Public Works and Government Services Travaux publics et Services Canada gouvernementaux Canada 1 1 RETURN BIDS TO: Title - Sujet RETOURNER LES SOUMISSIONS À: CSTADS Bid Receiving - PWGSC / Réception des Solicitation No. - N° de l'invitation Date soumissions - TPSGC H4133-122931/A 2013-07-17 11 Laurier St. / 11, rue Laurier Client Reference No. - N° de référence du client Place du Portage , Phase III H4133-122931 Core 0A1 / Noyau 0A1 GETS Reference No. - N° de référence de SEAG Gatineau, Québec K1A 0S5 PW-$$SS-071-26261 Bid Fax: (819) 997-9776 File No. - N° de dossier CCC No./N° CCC - FMS No./N° VME 071ss.H4133-122931 Solicitation Closes - L'invitation prend fin Time Zone Fuseau horaire at - à 02:00 PM Eastern Daylight Saving REQUEST FOR PROPOSAL on - le 2013-08-19 Time EDT DEMANDE DE PROPOSITION F.O.B. - F.A.B. Proposal To: Public Works and Government Services Canada Plant-Usine: Destination: Other-Autre: We hereby offer to sell to Her Majesty the Queen in right Address Enquiries to: - Adresser toutes questions à: Buyer Id - Id de l'acheteur of Canada, in accordance with the terms and conditions Pageau, Francois 006sq set out herein, referred to herein or attached hereto, the Telephone No. - N° de téléphone FAX No. - N° de FAX goods, services, and construction listed herein and on any (819) 956-3563 ( ) (819) 956-7994 attached sheets at the price(s) set out therefor. Destination - of Goods, Services, and Construction: Proposition aux: Travaux Publics et Services Destination - des biens, services et construction: Gouvernementaux Canada Nous offrons par la présente de vendre à Sa Majesté la Reine du chef du Canada, aux conditions énoncées ou Specified Herein incluses par référence dans la présente et aux annexes Précisé dans les présentes ci-jointes, les biens, services et construction énumérés ici sur toute feuille ci-annexée, au(x) prix indiqué(s). Comments - Commentaires
Instructions: See Herein
Instructions: Voir aux présentes Vendor/Firm Name and Address Raison sociale et adresse du fournisseur/de l'entrepreneur Delivery Required - Livraison exigée Delivery Offered - Livraison proposée See Herein Vendor/Firm Name and Address Raison sociale et adresse du fournisseur/de l'entrepreneur
Telephone No. - N° de téléphone Issuing Office - Bureau de distribution Facsimile No. - N° de télécopieur Science Procurement Directorate/Direction de l'acquisition Name and title of person authorized to sign on behalf of Vendor/Firm de travaux scientifiques (type or print) 11C1, Phase III Place du Portage Nom et titre de la personne autorisée à signer au nom du fournisseur/ 11 Laurier St. / 11, rue Laurier de l'entrepreneur (taper ou écrire en caractères d'imprimerie) Gatineau, Québec K1A 0S5
Signature Date
Canada Page 1 of - de 60 Solicitation No. - N° de l'invitation Amd. No. - N° de la modif. Buyer ID - Id de l'acheteur H4133-122931/A 071ss Client Ref. No. - N° de réf. du client File No. - N° du dossier CCC No./N° CCC - FMS No/ N° VME H4133-122931 071ssH4133-122931
TABLE OF CONTENTS
PART 1 - GENERAL INFORMATION
1. Introduction 2. Summary 3. Security Requirement 4. Debriefings 5. Communications
PART 2 - BIDDER INSTRUCTIONS
1. Standard Instructions, Clauses and Conditions 2. Submission of Bids 3. Enquiries - Bid Solicitation 4. Applicable Laws 5. Improvement of Requirement during Solicitation Period 6. Basis for Canada's Ownership of Intellectual Property 7. Maximum Funding
PART 3 - BID PREPARATION INSTRUCTIONS
1. Bid Preparation Instructions:
Section I: Technical and Management Bid Section II: Financial Bid Section III: Certifications
PART 4 - EVALUATION PROCEDURES AND BASIS OF SELECTION
1. Evaluation Procedures 2. Basis of Selection
PART 5 - CERTIFICATIONS
1. Mandatory Certifications Required Precedent to Contract Award 2. Additional Certifications Precedent to Contract Award
PART 6 - SECURITY
1. Security Requirements
PART 7 - RESULTING CONTRACT CLAUSES
1. Statement of Work 2. Standard Clauses and Conditions 3. Security Requirement 4. Term of Contract
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5. Authorities 6. Payment 7. Invoicing Instructions 8. Certifications 9. Applicable Laws 10. Priority of Documents 11. Insurance
List of Attachments:
Attachment 1 to Part 3 Financial Spreadsheet Attachment 1 to Part 4 Mandatory and Point Rated Technical Criteria and Management Criteria Attachment 1 to Part 5 Additional Certifications Precedent to Contract Award
List of Annexes
Annex A Statement of Work
Appendix 1 Sampling Procedure 2010-11 YSS User Guide Appendix 2 Sample Questionnaire Grade 6 and Grade 7-12 2010-11 Appendix 3 Ontario Student Drug Use Health Survey (OSDUHS) 2011 Appendix 4 Sample School Specific Report
Annex B Security Requirements Check List
Annex C Federal Contractors Program for Employment Equity - Certification
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PART 1 - GENERAL INFORMATION
1. Introduction
The bid solicitation document is divided into seven parts plus attachments and annexes as follows:
Part 1 General Information: provides a general description of the requirement;
Part 2 Bidder Instructions: provides the instructions, clauses and conditions applicable to the bid solicitation;
Part 3 Bid Preparation Instructions: provides bidders with instructions on how to prepare their bid;
Part 4 Evaluation Procedures and Basis of Selection: indicates how the evaluation will be conducted, the evaluation criteria that must be addressed in the bid, and the basis of selection;
Part 5 Certifications: includes the certifications to be provided;
Part 6 Security: includes specific requirements that must be addressed by bidders; and
Part 7 Resulting Contract Clauses: includes the clauses and conditions that will apply to any resulting contract.
The Annexes include the Statement of Work, and the Security Requirement Check List.
There is a Federal Contractors Program (FCP) for employment equity requirement associated with this procurement; see Part 5 - Certifications, Part 7- Resulting Contract Clauses and the annex named Federal Contractors Program for Employment Equity - Certification.
2. Summary
Starting with the 2014-2015 cycle, the Youth Smoking Survey (YSS) will be renamed the Canadian Student Tobacco, Alcohol and Drugs Survey (CSTADS). It will collect information on students in grades 6-12 for tobacco and grades 7-12 for alcohol and drugs.
Health Canada has a requirement to carry out the 2014-2015 CSTADS following the existing methodology for the YSS as closely as possible. Data collection will be done by means of a school-based survey.
The target population for the CSTADS is all school children attending grades 6 to 12 in Canada, excluding residents of the Yukon, Northwest Territories, Nunavut and residents living on First Nation Reserves. Students who are attending special schools (e.g., schools for visually-impaired and hearing-impaired) or who are attending schools located on military bases will also be excluded from the population. The Contractor must try to obtain the participation of all 10 provinces. Should a province refuse to participate to the CSTADS, the Contractor must get the approval from Health Canada in order to proceed with the survey administration. The Technical Authority may refuse to proceed with the survey by cancelling the cycle if the Technical Authority believes that there will not be enough representation at the national level.
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Data for a minimum of 42,000 youth in grades 6 through 12, on tobacco use, associated knowledge attitudes and beliefs, and demographic information must be obtained. Additional data on drug and alcohol use must be obtained from youth in grades 7 to 12 only.
The sampling frame and design for the 2014-2015 CSTADS must produce a representative sample of youth in Canada in these respective grades. The survey must track smoking status and amount smoked, as well as other indicators that describe substance use behaviour, knowledge, attitudes and beliefs, and provides both national and provincial estimates. The survey must be administered during one class period with an approximate completion time of 30 minutes.
Final data sets with all approved supporting documentation (User Guide, Codebook, and Frequency Tables) for the 2014-2015 CSTADS in English and French must be delivered to the Technical Authority upon completion of the Contract.
The 2014-2015 survey must be conducted in a manner that provides seamless continuity with previously collected YSS data. The sampling and survey methodology used in data collection for the 2010-2011 YSS is described in the 2010-2011 User Guide attached as Appendix 1 to Annex "A". The Contractor's sampling and survey methodology for conducting this 2014-2015 survey must produce results that are consistent and comparable to the results that would be produced by the methods described in the 2010-2011 sample.
Services are required commencing at contract award to 31 December, 2015 with an irrevocable option on the part of Canada to extend the contract period by up to two (2) additional periods of two (2) years each.
Pursuant to section 01 of Standard Instructions 2003, Bidders must submit a complete list of names of all individuals who are currently directors of the Bidder. Furthermore, as determined by the Special Investigations Directorate, Departmental Oversight Branch, each individual named on the list may be requested to complete a Consent to a Criminal Record Verification form.
The requirement is limited to Canadian services.
3. Security Requirement
There is a security requirement associated with this requirement. For additional information, consult Part 6 - Security and Part 7 - Resulting Contract Clauses. Bidders should consult the " Security Requirements for PWGSC Bid Solicitations - Instructions for Bidders" (http://www.tpsgc-pwgsc.gc.ca/app-acq/lc-pl/lc-pl-eng.html#a31) document on the Departmental Standard Procurement Documents Web site.
4. Debriefings
After contract award, bidders may request a debriefing on the results of the bid solicitation process. Bidders should make the request to the Contracting Authority within 15 working days of receipt of the results of the bid solicitation process. The debriefing may be in writing, by telephone or in person.
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PART 2 - BIDDER INSTRUCTIONS
1. Standard Instructions, Clauses and Conditions
All instructions, clauses and conditions identified in the bid solicitation by number, date and title are set out in the Standard Acquisition Clauses and Conditions Manual (https://buyandsell.gc.ca/policy-and-guidelines/standard-acquisition-clauses-and-conditions-man ual) issued by Public Works and Government Services Canada.
Bidders who submit a bid agree to be bound by the instructions, clauses and conditions of the bid solicitation and accept the clauses and conditions of the resulting contract.
The 2003 (2013-06-01) Standard Instructions - Goods or Services - Competitive Requirements, are incorporated by reference into and form part of the bid solicitation.
