' i,.: box) Write a number (0,1,2.••) in box ___~ Go to Question 31 31(a) How many younger sisters do you have living at home with you? (Ifyou haven't any younger sisters living at home write '0' in box and go to Question 32) Write a number (0,1,2..•) in box D (b) How many of your younger sisters are smokers? (Ifnone ofthem smoke write '0' in box) Write a number (0,1,2•.•) in box ___~ Go to Question 32 10 CJ _1"11414 AUO'<71 VI 32 Is there anyone else living at home with you who smokes? Yes Q...... " No BGo.. 33 Below are a few things that people say about smoking. Some people agree with these and others don'l Do you agree or disagree with each of these statements? Agree Disagree Don't know Smoking makes you look more grown up RR~ Smoking can heip to caim you down L-.:J L..:J I l I Smoking helps to give you confidence QOD Smoking can put you in a better mood QGD Smoking can help you to stay slim ODD Smoking can help you to make friends more easily ODD Go to Question 34 Smokers have more fun than people who don't smoke ODD Smokers are more likely to have boyfriends or girlfriends than people who don'I smoke DOD Smokers are more boring than people who don't smoke GOD Smokers tend to be more rebellious than people who don't smoke DD 11 CJ· NI-4J.4 AUG'97 VI 34 During the last year. have you had any lessons. films or discussions in school about the following topics? Yes No Don't know Information about exercise GO Smoking GOD Drugs GGD Go to Question 35 AIDS GGD Alcohol GOD Healthy Eating GO 35 In the last year can you remember any of the following on the television. on the radio. or in magazines or newspapers? Yes No Don't know Adverts warning about the dangers of drinking & driving GG Adverts informing you about AIDS GGD Adverts warning young people about the dangers of taking drugs GGD Adverts encouraging people to take Go to Question J6 more exercise QQD Adverts warning young people about the health risks of smoking Adverts warning adults about the health risks of smoking 12 CJ· Nl04 AUQ'97 VI 36 In the lastyear can you remember seeing or reading any of the following , in magazines. comics. or newspapers? Yes No Don't know Competitions connected with stopping smoking GGG Photo stories about teenagers smoking GGDI Quizzes connected with smoking G G D Go to Question 37 Special offers or free gifts connected with not smoking GGD Articles about the dangers of smoking DO 37 Have you ever been given free cigarettes by someone working for a cigarette company? Yes or Go to Question 38 No ~ 38 Have you ever collected cigarette coupons for use with a gift catalogue? Yes No 8 Go""""..." 39 Have you everentered any competitions run by cigarette companies? Yes No 40 Do you own any item of clothing (e.g. a baseball cap or T-shirt) with a cigarette logo on it? Yes No 13 CJ· NIH" AUG'97 VI 41 Thinking about the following brands of cigarettes. which colour do you link with each brand (if you can think of more than one colour please tick only the main colour): Red Gold Purple Blue Black Silver Green John Player Special DDDDDGG Rothmans DDDDDDD Marlboro DDDDDDD Silk Cut DDDDDDD Lambert & Butler DDDDDDG ~I ,11,11.11,11:'1171 Benson & Hedges I 'I! 'I! "II '/I "[ I VI! " Go to Question 42 42 Have you ever heard of the Respect campaign? Yes No Go to Question 43 Not sure 43 Do you think you will continue in full-time education after the end ofyear II (the fifth year)? Yes No Go to Question 44 Don't Know 44 Do you think you will take any GCSEs before you leave school? Yes __I-,f- Go to Question 45 No R- Go to Question 46 Don't Know I ! 14 CJ· 1011434 ""\JO'j'l '{1 "~~ 45 D~ you exPect to get five or more passes at Grades A, B, or C? . .·;·~!<,:~2'- ..--., Yes No Go to Question 46 Don't Know 46 Does the family you live with own a car? Yes _-.-J1 I- Go to Question 47 No D- Go to Question 48 47 How many cars does your family own? 1 2ormore 8J-Go"'-" 48 Does your family have a home computer? Please don't count video games Yes No 49 Does your family have a dishwasher? Yes Qu~tIDn 8J- Go ... 