Subsection 5.4 of 2003, Standard Instructions - Goods or Services - Competitive Requirements, is amended as follows:
Delete: sixty (60) days Insert: one hundred twenty (120) days
2. Submission of Bids
Bids must be submitted only to Public Works and Government Services Canada (PWGSC) Bid Receiving Unit by the date, time and place indicated on page 1 of the bid solicitation.
Due to the nature of the bid solicitation, bids transmitted by facsimile to PWGSC will not be accepted.
3. Enquiries - Bid Solicitation
All enquiries must be submitted in writing to the Contracting Authority no later than ten (10) calendar days before the bid closing date. Enquiries received after that time may not be answered.
Bidders should reference as accurately as possible the numbered item of the bid solicitation to which the enquiry relates. Care should be taken by bidders to explain each question in sufficient detail in order to enable Canada to provide an accurate answer. Technical enquiries that are of a proprietary nature must be clearly marked "proprietary" at each relevant item. Items identified, as proprietary will be treated as such except where Canada determines that the enquiry is not of a proprietary nature. Canada may edit the questions or may request that the Bidder do so, so that the proprietary nature of the question is eliminated, and the enquiry can be answered with copies to all bidders. Enquiries not submitted in a form that can be distributed to all bidders may not be answered by Canada.
4. Applicable Laws
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Any resulting contract must be interpreted and governed, and the relations between the parties determined, by the laws in force in Ontario.
Bidders may, at their discretion, substitute the applicable laws of a Canadian province or territory of their choice without affecting the validity of their bid, by deleting the name of the Canadian province or territory specified and inserting the name of the Canadian province or territory of their choice. If no change is made, it acknowledges that the applicable laws specified are acceptable to the bidders.
5. Improvement of Requirement During Solicitation Period
Should bidders consider that the specifications or Statement of Work contained in the bid solicitation could be improved technically or technologically, bidders are invited to make suggestions, in writing, to the Contracting Authority named in the bid solicitation. Bidders must clearly outline the suggested improvement as well as the reason for the suggestion. Suggestions that do not restrict the level of competition nor favour a particular bidder will be given consideration provided they are submitted to the Contracting Authority at least ten (10) days before the bid closing date. Canada will have the right to accept or reject any or all suggestions.
6. Basis for Canada's Ownership of Intellectual Property
Health Canada has determined that any intellectual property rights arising from the performance of the Work under the resulting contract will belong to Canada, on the following grounds:
the main purpose of the contract, or of the deliverables contracted for, is to generate knowledge and information for public dissemination.
7. Maximum Funding
The maximum funding available for the initial period of the contract resulting from the bid solicitation is $1,805,000.00 (Goods and Services Tax or the Harmonized Sales Tax included). The maximum funding available for the first option period of two (2) years is $1,841,100.00, and the maximum funding for the second option period of two (2) years is $1,877,922.00, (Goods and Services Tax or the Harmonized Sales Tax included). Bids valued in excess of the maximum funding available under the initial period of the contract and the maximum funding available under each of the two (2), two-year option periods will be considered non-responsive. This disclosure does not commit Canada to pay the maximum funding available.
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PART 3 - BID PREPARATION INSTRUCTIONS
1. Bid Preparation Instructions
Canada requests that bidders provide their bid in separately bound sections as follows:
Section I: Technical and Management Bid (6 hard copies and 1 soft copy on CD (PDF format)) Section II: Financial Bid (2 hard copies) Section III: Certifications (1 hard copy)
If there is a discrepancy between the wording of the soft copy and the hard copy, the wording of the hard copy will have priority over the wording of the soft copy.
Prices must appear in the financial bid only. No prices must be indicated in any other section of the bid.
Canada requests that bidders follow the format instructions described below in the preparation of their bid:
(a) use 8.5 x 11 inch (216 mm x 279 mm) paper; and (b) use a numbering system that corresponds to the bid solicitation.
In April 2006, Canada issued a policy directing federal departments and agencies to take the necessary steps to incorporate environmental considerations into the procurement process Policy on Green Procurement (http://www.tpsgc-pwgsc.gc.ca/ecologisation-greening/achats-procurement/politique-policy-eng. html). To assist Canada in reaching its objectives, bidders are encouraged to:
(1) use paper containing fibre certified as originating from a sustainably-managed forest and/or containing minimum 30% recycled content; and
(2) use an environmentally preferable format including black and white printing instead of colour printing, print double sided/duplex, using staples or clips instead of cerlox, duo tangs or binders.
Section I: Technical and Management Bid
In their technical bid, bidders should demonstrate their understanding of the requirements contained in the bid solicitation and explain how they will meet these requirements. Bidders should demonstrate their capability in a thorough, concise and clear manner for carrying out the work.
The technical bid should clearly address and in sufficient depth the points that are subject to the evaluation criteria against which the bid will be evaluated. Simply repeating the statement contained in the bid solicitation is not sufficient. In order to facilitate the evaluation of the bid, Canada requests that bidders address and present topics in the order of the evaluation criteria under the same headings. To avoid duplication, bidders may refer to different sections of their bids by identifying the specific paragraph and page number where the subject topic has already been addressed.
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Section II: Financial Bid
1.1 Bidders must submit their financial bid in accordance with the following:
(a) A total firm all-inclusive cost for each milestone for the initial contract period and each of the option periods as identified in Attachment 1 to Part 3 Financial Presentation Sheet.
(b) Total firm all inclusive price must not exceed the initial contract maximum funding of $1,805,000.00 as specified in Part 2 Bidder Instructions GST/HST included.
(c) Total firm all inclusive price for option period one (1) must not exceed the maximum funding of $1,841,100.00 as specified in Part 2 Bidder Instructions GST/HST included.
(d) Total firm all inclusive price for option period two (2) must not exceed the maximum funding of $1,877,922.00 as specified in Part 2 Bidder Instructions GST/HST included.
(e) Prices must be in Canadian funds, Canadian customs duties and excise taxes included, and Goods and Services Tax (GST) or Harmonized Sales Tax (HST) included.
1.1.1 Price Breakdown
Bidders are requested to detail the following elements for requested to provide in their financial bid a price breakdown for each milestone of the Work, as applicable:
(a) Labour : For each individual and (or) labour category to be assigned to the Work, indicate: i) the hourly rate, inclusive of overhead and profit; and ii) the estimated number of hours.
(b) Equipment : Specify each item required to complete the Work and provide the pricing basis of each one, Canadian customs duty and excise taxes included, as applicable. These items will be deliverable to Canada upon completion of the contract.
(c) Materials and Supplies : Identify each category of materials and supplies required to complete the Work and provide the pricing basis.
(d) Travel and Living Expenses : Indicate the number of trips and the number of days for each trip, the cost , destination and purpose of each journey, together with the basis of these costs.
(e) Subcontracts : Identify any proposed subcontractor and provide for each one the same price breakdown information as contained in this article.
(f) Other Direct Charges : Identify any other direct charges anticipated, such as long distance communications and rentals, and provide the pricing basis.
(g) GST/HST : Identify any applicable GST or HST separately.
Section III: Certifications
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Bidders must submit the certifications required under Part 5 - Certifications.
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PART 4 - EVALUATION PROCEDURES AND BASIS OF SELECTION
1. Evaluation Procedures
(a) Bids will be assessed in accordance with the entire requirement of the bid solicitation including the technical, and management evaluation criteria.
(b) An evaluation team composed of representatives of Canada will evaluate the bids.
1.1 Technical and Management Evaluation
1.1.1 Mandatory Technical Criteria
Refer to Attachment 1 to Part 4 Mandatory and Point Rated Technical Criteria and Management Criteria
1.1.2 Point Rated Technical Criteria
Refer to Attachment 1 to Part 4 Mandatory and Point Rated Technical Criteria and Management Criteria
1.1.3 Management Criteria
Refer to Attachment 1 to Part 4 Mandatory and Point Rated Technical Criteria and Management Criteria
2. Basis of Selection - Highest Rated Within Budget
To be declared responsive, a bid must:
(a) comply with all the requirements of the bid solicitation;
(b) meet all mandatory technical evaluation criteria;
(c) obtain a minimum of 67.5 points out of 90 points for Technical Criteria, as specified in Attachment 1 to Part 4 Mandatory and Point Rated Technical Criteria and Management Criteria and
(d) obtain a minimum of 60 points out of a maximum of 80 points for Management Criteria as, specified in Attachment 1 to Part 4 Mandatory and Point Rated Technical Criteria and Management Criteria.
Bids not meeting (a) or (b) or (c) or (d) will be declared non responsive. The responsive bid with the highest number of points will be recommended for award of a contract, provided that the total evaluated price does not exceed the maximum budget available for the initial period of the contract and each of the two (2), optional two-year periods of this requirement. In the event
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that the highest technical number of points is obtained by more than one responsive bid, the responsive bid with the lowest price* will be recommended for award of a contract.
* Lowest Price = the sum of the initial period of the contract + the sum of option period one (1) + the sum of option period two (2).
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PART 5 - CERTIFICATIONS
Bidders must provide the required certifications and related documentation to be awarded a contract. The certifications provided by bidders to Canada are subject to verification by Canada at all times. Canada will declare a bid non-responsive, or will declare a contractor in default, if any certification made by the Bidder is found to be untrue whether during the bid evaluation period or during the contract period.
The Contracting Authority will have the right to ask for additional information to verify the Bidders' certifications. Failure to comply with this request will also render the bid non-responsive or will constitute a default under the Contract.
1. Mandatory Certifications Required Precedent to Contract Award
1.1 Code of Conduct and Certifications - Related documentation
By submitting a bid, the Bidder certifies that the Bidder and its affiliates are in compliance with the provisions as stated in Section 01 Code of Conduct and Certifications - Bid of Standard Instructions 2003. The related documentation therein required will assist Canada in confirming that the certifications are true.
1.2 Federal Contractors Program for Employment Equity - Bid Certification
By submitting a bid, the Bidder certifies that the Bidder, and any of the Bidder's members if the Bidder is a Joint Venture, is not named on the Federal Contractors Program (FCP) for employment equity "FCP Limited Eligibility to Bid" list (http://www.labour.gc.ca/eng/standards_equity/eq/emp/fcp/list/inelig.shtml) available from Human Resources and Skills Development Canada (HRSDC) - Labour's website Canada will have the right to declare a bid non-responsive if the Bidder, or any member of the Bidder if the Bidder is a Joint Venture, appears on the “FCP Limited Eligibility to Bid “ list at the time of contract award.
Canada will also have the right to terminate the Contract for default if a Contractor, or any member of the Contractor if the Contractor is a Joint Venture, appears on the “FCP Limited Eligibility to Bid” list during the period of the Contract.
The Bidder must provide the Contracting Authority with a completed annex Federal Contractors Program for Employment Equity - Certification, before contract award. If the Bidder is a Joint Venture, the Bidder must provide the Contracting Authority with a completed annex Federal Contractors Program for Employment Equity - Certification, for each member of the Joint Venture.
2. Additional Certifications Precedent to Contract Award
The certifications in Attachment 1 to Part 5, Additional Certifications Precedent to Contract Award, should be completed and submitted with the bid but may be submitted afterwards. If any of these required certifications is not completed and submitted as requested, the Contracting Authority will so inform the Bidder and provide the Bidder with a time frame within which to meet the requirement. Failure to comply with the request of the Contracting Authority and meet the requirement within that time period
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will render the bid non-responsive.
PART 6 - SECURITY REQUIREMENT
1. At the date of bid closing, the following conditions must be met:
(a) the Bidder must hold a valid organization security clearance as indicated in Part 7 - Resulting Contract Clauses;
(b) the Bidder's proposed individuals requiring access to classified or protected information, assets or sensitive work site(s) must meet the security requirement as indicated in Part 7 - Resulting Contract Clauses;
(c) the Bidder must provide the name of all individuals who will require access to classified or protected information, assets or sensitive work sites. This information must be submitted with the bid.
2. For additional information on security requirements, bidders should consult the “ Security Requirements for PWGSC Bid Solicitations - Instructions for Bidders” (http://www.tpsgc-pwgsc.gc.ca/app-acq/lc-pl/lc-pl-eng.html#a31) document on the Departmental Standard Procurement Documents Web site.
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PART 7 - RESULTING CONTRACT CLAUSES
The following clauses and conditions apply to and form part of any contract resulting from the bid solicitation.
1. Statement of Work
The Contractor must perform the Work in accordance with the Statement of Work at Annex A.
2. Standard Clauses and Conditions
All clauses and conditions identified in the Contract by number, date and title are set out in the Standard Acquisition Clauses and Conditions Manual (https://buyandsell.gc.ca/policy-and-guidelines/standard-acquisition-clauses-and-conditions-man ual) issued by Public Works and Government Services Canada.
2.1 General Conditions
2040 (2013-06-27), General Conditions - Research & Development, apply to and form part of the Contract.
2.2 Supplemental General Conditions
The following supplemental general conditions apply to and form part of the Contract:
4008 (2008-12-12), Personal Information
2.3 SACC Manual Clauses
K3410C (2008-12-12), Canada to Own Intellectual Property Rights in Foreground Information A9113C (2008-12-12), Handling of Personal Information
2.4 Protection and Security of Data Stored in Databases
1. The Contractor must ensure that all the databases containing any information related to the Work are located in Canada or, if the Contracting Authority has first consented in writing, in another country where:
(a) equivalent protections are given to personal information as in Canada under legislation such as the Privacy Act, R.S. 1985, c. P-21, and the Personal Information Protection and Electronic Documents Act, S.C. 2000, c. 5, and under any applicable policies of the Government of Canada; and
(b) the laws do not allow the government of that country or any other entity or person to seek or obtain the right to view or copy any information relating to the Contract without first obtaining the Contracting Authority's written consent
In connection with giving its consent to locating a database in another country, the Contracting Authority may, at its option, require the Contractor to provide a legal opinion (from a lawyer qualified in the foreign country) that the laws in that country meet the above requirements, or may require the Contractor to pay for Canada to obtain such a legal opinion. Canada has the
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right to reject any request to store Canada's data in a country other than Canada if there is any reason to be concerned about the security, privacy, or integrity of Canada's data. Canada may also require that any data sent or processed outside of Canada be encrypted with Canada-approved cryptography and that the private key required to decrypt the data be kept in Canada in accordance with key management and storage processes approved by Canada.
2. The Contractor must control access to all databases on which any data relating to the Contract is stored so that only individuals with the appropriate security clearance are able to access the database, either by using a password or other form of access control such as biometric controls.
3. The Contractor must ensure that all databases on which any data relating to the Contract is stored are physically and logically independent (meaning there is no direct or indirect connection of any kind) from all other databases, unless those databases are located in Canada (or in an another country approved by the Contracting authority under subsection 1) and otherwise meet the requirements of this article.
4. The Contractor must ensure that all data relating to the Contract is processed only in Canada or in another country approved by the Contracting Authority under subsection 1.
5. The Contractor must ensure that all domestic network traffic (meaning traffic or transmissions initiated in one part of Canada to a destination or individual located in another part of Canada) is routed exclusively through Canada, unless the Contracting Authority has first consented in writing to an alternate route. The Contracting Authority will only consider requests to route domestic traffic through another country that meets the requirements of subsection 1.
6. Despite any section of the General Conditions relating to subcontracting, the Contractor must not subcontract (including to an affiliate) any function that involves providing a subcontractor with access to any data relating to the Contract unless the Contracting Authority first consents in writing.
3. Security Requirement
The Contractor must, at all times during the performance of the Contract, hold a valid Designated Organization Screening (DOS) with approved Document Safeguarding at the level of PROTECTED B issued by the Canadian Industrial Security Directorate, Public Works and Government Services Canada.
3.1 The Contractor personnel requiring access to PROTECTED information, assets or work site(s) must EACH hold a valid RELIABILITY STATUS, granted or approved by the Canadian Industrial Security Directorate (CISD), Public Works and Government Services Canada (PWGSC). Until the security screening of the Contractor/Offeror personnel required by this Contract/Standing Offer has been completed satisfactorily by the Canadian Industrial Security Directorate, Public Works and Government Services Canada, the Contractor/Offeror personnel MAY NOT HAVE ACCESS to PROTECTED information or assets, and MAY NOT ENTER sites where such information or assets are kept, without an escort.
3.2 The Contractor MUST NOT utilize its Information Technology systems to electronically process, produce or store PROTECTED information until the CISD/PWGSC has issued written
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approval. After approval has been granted or approved, these tasks may be performed at the level of PROTECTED B.
3.3 Subcontracts, which contain security requirements, are NOT to be awarded without the prior written permission of CISD/PWGSC.
3.4 The Contractor/Offeror must comply with the provisions of the:
(a) Security Requirements Check List and security guide, attached at Annex B; (b) Industrial Security Manual (Latest Edition)
4. Term of Contract
4.1 Period of Contract
The work will commence from January 01, 2014 to December 31, 2015 inclusive.
4.2 Option to Extend the Contract
The Contractor grants to Canada the irrevocable option to extend the term of the Contract by up to two additional two year period(s) under the same conditions. The Contractor agrees that, during the extended period of the Contract, it will be paid in accordance with the applicable provisions as set out in the Basis of Payment.
Canada may exercise this option at any time by sending a written notice to the Contractor at least 30 calendar days prior to the Contract expiry date. The option may only be exercised by the Contracting Authority, and will be evidenced for administrative purposes only, through a contract amendment.
5. Authorities
5.1 Contracting Authority
The Contracting Authority for the Contract is:
François Pageau Supply Specialist Public Works and Government Services Canada Acquisitions Branch Science Procurement Directorate Place du Portage, Phase III, 6C1 11 Laurier Street Gatineau, Quebec K1A 0S5
Telephone: 819-956-3563 Facsimile: 819-956-7994 E-mail address: [email protected]
The Contracting Authority is responsible for the management of the Contract and any changes
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to the Contract must be authorized in writing by the Contracting Authority. The Contractor must not perform work in excess of or outside the scope of the Contract based on verbal or written requests or instructions from anybody other than the Contracting Authority.
5.2 Technical Authority
The Technical Authority for the Contract is:
Will be inserted at Contract Award
The Technical Authority is the representative of the department or agency for whom the Work is being carried out under the Contract and is responsible for all matters concerning the technical content of the Work under the Contract. Technical matters may be discussed with the Technical Authority; however, the Technical Authority has no authority to authorize changes to the scope of the Work. Changes to the scope of the Work can only be made through a contract amendment issued by the Contracting Authority.
5.3 Contractor's Representative
Will be inserted at Contract Award
6. Payment
6.1 Basis of Payment
In consideration of the Contractor satisfactorily completing all of its obligations under the Contract, the Contractor will be paid a firm price, as specified in contract for a cost of $ ______(insert the amount at contract award). Customs duties are included and Goods and Services Tax or Harmonized Sales Tax is extra, if applicable.
Canada will not pay the Contractor for any design changes, modifications or interpretations of the Work, unless they have been approved, in writing, by the Contracting Authority before their incorporation into the Work.
6.2 Milestone Payments
Canada will make milestone payments in accordance with the Schedule of Milestones detailed in the Contract and the payment provisions of the Contract if:
(a) an accurate and complete claim for payment using form PWGSC-TPSGC 1111 (http://www.tpsgc-pwgsc.gc.ca/app-acq/forms/documents/1111.pdf) and any other document required by the Contract have been submitted in accordance with the invoicing instructions provided in the Contract;
(b) all the certificates appearing on form PWGSC-TPSGC 1111 have been signed by the respective authorized representatives;
(c) all work associated with the milestone and as applicable any deliverable required has been completed and accepted by Canada.