50 No 50 Thinking about the house or flat you live in at the moment, does your family own it or is it rented? Ityour family are buying with a mortgage, tick 'Own'. Owned o Rented o Don't Know o 15 CJ· NI04 AUG'97 VI =1-9-96= Teenage smoking attitudes N 1434 IN CONFIDENCE Stick serial No. label All of the questions can be answered by putting a tick in the box next to the answer that applies to you - like this Yes Iv,l No 0 Some questions don't apply to everybody. It always tells you by the box which question you should answer next. Do not write in these boxes Date of interview I Day I Month 1 Year I I I Time of interview I;M I:M 2 TEENAGE SMOKING ATTITUDES fEElING A LITTLE BORED' ------? ~ TEENAGE SMOKING ATIlTUDES 3 Please look at the advert shown Have you ever seen this advert in any magazines, comics, or newspapers 1 ~~r' YesNo 1 Go to Question 2 Don't know ) 2 Please have another look at the advert. \A/hich of these words do you think apply to the advert ? You may tick more than one box The advert is : cool boring exciting Go to Question 3 stupid interesting stylish UI 3 Below are a list of things that people have said about this advert. Please tick whether you agree or disagree with these statements Against each statement tick one box Agree Disagree Don't know a The advert is about smoking b I like the style of the advert c The advert seems to be aimed at people like me d The advert interests me Go to e The advert encourages me not to smoke Question 4 f I don't understand what the advert is telling me g The advert makes me want to smoke h The advert makes smoking look good fun I will talk to my friends about the advert 1 Turn over for Questions 4 to 8... 4 TEENAGE SMOKING ATIITUDES 4 The advert gives you a chance to write in, e-mail. or phone in for a free Respect Pack. Have you already applied for one of these packs? Yes 81 Go to Question 6 No ~ Don't know U Go to Question 5 5 Have you seen someone else's Respect Pack (e.g. a friend's or a teacher's)? Yes No Don't know 6 Have you picked up any Respect postcards at the cinema within the last 3 months? Yes No Don't know TEENAGE SMOKING ATTITUDES 5 7 Are you interested in receiving a Respect Pack? Yes nl ~ No B Go to Question 8 Don't know 8 The Respect Pack contains a lot of different items and information. Please tick which different things you would be interested in receiving: Against each statement tick one box Yes No II III a A fact fiie or wallet to keep stuff in I 2 b Information about smoking c Pages for keeping your friends' names and telephone numbers Go to d Postcards to stick on your wall or to send to your friends Question 9 e Finding out how to say no when offered a cigarette f Getting tips and hints on how to stop smoking either for you or your friends or family Turn over for questions 9 to 12... 6 TEENAGE SMOKING ATTITUDES 9 The Respect Pack contains money-off coupons for different things. Please tick whether you would or wouldn't be interested in receiving coupons for: Against each statement tick one box Yes No a Salon Selective shampoos & conditioners ~Ql b Sega computer games Go to Question I() c Dillons The Bookstore DOr 10 The Respect Pack also contains competitions to win different things. Please tick whether you would or wouldn't be interested in entering a competition to win: Against each statement tick one box Yes No a A pair of Puma trainers b A £50 JD Sports voucher Go to Question II c A three-month UCI cinema pass d FA Premier League match tickets TEENAGE SMOKING ATIITUDES 7 II The Respect Pack tells you that opening a Midland Livecash bank account entitles you to savings on CDs, videos and sports equipment. Would you be interested in that? Yes No Don't know 12 Now you know what type of information and offers the Respect Pack contains, are you interested in receiving a pack? Yes No Don't know I have one already Thank you for completing these questions. _>t1 _ _t NATIONAL :.STATISTICS Teenage smoking attitudes N 1434 IN CONFIDENCE 1997 B