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6.3 Schedule of Milestones
The schedule of milestones for which firm all-inclusive payments will be made in accordance with the Contract is as follows:
Milestone Description Firm Firm Firm s Milestone Milestone Milestone No. Amount Amount Inclusive from from Amount January January from 01, 2014 01, 2016 to January to December 01, 2018 to December 31, 2017 December 31, 2015 31, 2019 1 Initial Meeting - attend meeting in Ottawa and $______$______$______provide an updated work plan and schedule, as per Annex A SOW Para 4.1
Draft sampling Frame and Design for review and approval- as per Annex A SOW Para 4.2
Develop CSTADS Questionnaires, as per Annex A SOW Para 4.4.1
Meeting to discuss questionnaire as per Annex A SOW para 6 and approval of Questionnaires - as per Annex A SOW Para 4.4.4
Provide a final list of all provincial representatives, for each participating province to the Technical Authority, as per Annex A SOW Para 4.5.1
Submission of the CSTADS and approval by the HC REB – as per Annex A SOW Para 4.5.2 2 Conduct Pilot Sessions as per Annex A SOW Para 4.6.1 $______$______$______
Pilot Testing Meetings as per
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Annex A SOW Para 4.6.2
Pilot Testing Report:
Final English Questionnaire Draft of the French Questionnaire
- as per Annex A SOW Para 4.6.3
3 Pilot Testing Report: $______$______$______ Completion of French Pilot Testing Report Final French Questionnaire - as per Annex A SOW and 4.6.3 4 Site Coordinators and Training - as per Annex A $______$______$______SOW Para 4.7.1 5 Survey Administration Progress Report - Initial $______$______$______feedback report as per Annex A SOW 4.7.3 6 Survey Administration Progress Report - 2nd $______$______$______feedback report as per Annex A SOW 4.7.3 7 Survey Administration Progress Report - final $______$______$______feedback report as per Annex A SOW Para 4.7.3 8 Analysis and Feedback - completion of the school $______$______$______feedback reports as per Annex A SOW Para 4.7.4 9 Delivery of Data Sets and Supporting Documentation - $______$______$______Delivery of the preliminary data set and supporting documentation for review by the Technical Authority as per Annex A SOW Para 4.8.6 10 Delivery of Data Sets and Supporting Documentation - $______$______$______
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Completion and delivery of data set containing the 500 mean bootstrap weights, final data sets of survey data and all supporting documentation in English only for review and approval by the technical Authority as per Annex A SOW Para 4.8.6 11 Delivery of Data Sets and Supporting Documentation - $______$______$______Completion of all work and acceptance of all deliverables including the data set of bootstrap weights of survey data, final data sets and all supporting documentation in English and French as per Annex A SOW Para 4.8.6
6.4 SACC Manual Clauses
A9117C (2007-11-30), T1204 - Direct Request by Customer Department
7. Invoicing Instructions - Progress Claim
1. The Contractor must submit a claim for progress payment using form PWGSC-TPSGC 1111 (http://www.tpsgc-pwgsc.gc.ca/app-acq/forms/documents/1111.pdf).
Each claim must show:
(a) all information required on form PWGSC-TPSGC 1111;
(b) all applicable information detailed under the section entitled “Invoice Submission” of the general conditions;
(c) the description and value of the milestone claimed as detailed in the Contract.
2. The Contractor must prepare and certify an original claim on Form PWGSC-TPSGC 1111, and forward it to the Contracting Authority for certification in an electronic format to the electronic mail address identified under section entitled "Authorities" of the Contract. Adobe Reader (.pdf) format is acceptable. The Contracting Authority will then forward the certified claim, in an electronic format, to the Technical Authority for appropriate certification after inspection and acceptance of the Work takes place, and onward submission to the Payment Office for the remaining certification and payment.
3 The Contractor must not submit claims until all work identified in this claim is completed.
8. Certifications
8.1 Compliance
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Compliance with the certifications and related documentation provided by the Contractor in its bid is a condition of the Contract and subject to verification by Canada during the term of the Contract. If the Contractor does not comply with any certification, provide the related documentation or if it is determined that any certification made by the Contractor in its bid is untrue, whether made knowingly or unknowingly, Canada has the right, pursuant to the default provision of the Contract, to terminate the Contract for default.
8.2 Federal Contractors Program for Employment Equity - Default by the Contractor
The Contractor understands and agrees that, when an Agreement to Implement Employment Equity (AIEE) exists between the Contractor and HRSDC-Labour, the AIEE must remain valid during the entire period of the Contract. If the AIEE becomes invalid, the name of the Contractor will be added to the "FCP Limited Eligibility to Bid" list. The imposition of such a sanction by HRSDC will constitute the Contractor in default as per the terms of the Contract.
8.3 SACC Manual Clauses
A3060C (2008-05-12), Canadian Content Certification
9. Applicable Laws
The Contract must be interpreted and governed, and the relations between the parties determined, by the laws in force in ______(to be inserted at contract award).
10. Priority of Documents
If there is a discrepancy between the wording of any documents that appear on the list, the wording of the document that first appears on the list has priority over the wording of any document that subsequently appears on the list.
(a) the Articles of Agreement; (b) the supplemental general conditions 4008 (2008-12-12), Personal Information; (c) the general conditions 2040 (2013-06-27), General Conditions - Research & Development; (d) Annex B, Security Requirements Check List; (e) Annex A, Statement of Work; (f) Annex C, Federal Contractors Program for Employment Equity - Certification (g) the Contractor's bid dated ______(insert date of bid)
11. Insurance
SACC Manual clause G1005C (2008-05-12) Insurance
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ATTACHMENT 1 TO PART 3 FINANCIAL SPREADSHEET
Milestones Description 1 January Option Period 1: Option Period 2: 2014 to 31 1 January 2016 1 January 2018 to No. December to 31 December 31 December 2015 2017 2019 Firm Firm Milestone Firm Milestone Milestone Amount Amount Amount 1 Initial Meeting - as per Annex A SOW $______$______$______Para 4.1
Draft sampling Frame and Design for review and approval- as per Annex A SOW Para 4.2
Develop CSTADS Questionnaires - as per Annex A SOW Para 4.4.1
Meeting to discuss questionnaire as per Annex A SOW para 6 and approval of Questionnaires - as per Annex A SOW Para 4.4.4
Submission of the list of provincial representatives as per Annex A SOW section 4.5.1
Submission of the CSTADS and approval by HC REB - as per Annex A SOW Para 4.5.2 2 Conduct Pilot Sessions as per $______$______$______Annex A SOW Para 4.6.1
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Pilot Testing Meetings as per Annex A SOW Para 4.6.2
Pilot Testing Report:
Final English Questionnaire Draft of the French Questionnaire
- as per Annex A SOW Para 4.6.3
3 Pilot Testing Report - $______$______$______
Completion of French Pilot Testing Report Final French Questionnaire
- as per Annex A SOW and 4.6.3
4 Site Coordinators and Training - as per $______$______$______Annex A SOW Para 4.7.1 5 Survey Administration $______$______$______Progress Report - Initial feedback report as per Annex A SOW 4.7.3 6 Survey Administration $______$______$______Progress Report - 2nd feedback report as per Annex A SOW 4.7.3 7 Survey Administration $______$______$______Progress Report - final feedback report as per Annex A SOW
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Para 4.7.3 8 Analysis and Feedback - $______$______$______completion of the school feedback reports as per Annex A SOW Para 4.7.4 9 Delivery of Data Sets and Supporting $______$______$______Documentation - Delivery of the preliminary data set and draft supporting documentation for review by the Technical Authority as per Annex A SOW Para 4.8.6 10 Delivery of Data Sets and Supporting $______$______$______Documentation - Completion and delivery of data set containing the 500 mean bootstrap weights, final data sets of survey data, and all supporting documentation in English only for review and approval as per Annex A SOW Para 4.8.6 11 Delivery of Data Sets and Supporting $______$______$______Documentation - Completion of all work and acceptance of all deliverables including the data set of bootstrap weights, the final data sets of survey data and all supporting documentation in English and French as per Annex A SOW Para 4.8.6
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ATTACHMENT 1 TO PART 4 MANDATORY AND POINT RATED TECHNICAL AND MANAGEMENT CRITERIA
A. MANDATORY TECHNICAL CRITERIA
The bid must meet the mandatory technical criteria specified below. The Bidder must provide the necessary documentation to support compliance with this requirement. Bids which fail to meet the following mandatory technical criteria will be declared non-responsive. Each mandatory technical criterion should be addressed separately.
M1 The Bidder must demonstrate their experience in conducting school-based substance-use-related surveys of a nature similar to this requirement. To demonstrate compliance, the Bidder must describe in sufficient detail a minimum of two (2) school-based substance-use-related surveys, carried out and completed by the Bidder within the past five (5) years (from date of Bid closing) that are national in scope and involved a sample size of 5,000 or more respondents. The Bidder must provide the following information for each project:
a. Project title b. Project cost c. Description d. Sample size e. Commencement date f. Completion date g. Scope
M2 The Bidder must demonstrate that the Project Manager has, at a minimum, a PhD, from a recognized Canadian University, or the equivalent as established by a recognized Canadian academic credentials assessment service,* if obtained outside Canada and at least 3 years of experience in substance-use-related survey project management. The Bidder must include a proof of education (copy of diploma or letter from University required) and a curriculum vitae. Each CV must clearly demonstrate where, when (month and year commenced/completed) and how (through what activities/responsibilities) the stated qualifications and experience of the individual/bidder were acquired.
M3 The Bidder must demonstrate that at least two (2) key members of the project team possess, at a minimum, a Masters degree from a recognized Canadian University, or the equivalent as established by a recognized Canadian academic credentials assessment service,* if obtained outside Canada and at least 2 years of experience in conducting substance-use-related survey project. The Bidder must include a proof of education (copy of diploma or letter from University required) and a curriculum vitae Each CV must clearly demonstrate where, when (month and year commenced/completed) and how (through what activities/responsibilities) the stated qualifications and experience of the individual/bidder were acquired.
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*The list of recognized organizations can be found under the Canadian Information Centre for International Credentials web site, at the following Internet link: http://www.cicic.ca/indexe.stm.
B. POINT RATED TECHNICAL CRITERIA (maximum: 90 points available; minimum: 67.5 points to pass)
Bids which meet all the mandatory technical criteria will be evaluated and scored in accordance with the following point rated technical criteria. Scoring Grid Point Rated Technical Criteria
(a) 1) The Bidder should provide: Weak (3 points) Understanding a short introduction of vision, demonstrating their level of objectives and understanding of the project Demonstrates a limited scope and how they view: understanding of the requirement the relevance of Details provided are incomplete (Max. 20 points) Some elements not clearly their approach addressed. the pertinence of the examples provided in support of the Meets (7.5 points) application in relation to the project Demonstrates a good understanding development of the benefits, relevance, development challenges, technical challenges, gaps and technology trends technical gaps All necessary details are provided technology trends. Most or all of the elements are clearly addressed.
Exceeds (10 points)
Demonstrates in-depth understanding of benefits, (10 Points) relevance, development challenges, technical gaps and technology trends Details provided are specific and innovative All elements are addressed.
2) The Bidder should: Weak (3 points) demonstrate an understanding of the Demonstrates no or limited
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Scoring Grid Point Rated Technical Criteria communications and understanding of the requirement regulatory roles played by Details provided are incomplete, Health Canada (HC) in some elements not clearly substance use addressed; demonstrate an Demonstrates no or limited understanding of privacy understanding of the privacy and and security issues as they security issues relating to the relate to the collection of collection of health related data. health related data. Meets (7.5 points) (10 Points) Demonstrates a good understanding of the specific requirement Demonstrates a good understanding and appreciation of the privacy and security issues relating to the collection of health related data; Most or all of the elements clearly addressed.
Exceeds (10 points)
Demonstrates a clear, accurate and in-depth understanding of the communications and regulatory roles played by Health Canada (HC) in substance use Demonstrates an excellent knowledge of the privacy and security issues relating to the collection of health related data Details provided are specific.
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Scoring Grid Point Rated Technical Criteria
(b) Proposed The Bidder should clearly outline Weak (3 points) workplan their approach and proposed feasibility, methodology to meet the Partial explanation on how the approach and requirement as well as the requirement will be met, some elements are not clearly addressed; methodology. degree of success expected for the following: deficiencies exist Completion of activity may require (Max. 70 points) 1) Capability frequent monitoring by the Technical Authority to ensure the success of The Bidder should demonstrate the contract that they have the capability to Demonstrates the capability to meet carry out a survey to produce only some of the elements of the results compatible with previous requirement. cycles of the Youth Smoking Survey (YSS). To demonstrate Met (7.5 points) this capability, the Bidder should provide: Good explanation with some procedures on how the data weaknesses of how the requirement will be collected will be met the proposed approach and All of the necessary details methodology for determining provided; no deficiencies exist the sampling frame Completion of activity will require including how school boards little monitoring by the Technical and schools are to be Authority to ensure the success of selected to ensure that a the contract representative sample in The Bidder shows capability to carry each province will be out the survey obtained. the approach and proposed methodology are adequate. (10 Points) Exceeded (10 points)
Sound and thorough explanation on how the requirement will be met In-depth and specific details provided; no deficiencies exist Completion of activity would require no monitoring. The Bidder clearly shows capability to carry out the survey and proposed approach and methodology are the most appropriate. 2) Data Collection Weak (3 points) The Bidder should provide a
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Scoring Grid Point Rated Technical Criteria description of: Partial explanation on how the requirement will be met, some element were not clearly addressed; how the questionnaires will deficiencies exist be administered Completion of the data collection the proposed process for activities may require frequent maintaining confidentiality of monitoring by the Technical the data and individuals Authority to ensure the success of how the data will be the contract collected and compiled into Demonstrates the capability to meet a cohesive data set only some of the elements of the requirement.
(10 Points) Met (7.5 points)
Good explanation with some weaknesses of how each specific requirement will be met All of the necessary details provided; no deficiencies exist
Completion of activities will require little monitoring by the Technical Authority to ensure the success of the contract Proposed process likely to ensure adequate data collection and confidentiality.
Exceeded (10 points)
Sound and thorough explanation on how each specific requirement will be met In-depth and specific details provided; no deficiencies exist Clearly identify how the questionnaires will be administered and how it will preserve respondents anonymity Clearly identify how the data will be collected and compiled Completion of activity would require no monitoring
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Scoring Grid Point Rated Technical Criteria Proposed process is strong, following accepted methods to ensure proper data collection and confidentiality.
3) The Bidder should provide 1. Weak (3 points) their expected response rate of the target respondents and the Partial explanation on how each proposed method to achieve it; requirement will be met, some elements are not clearly (10 Points) addressed; deficiencies exist Proposed method unlikely to achieve response rate The Bidder demonstrates the capability to meet only some of the elements of the requirement.
2. Met (7.5 points)
Good explanation with some weaknesses of how the requirement will be met All the necessary details provided; no deficiencies exist Proposed method is adequate and likely to achieve the expected response rate
3. Exceeded (10 points)
A sound and thorough explanation on how the requirement will be met In-depth and specific details provided; no deficiencies exist Proposed method is realistic and very likely to result in the expected response rate. 4) Data Quality 1. Weak (3 points)
The Bidder should provide a Partial explanation on how it will description of quality control meet the requirement, some measures and verification elements are not clearly addressed;
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Scoring Grid Point Rated Technical Criteria procedures to be taken to ensure deficiencies exist the accuracy and precision of demonstrates the capability to meet the data only some of the elements of the requirement (10 Points) Proposed procedures unlikely to ensure accuracy and precision.
2. Met (7.5 points)
Good explanation with some weaknesses of how the requirement will be met All of the necessary details provided; no deficiencies exist Proposed procedures likely to ensure accuracy and precision.
3. Exceeded (10 points)
A sound and thorough explanation on how it will meet the requirement In-depth and specific details provided; no deficiencies exist Completion of activity would require minimal monitoring Proposed procedures are strong and proven to ensure accuracy and precision.
5) Data Cleaning 1. Weak (3 points)
The Bidder should provide a Partial explanation of the process description of the proposed Completion of activity may require method for: frequent monitoring by the Technical cleaning the data for Authority to ensure the success of errors deriving and applying the project the weights for the Demonstrates a limited capability of observations deriving and applying the weights of deriving the bootstrap the observations weights for the Insufficient explanation on how the observations bootstrap weights will be derived Proposed process unlikely to (10 Points)
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Scoring Grid Point Rated Technical Criteria provide data sets with no errors.
2. Met (7.5 points)
Good explanation with some weaknesses of the process All of the necessary details provided; no deficiencies exist Demonstrates the capability of deriving and applying the weights of the observations Sound explanation of how the bootstrap weights will be derived Proposed process in line with recognized methodology and likely to provide data sets with no errors.
3. Exceeded (10 points)
Thorough explanation of the process In-depth and specific details provided; no deficiencies exist Demonstrates strong competencies in deriving and applying weights for the observations Detailed explanation on how the bootstrap weights will be derived Proposed process is strong, in line with state-of-the-art methodology shown to produce data sets with no errors.
6) Security Procedures 1. Weak (3 points)
The Bidder should: Partial explanation of how the demonstrate how they will Master data file will be stored ensure the secure storage of Limited description of the team the Master data file at the members who will have access to Contractor’s place of the Master data file business Demonstrates the capability to meet describe their system, only some of the elements of the storage facility and measures requirement to be taken to protect Proposed measures not appropriate confidentially of the Master to meet the requirement.
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Scoring Grid Point Rated Technical Criteria data file (in accordance with the SRCL) 2. Met (7.5 points) indicate which members of the team will have access to Good explanation with some it. weaknesses of how the Master data file will be stored (10 Points) Good description of the team members who will have access to the Master data file Proposed method/access adequate to meet the requirement.
3. Exceeded (10 points)
In-depth explanation on how the Master data file will be stored in a secure location In-depth and specific details of the team members who will have access to the Master data file provided Proposed method/access follows recognised methods to ensure secure storage.
(c) Recognition The Bidder should: 1. Weak (3 points) of problems and describe their approach for solutions problem tracking, problem The Bidder's problem tracking, proposed resolutions, risk identification problem resolution, risk identification and mitigation strategies and mitigation strategies contains (Max. 10 points) Provide a plan for several weaknesses or are unclear communicating options, Frequent monitoring may be solutions and required to ensure resolution of recommendations. problems or some elements not clearly addressed. (10 Points) 2. Met (7.5 points)
The Bidder's problem tracking, problem resolution, risk identification and mitigation strategies are adequate Additional effort and oversight by the Technical Authority may be required.
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Scoring Grid Point Rated Technical Criteria
3. Exceeded (10 points)
The Bidder's problem tracking, problem resolution, risk identification and mitigation strategies are achievable and can successfully be implemented Requires no monitoring to ensure resolution of problems.
Maximum Technical Points Available: 90 Minimum Technical Points to Pass: 67.5
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C. POINT RATED MANAGEMENT CRITERIA (maximum: 80 points available; minimum: 60 points to pass)
Bids will be evaluated and scored in accordance with the following evaluation criteria. Scoring Grid Point Rated Management Criteria 1. Weak (3 points) (a) Project 1) The Bidder should Manager relevant demonstrate that the Project Some experience conducting experience. Manager has experience school-based surveys or substance-use conducting at least one surveys but not of national scope school-based or (Max. 20 points) No national experience within the last 5 substance-use-related survey, years carried out and completed within Average sample size is less than 2000 the past five (5) years, of national in scope and involving a respondents sample size of 2,000 or more respondents by 2. Met (7.5 Points) providing: Demonstrates experience conducting at The project title least (one) 1 school-based or Project cost substance-use-related survey Description National scope experience in the past 5 Sample size years; Commencement date Average sample size is 2000 Completion date respondents but less than 5000 Scope. respondents.
(10 points) 3. Exceeded (10 points)
Demonstrates extensive experience conducting substance use school-based surveys in the past 5 years; Project Manager has conducted and completed (two) 2 or more of past projects that are national in scope; Average sample size is 5000 or more respondents
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Scoring Grid Point Rated Management Criteria 2) The Bidder should provide a 1. Weak (3 points) brief description of relevant projects conducted by the Project Experience in some of the following areas is Manager to demonstrate his/her missing: experience in the areas of project management, field management, Field management questionnaire design and Questionnaire design and development development, and sampling Sampling frame and design frame and design including the Project management following information: 2. Met (7.5 points) a. Project Title, b. Dollar Value, Some experience in: c. Duration of Project, d. Contract Name, Field management e. Research Subject Matter, Questionnaire design and development f. Methodology, Sampling frame and design g. Sample Size. Project management (10 Points) 3. Exceeded (10 points)
Extensive experience in:
Field management Questionnaire design and development Sampling frame and design Project management
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Scoring Grid Point Rated Management Criteria 1. Weak (6 points) (b) Other Key The Bidder should: personnel (i.e. Some of the key personnel have personnel who will provide the names of all experience in carrying out school-based play an important other key personnel surveys; and some are in the fields of role in the (including subcontractors, as health or substance use administration of applicable), the role they will Experience in some aspects is lacking the project, other play, and demonstrate how than the Project their education, qualifications 2. Met (15 points) Manager) (including language qualifications and capability) and experience The majority of key personnel have relevant are relevant to their experience in more than one aspect of experience proposed roles. Their the project curriculum vitae should also Collective experience in all aspects of (Max. 20 points) be included the project demonstrated 3. Exceeded (20 points) demonstrate collective experience in key aspects of the project, namely, All key personnel have experience in recruitment, provincial field more than one aspect of the project work, survey instrument Extensive collective experience in most design, data processing and or all aspects of the project. analysis, data cleaning and weighting of data.
(20 Points)
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Scoring Grid Point Rated Management Criteria (c) Proposed level 1) The Bidder should include a 1. Weak (6 points) of effort and Resource Management plan planned team which provides: The team structure, responsibilities organisation, matrix, staff involvement are not clearly including a description of the team defined or addressed availability of team structure (including Resource Management Plan contains members and subcontractors, as inadequate information, or the backup capability, applicable), with each information provided does not clearly reporting members major activities support the effective initiation, structure, and and tasks performance and management of tasks. the level of effort (by task) capability to carry The potential for disruption in schedule is for each individual (in a chart out the project high and would require addition oversight or table) to demonstrate how by the Technical Authority. within the time the various aspects of the Process for managing planned and frame allotted. work will be conducted by unplanned vacancies not provided each team member including The Bidder's approach contains (Max. 20 points) back-up capacity weaknesses or is insufficient how performance will be Weak or incomplete work plan with measured unrealistic scheduling or lack of consideration for unforeseen delays 2) Work Plan
The proposed work plan will be 2. Met (15 points) evaluated for its completeness, clarity, and achievability, as The Resource Management Plan demonstrated through the use of adequately addresses the Bidder's a work breakdown structure processes for the effective initiation, mapped to the SOW. performance and management of tasks. The potential for disruption in schedule is The Bidder should provide the low and is acceptable. proposed schedule and The team structure, responsibility matrix, demonstrate the ability to staff involvement are defined and successfully complete the work provides an adequate resource base to within the timeframe. meet the requirement
Where subcontractors are 3. Exceeded (20 points) proposed as part of the project team, the Bidder should provide The team structure, matrix of a list of all subcontractors responsibilities and functions are clearly proposed, describe the work to defined and provide an excellent be performed by each one and resource base to meet the requirement. explain the proposed basis of The Resource Management Plan clearly selection for each one. supports the initiation, performance and management of tasks. There is little or no potential risk for disruption in schedule (20 Points) or additional cost. The Resource Management Plan presents little or no potential risk for
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Scoring Grid Point Rated Management Criteria (d) Project The Bidder should describe: 1. Weak (6 points) management tools or methodology Their strategies Contains insufficient or inadequate level Proactive activities, and of details. (Max. 20 points) Tools to be employed There is a high likelihood that the Bidder for ensuring the timely will not be able to accomplish the tasks. availability of resources, Frequent monitoring may be required to within each labour category, ensure project is managed effectively to accomplish the tasks throughout the Contract 2. Met (15 points)
(20 Points) Contains a sufficient level of details. There is a low likelihood that the Bidder will not be able to accomplish the tasks. Infrequent monitoring may be required to ensure project is managed effectively
3. Exceeded (20 points)
Clearly detailed. Clearly demonstrate ability to respond to all tasks No monitoring will be required to ensure project is managed effectively
Maximum Management Points Available: 80 Minimum Management Points to Pass: 60
Total overall points available (Technical and Management): 170 Total overall points required to pass (Technical and Management): 127.5
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ATTACHMENT 1 TO PART 5 ADDITIONAL CERTIFICATIONS PRECEDENT TO CONTRACT AWARD
1. Federal Contractors Program for Employment Equity - Certification
I, the Bidder, by submitting the present information to the Contracting Authority, certify that the information provided is true as of the date indicated below. The certifications provided to Canada are subject to verification at all times. I understand that Canada will declare a bid non-responsive, or will declare a contractor in default, if a certification is found to be untrue, whether during the bid evaluation period or during the contract period. Canada will have the right to ask for additional information to verify the Bidder's certifications. Failure to comply with such request by Canada will also render the bid non-responsive or will constitute a default under the Contract.
For further information on the Federal Contractors Program for Employment Equity visit HRSDC-Labour's website.
Date:______(YYYY/MM/DD) (If left blank, the date will be deemed to be the bid solicitation closing date.)
Complete both A and B.
A. Check only one of the following:
( ) A1. The Bidder certifies having no work force in Canada.
( ) A2. The Bidder certifies being a public sector employer.
( ) A3. The Bidder certifies being a federally regulated employer being subject to the Employment Equity Act.
( ) A4. The Bidder certifies having a combined work force in Canada of less than 100 employees (combined work force includes: permanent full-time, permanent part-time and temporary employees [temporary employees only includes those who have worked 12 weeks or more during a calendar year and who are not full-time students]).
A5. The Bidder has a combined workforce in Canada of 100 or more employees; and
( ) A5.1. The Bidder certifies already having a valid and current Agreement to Implement Employment Equity (AIEE) in place with HRSDC-Labour. OR ( ) A5.2. The Bidder certifies having submitted the Agreement to Implement Employment Equity (LAB1168) to HRSDC-Labour. As this is a condition to contract award, proceed to completing the form Agreement to Implement Employment Equity (LAB1168), duly signing it, and transmit it to HRSDC-Labour.
B. Check only one of the following:
( ) B1. The Bidder is not a Joint Venture.
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OR
( ) B2. The Bidder is a Joint venture and each member of the Joint Venture must provide the Contracting Authority with a completed annex Federal Contractors Program for Employment Equity - Certification. (Refer to the Joint Venture section of the Standard Instructions)
2. Former Public Servant Certification
Contracts with former public servants (FPS) in receipt of a pension or of a lump sum payment must bear the closest public scrutiny, and reflect fairness in the spending of public funds. In order to comply with Treasury Board policies and directives on contracts with FPS, bidders must provide the information required below.
Definitions
For the purposes of this clause,
"former public servant" is any former member of a department as defined in the Financial Administration Act, R.S., 1985, c. F-11, a former member of the Canadian Armed Forces or a former member of the Royal Canadian Mounted Police. A former public servant may be:
(a) an individual; (b) an individual who has incorporated; (c) a partnership made of former public servants; or (d) a sole proprietorship or entity where the affected individual has a controlling or major interest in the entity.
"lump sum payment period" means the period measured in weeks of salary, for which payment has been made to facilitate the transition to retirement or to other employment as a result of the implementation of various programs to reduce the size of the Public Service. The lump sum payment period does not include the period of severance pay, which is measured in a like manner.
"pension" means, in the context of the fee abatement formula, a pension or annual allowance paid under the Public Service Superannuation Act (PSSA), R.S., 1985, c. P-36, and any increases paid pursuant to the Supplementary Retirement Benefits Act, R.S., 1985, c. S-24 as it affects the PSSA. It does not include pensions payable pursuant to the Canadian Forces Superannuation Act, R.S., 1985, c. C-17, the Defence Services Pension Continuation Act, 1970, c. D-3, the Royal Canadian Mounted Police Pension Continuation Act, 1970, c. R-10, and the Royal Canadian Mounted Police Superannuation Act, R.S., 1985, c. R-11, the Members of Parliament Retiring Allowances Act, R.S., 1985, c. M-5, and that portion of pension payable to the Canada Pension Plan Act, R.S., 1985, c. C-8.
Former Public Servant in Receipt of a Pension
Is the Bidder a FPS in receipt of a pension as defined above? YES ( ) NO ( )
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If so, the Bidder must provide the following information:
(a) name of former public servant; (b) date of termination of employment or retirement from the Public Service.
Work Force Reduction Program
Is the Bidder a FPS who received a lump sum payment pursuant to the terms of a work force reduction program? YES ( ) NO ( )
If so, the Bidder must provide the following information:
(a) name of former public servant; (b) conditions of the lump sum payment incentive; (c) date of termination of employment; (d) amount of lump sum payment; (e) rate of pay on which lump sum payment is based; (f) period of lump sum payment including start date, end date and number of weeks; (g) number and amount (professional fees) of other contracts subject to the restrictions of a work force reduction program. (h) period of lump sum payment including start date, end date and number of weeks; (i) number and amount (professional fees) of other contracts subject to the restrictions of a work force reduction program.
For all contracts awarded during the lump sum payment period, the total amount of fees that may be paid to a FPS who received a lump sum payment is $5,000, including the Goods and Services Tax or Harmonized Sales Tax.
Certification
By submitting a bid, the Bidder certifies that the information submitted by the Bidder in response to the above requirements is accurate and complete.
3. Canadian Content Certification
This procurement is limited to Canadian services.
The Bidder certifies that:
( ) the service(s) offered is(are) a Canadian service as defined in paragraph 2 of clause A3050T.
3.1 SACC Manual clause A3050T (2010-01-11), Canadian Content Definition
4. Education and Experience
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The Bidder certifies that all the information provided in the résumés and supporting material submitted with its bid, particularly the information pertaining to education, achievements, experience and work history, has been verified by the Bidder to be true and accurate. Furthermore, the Bidder warrants that every individual proposed by the Bidder for the requirement is capable of performing the Work described in the resulting contract.
5. Language Capability
The Bidder certifies that it has the language capability required to perform the Work, as stipulated in the Statement of Work.
6. Conflict of Interest (Tobacco, Alcohol, Psychoactive Pharmaceuticals)
1) The Bidder must make a full and complete disclosure of any personal or business activities and interests of the said Bidder, its directors, senior managers, officers, parent corporation, affiliates, subsidiary corporations, major shareholder holding in excess of two per cent of the common shares and all subcontracting parties at any tier which may or might be perceived to be in a conflict with their obligations and duties relating to the current project. For example, a Bidder must disclose all activities undertaken in the manufacture, processing, sale promotion, advertising, marketing, or evaluation related to tobacco products, alcohol or psychoactive pharmaceuticals.
2) A Bidder will be rejected on grounds of conflict of interest where the said Bidder, its directing officers or subcontractors, partners, parent of affiliated company have undertaken work related to the manufacture, importation, processing, sale, promotion, advertising or marketing respecting tobacco products, alcohol or psychoactive pharmaceuticals within the previous two years, unless the Bidder can demonstrate to the satisfaction of Health Canada that it can provide the services that are the subject of this Contract in an objective, transparent and impartial manner.
3) A Bidder will be rejected on grounds of conflict of interest where Canada, acting reasonably and taking into account the nature of the activities disclosed and the explanation provided by the Bidder, concludes that the Bidder has failed to demonstrate that it is able to conduct the services that are the subject of this Contract in an objective, impartial, credible and reliable manner.
4) By submitting a bid, the Bidder further warrants and certifies that there is no conflict of interest as described in sections 1) and 2) above.
5) Failure to comply with this certification will entitle Canada to terminate the contract made against the Contract resulting from this Request for Proposal for default reasons.
6) If any firm considering making a proposal is aware that there may be a conflict on interest (real or perceived) or has any doubt regarding this requirement, the Contracting Authority should be contacted for clarification before effort is expended on preparing a proposal.
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ANNEX A
STATEMENT OF WORK
TITLE: CANADIAN STUDENT TOBACCO, ALCOHOL AND DRUGS SURVEY (CSTADS)
1. BACKGROUND
Understanding Canadian trends in tobacco, alcohol and drug use is vital to the effective development, implementation and evaluation of strategies, policies and programs aimed at addressing substance use and abuse. Effective development and monitoring of programs aimed at reducing substance use, and the regulation of tobacco products and illicit drugs requires a regular measurement of progress. The Youth Smoking Survey (YSS) has become a very important surveillance tool for Health Canada and its partners in this regard. The Canadian Student Tobacco, Alcohol and Drugs Survey (CSTADS), will produce data comparable to that of the YSS, and provide Health Canada, its partners and stakeholders, as well as the Canadian public, with timely and reliable data on tobacco, alcohol and drug use and related issues of Canadian students. School-aged youth is generally recognized as the population most at risk for experimenting with tobacco products, alcohol and drugs. With a consistent measure of student substance use it is possible to examine the factors that influence youth behaviour with respect to smoking, alcohol and drug use.
The YSS is a school-based survey. It has been conducted in 1994, 2002, and in school years from 2004-2005 to 2012-2013. At first, the YSS surveyed youth in grades 5 to 9 using a questionnaire completed in-class. In 2006-2007, the coverage of the YSS was expanded to include Canadian youth in grades 5 to 12. Based on the low rates of tobacco use amongst grade 5 students, it was decided that it was no longer necessary to include that grade in the 2008-09 and subsequent iterations of the YSS.
Starting with the 2014-2015 cycle, the YSS will be renamed CSTADS. It will continue to collect information on students in grades 6 to 12 for tobacco and grades 7 to 12 for alcohol and drugs.
More information about the YSS may be found on the Health Canada web site at www.hc-sc.gc.ca/hc-ps/tobac-tabac/research-recherche/stat/index-eng.php#yss, or see attached Appendix 1 to Annex A Sampling Procedure 2010-11 YSS User Guide.
2. OBJECTIVE
The purpose of this project is to carry out the 2014-15 CSTADS following the existing methodology for the YSS as closely as possible. Data collection will be done by means of a school-based survey.
The target population for the CSTADS is all school children attending grades 6 to12 (in all provinces in Canada except for Quebec, Secondary School 1 to 5) in Canada, excluding residents of the Yukon, Northwest Territories, Nunavut and residents living on First Nation Reserves. Students who are attending special schools (e.g., schools for visually-impaired and hearing-impaired) or who are attending schools located on military bases will also be excluded from the population. The Contractor must try to obtain the participation of all 10 provinces. Should a province refuse to participate to the CSTADS, the Contractor will have to get the approval from Health Canada in order to proceed with the survey administration. (The
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Technical Authority may refuse to proceed with the survey by cancelling the cycle if the Technical Authority believes that the survey will not be representative at the national level. An amendment to the contract and its value will be required should a province no longer participate.) Data for a minimum of 42,000 youth in grades 6 to 12, on tobacco use, associated knowledge attitudes and beliefs, and demographic information will be obtained. Additional data on illicit drug and alcohol use will be obtained from youth in grades 7 to 12 only.
The sampling frame and design for the 2014-15 CSTADS must produce a representative sample of youth in Canada in these respective grades. The survey will track smoking status and amount smoked, as well as other indicators that describe substance use behaviour, knowledge, attitudes and beliefs and provides both national and provincial estimates. The survey must be administered during one class period with an approximate completion time of 30 minutes.
Final data sets with all supporting documentation (User Guide, Codebook, and Frequency Tables) for the 2014-15 CSTADS in English and French must be delivered to the Technical Authority upon completion of the Contract.
The 2014-15 survey must be conducted in a manner that will provide seamless continuity with previously collected YSS data. The sampling and survey methodology used in data collection for the 2010-11 YSS is described in the 2010-11 User Guide attached as Appendix 1 to Annex “A”. The Contractor's sampling and survey methodology for conducting this 2014-15 survey must produce results that are consistent and comparable to the results that would be produced by the methods described in the 2010-11sample.
The CSTADS will collect detailed information on various topics related to tobacco, alcohol and drug use, including the following:
Tobacco: (Grades 6 to 12)
smoking status; smoking behaviour; susceptibility to smoking; influence of family and friends; where and how cigarettes are obtained; awareness of health risks due to smoking; various tobacco products usage.
Alcohol and drugs (asked to students in grades 7 to 12 only):
alcohol use and binge drinking (5 or more drinks on one occasion); cannabis and other drugs use.
3. DATA COLLECTION SCHEDULE
The data will be collected between October 2014 and April 2015.
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4.0 SCOPE OF WORK
4.1 Initial Meeting
Within two (2) weeks of contract award, the Contractor must attend a meeting with the Technical Authority in Ottawa to discuss the project. The Contractor will provide at the meeting an updated work plan and schedule, including a list of all project team members. Any changes to the work plan and schedule resulting from this meeting will be submitted in a finalized format to the Technical Authority within 5 working days following the initial meeting.
Delivery:
Original Contract: 2 weeks after Contract Award Option Period 1: 2 weeks after exercising Option Period 1 Option Period 2: 2 weeks after exercising Option Period 2
4.2 Sampling Frame and Design
The sampling frame and design for the 2014-15 CSTADS, and for any of the subsequent option periods of the CSTADS, if exercised by Health Canada, will be designed, by the Contractor, independent of any previous sampling frame. The objective however is to carry out this survey as closely as possible to the manner followed in previous YSS, to provide continuity with previous data points. The sampling procedure, methodology, and stratification followed in the 2010-11 YSS are included in the 2010-11 YSS User Guide, provided as a reference document only, as Appendix 1 to Annex A. The procedures described therein do not need to be strictly adhered to, however the Contractor must conduct this survey in a manner that will produce direct comparability of results from this survey to existing data points collected in previous YSS surveys.
The Contractor must provide the draft sampling frame and design to the Technical Authority within six (6) weeks of Contract award for review and approval.
Delivery:
Original Contract: 6 weeks after Contract Award Option Period 1: 6 weeks after exercising Option Period 1 Option Period 2: 6 weeks after exercising Option Period 2
4.3 Sample Size
The 2014-15 CSTADS sample size will consist of a minimum of 42,000 responses distributed amongst the provinces according to enrolment in the appropriate grades. The survey must be conducted with an equal sample allocation across the 10 Canadian provinces (with variations expected due to differences in school enrolment), to allow provincial comparisons of approximately equal reliability. Half the sample size should be female and half should be male. The response rate achieved through this work should be comparable to what has been achieved by the previous YSS, which is approximately 70% with active consent.
A sample size of approximately 6,000 students per grade is expected to be surveyed in the 2014-15 CSTADS. For information, in 2010-11 YSS a total of 765 individual schools from 241
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school boards were approached to participate and a total of 486 schools from 198 school boards subsequently agreed to participate. With a response rate of approximately 70% for active consent, data were obtained for approximately 50,000 students in 2010-11. The Contractor may therefore assume similar response rates for the 2014-15 CSTADS.
4.4 Questionnaire Development and Design
4.4.1 Development of CSTADS Questionnaires
Similar to the YSS, the CSTADS 2014-2015 will have two (2) questionnaire modules, each in both English and French. One of the modules will be developed for grade 6 students, the other for students in grades 7 to 12. Both modules will contain the same questions on smoking status and amount smoked, as well as other indicators that describe tobacco use behaviour, knowledge, attitudes and beliefs. The grade 7 to 12 questionnaire will, in addition, contain questions on alcohol and drug use and abuse.
Once the contract has been awarded, the Technical Authority will provide the Contractor with a draft of the 2014-2015 questionnaire as well as the 2012-2013 questionnaire and data. Based on that background information and instructions from the Technical Authority, the Contractor must provide a recommendation for the 2014-15 CSTADS questionnaire content to the Technical Authority no later than at a meeting, six (6) weeks after contract award. See Appendix 2 to Annex A for a sample of the 2010-11 YSS Grade 6, and Grades 7 to 12 questionnaires.
Delivery:
Original Contract: 6 weeks after Contract Award Option Period 1: 6 weeks after exercising Option Period 1 Option Period 2: 6 weeks after exercising Option Period 2
The Technical Authority must provide a decision on the approval of the final English and French versions of questionnaires within 10 business days of the Contractor’s submission (see section 4.4.4).
4.4.1.1 Core Questions
Some of the CSTADS questions are considered to be core questions as they are required to properly define the smoking status of each respondent (ever tried, current smoker, former smoker, experimenter, puffer), susceptibility of using tobacco products in the future, age of initiation and amount smoked as well as the alcohol and drug use. While there is some scope to revise, remove, or add new questions, the core questions must remain unchanged to provide continuity and consistency with data collected since 1994. These core questions must be asked of all respondents (except for the alcohol and drug questions which are asked to students in grades 7 to 12). A list identifying these core questions will be provided to the Contractor upon Contract award.
4.4.1.2 Important Questions
The CSTADS questionnaires also include important questions that have been used in each cycle of the YSS. These questions provide important information on such issues as where and
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how cigarettes were obtained, exposure to Environmental Tobacco Smoke (ETS), awareness of health risks due to smoking and attitudes and beliefs. These questions will also be asked in every cycle of CSTADS for comparability purposes.
While core questions are crucial to derive variables to determine basic smoking status and behaviour, as well as alcohol and drug use, the important questions provide information to better understand smoking behaviour and uptake, substance use among youth, as well as other risky behavior.
Some important questions, while collecting useful information, could possibly be omitted, from a cycle to include a question on another topic and to maintain approximately the same length of questionnaire with prior approval of the Technical Authority. It is expected that a minimum of 60% of the questionnaire content will remain unchanged from one cycle to the next cycle.
Inclusion or exclusion of questions must take into consideration their relevance from a national surveillance perspective as well as time and space.
4.4.2 CSTADS Questionnaires Design and Layout
The 2010-11 YSS questionnaire for students in grades 7 to 12 contains 66 questions (excluding sub-questions) on 6 pages, double sided, and letter paper size. This layout was found to be too complex. A suitable layout and proper space allocated for each question is required for ease of completion. The Contractor must redesign the questionnaire such that the insertion of a new question can be easily performed. The questionnaire re-design must preserve the current order of the questions to ensure year-to-year comparison.
There are no restrictions on the number of pages or paper format for the CSTADS questionnaire. The Contractor may propose to design the instrument on letter, legal, or 11 X 17 (then folded) size paper.
The Ontario Student Drug Use Health Survey (OSDUHS) performed by the Centre for Addiction and Mental Health (CAMH) may be used as an example of a suitable design (see Appendix 3). The use of color in the 2010-11 YSS was an important visual aid although it is not mandatory as seen in the 2011 OSDUHS.
4.4.3 Skip Patterns
The CSTADS questionnaires must not include any skip patterns. All students, whether substance users or non-users, should take approximately the same amount of time to complete the questionnaire to ensure confidentiality. The non-users must not complete the questionnaire ahead of the substance users, which would result in those students being more identifiable.
4.4.4 Approval of Questionnaires
The Contractor must submit to the Technical Authority the draft English versions of the 2014-15 CSTADS questionnaires for review and approval within six (6) weeks of Contract award. The Technical Authority will make the final decision regarding the questions to be included in the CSTADS questionnaires. The Technical Authority will provide a decision within 10 business days of the Contractor’s submission of the draft questionnaire.
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The final English versions must be completed within twelve (12) weeks of Contract award, upon completion of the pilot testing (see Section 4.6).
The Contractor must submit to the Technical Authority the draft French versions of the 2014-15 CSTADS questionnaires for review and approval within twelve (12) weeks of Contract award.
Delivery:
Original Contract: 12 weeks after Contract Award Option Period 1: 12 weeks after exercising Option Period 1 Option Period 2: 12 weeks after exercising Option Period 2
The final French versions must be completed within sixteen (16) weeks of Contract award, upon completion of the pilot testing (see Section 4.6). Any adjustments made to the French versions as a result of the pilot testing (see section 4.6.1) must also be incorporated into the final English versions.
Delivery:
Original Contract: 16 weeks after Contract Award Option Period 1: 16 weeks after exercising Option Period 1 Option Period 2: 16 weeks after exercising Option Period 2
4.5 Ministries of Education, School Boards, and Schools
4.5.1 Contacting Ministries of Education, School Boards, and Schools
The Contractor must have as part of its project team, a representative in each province, who has experience working with, and who has contacts within, the respective provincial ministries of education or health. The Contractor must provide a finalized list of all provincial representatives, for each participating province, to the Technical Authority no later than 4 weeks after contract award.
Delivery:
Original Contract: 4 weeks after Contract Award Option Period 1: 4 weeks after exercising Option Period 1 Option Period 2: 4 weeks after exercising Option Period 2
To ensure entry into the number of schools necessary to obtain the minimum sample size, the Contractor is encouraged, by means of consulting with their provincial representatives in each province, to determine if any other tobacco or substance use school-based surveys will be in the field at the same time as the CSTADS and attempt to coordinate the administration of these surveys with the CSTADS.
The Contractor must contact the provincial ministries of education to inform them of the administration of the CSTADS in the 2014-15 school year.
The Contractor must also contact the selected school boards to obtain permission to contact the individual schools, selected by the Contractor to participate in the survey as part of the
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sampling frame and design.
The Contractor must inform the ministries, school boards and schools from where permission is to be obtained of the following:
(a) that the Contractor is an independent firm contracted by the Government of Canada to conduct the survey; (b) that the information is being collected on behalf of Health Canada; (c) the purpose of the collection; and (d) that the information collected will be made available to Health Canada in a manner that will not identify any of the participants in the survey. (e) timeframe for the survey
4.5.2 Research Ethics Boards Approvals
The Contractor must submit the CSTADS questionnaires to the Health Canada Research Ethics Board for approval; information is available on the Health Canada website (http://www.hc-sc.gc.ca/sr-sr/advice-avis/reb-cer/index-eng.php) or from the Technical Authority. In addition, some Ministries of Education or school boards may require that research ethics boards review the CSTADS questionnaires. The Contractor must submit the CSTADS questionnaires to, and obtain approval from, all of the required research ethics boards prior to implementing the survey.
Delivery:
Original Contract: 6 weeks after Contract Award Option Period 1: 6 weeks after exercising Option Period 1 Option Period 2: 6 weeks after exercising Option Period 2
4.5.3 Active versus Passive Consent
Active consent procedures, requiring parental written permission for their child to participate, have been used in the YSS since 2004-06.
The Contractor, in conjunction with the research ethics boards and school boards, will determine whether active or passive consent is required for students to participate in the 2014-2015 CSTADS. The Contractor must be able to accommodate either procedure. The use of active consent will reduce the response rate of the survey and the Contractor should take this fact into consideration during the design of the sampling frame.
4.6 Pilot Testing of the 2014-15 CSTADS Questionnaires
4.6.1 Pilot Testing Sessions
The Contractor must conduct separate pilot testing sessions of both the English and the French draft versions of the CSTADS questionnaires. The purpose of the pilot testing sessions is to assess the logic and order of the questions, the flow of the questionnaire, and to determine the length of time it takes to complete. Any questions that have been added to the questionnaires must be pilot tested to assess respondents' comprehension of the questions and vocabulary,
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and to ensure that the questions are valid and reliable and are measuring what it was intended to measure. The Contractor must carry out the pilot testing sessions of the English questionnaires prior to their translation into French.
The pilot testing sessions will take the form of focus group testing of a random sample of several groups of youths (see section 4.6.1 (d) for the number of youth required for each group). The focus group testing must be carried out by the Contractor during non-classroom hours. The Contractor will be required to arrange for the selection of a random sample of youths attending grades 6 through 12 to participate in the pilot testing sessions according to the following criteria:
(a) the focus groups must include youths who are smokers and non-smokers; alcohol users and non-users and drug users and non-users (b) males and females must be equally represented; (c) the pilot testing sessions must be carried out separately on both the English and French versions of the draft questionnaires; and (d) the pilot testing sessions must include a minimum of 50 English speaking youths and 30 French speaking youths split into groups of approximately 10 students as follows:
Grade 6: one English speaking group, one French speaking group Grades 7 to 8: two English speaking groups, one French speaking group Grades 9 to 12: two English speaking groups, one French speaking group
Delivery:
Original Contract: 12 weeks after Contract Award Option Period 1: 12 weeks after exercising Option Period 1 Option Period 2: 12 weeks after exercising Option Period 2
4.6.2 Pilot Testing Meetings
The Contractor will organize two meetings by teleconference with the Technical Authority to discuss the pilot testing and the changes to be made to the questionnaires. One meeting must be held after the English focus group sessions but prior to the French speaking group sessions, and another meeting after the French focus group sessions. The Contractor must submit a written summary of the points discussed and decisions made at the meetings within 5 business days following the meeting.
Delivery:
Original Contract: 12 weeks after Contract Award Option Period 1: 12 weeks after exercising Option Period 1 Option Period 2: 12 weeks after exercising Option Period 2
4.6.3 Pilot Testing Report
A Pilot Testing Report (in English only) outlining the methodology employed and the results of the English focus group testing and the Final English version of the questionnaires must be
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submitted to the Technical Authority for review and approval within twelve (12) weeks of Contract award.
Delivery:
Original Contract: 12 weeks after Contract Award Option Period 1: 12 weeks after exercising Option Period 1 Option Period 2: 12 weeks after exercising Option Period 2
A Pilot Testing Report (in English only) outlining the methodology employed and the results of the French focus group testing and the Final French version of the questionnaires must be submitted to the Technical Authority for review and approval within sixteen (16) weeks of Contract award.
Delivery:
Original Contract: 16 weeks after Contract Award Option Period 1: 16 weeks after exercising Option Period 1 Option Period 2: 16 weeks after exercising Option Period 2
The Technical Authority will provide a decision within 10 business days of the Contractor’s submission, on whether to proceed, or rewrite some of the questions.
4.7 Administration of CSTADS and School Feedback Reports
4.7.1 Site Coordinators and Training
The Contractor must ensure that each province has in place a member of the project team to act as a Site Coordinator, who will be responsible for the administration of the survey in the selected schools. The Contractor must train these Site Coordinators with respect to the systems that are to be employed for the implementation of the CSTADS questionnaires in the schools and the reporting arrangements of how the completed questionnaires will be returned to the Contractor. The Contractor must provide the Technical Authority with a one page report summarizing the outcomes of the training session on the Site Coordinators training session.
Delivery:
Original Contract: October 31, 2014 Option Period 1: October 31, 2016 Option Period 2: October 31, 2018
4.7.2 Printing
The English and French questionnaires and all supplementary materials required for the administration of the CSTADS must be printed and forwarded to the selected schools in sufficient quantities of the English and French questionnaires prior to the administration of the CSTADS in that respective school. The number of printed copies will be established by the Contractor in accordance with the expected number of respondents in each province.
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4.7.3 Administration of the Survey
The survey must be administered in the selected schools of each province between October 2014 and April 2015. The Site Coordinators will contact the selected schools to make the arrangements for the survey to be administered during one class period with an approximate completion time of 30 minutes.
The survey is to be administered by the respective grades 6 to 12 classroom teachers during a designated class period, in accordance with the instructions provided by the Contractor. To ensure confidentiality, teachers must remain in the classroom during the survey and the Site Coordinator will remain on site at the school until all completed questionnaires have been handed back. Each teacher is required to place the completed questionnaires in the envelope provided by the Contractor and all the envelopes for each school must be gathered together and given to the Site Coordinator. The Site Coordinator is responsible for the shipment of these envelopes to the Contractor. Site Coordinators must ensure that the privacy of individuals taking the survey is maintained. The Contractor must obtain feedback from each participating school on the survey content and administration from each Site Coordinator, and provide the Technical Authority at the Progress Review Meetings with a summary of the feedback received.
The Contractor will produce three (3) Survey Administration Progress Reports which will describe in detail the current status of the survey administration, data collection, as well as challenges experience and their solutions. The first progress report will be provided at the beginning of the data collection, the second will be provided mid-way through the data collection and the final progress report will be provided once the data collection is completed.
Delivery Initial Survey Report – Initial Feedback:
Original Contract: January 30, 2015 Option Period 1: January 30, 2017 Option Period 2: January 30, 2019
Delivery Initial Survey Report – 2nd Feedback
Original Contract: March 20, 2015 Option Period 1: March 20, 2017 Option Period 2: March 19, 2019
Delivery Initial Survey Report – Final Feedback
Original Contract: July 15, 2015 Option Period 1: July 14, 2017 Option Period 2: July 15, 2019
4.7.4 Analysis and Feedback
Within 2 months of the administration of the CSTADS, the Contractor must analyze the results of the survey for each participating school and provide them with an individualized report, in either English or French, depending on the official language of the respective school, outlining the school's specific survey results. The school-specific report must include school smoking prevalence rates, specifics of smoking behaviour, alcohol and binge drinking prevalence, cannabis and other drug use prevalence, and comparisons with the provincial and the national
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rates. It is expected that the school-specific reports will facilitate the participating school with planning and the evaluation of their substance control initiatives.
Confidentiality must be maintained in the reports and individual respondents must be anonymous and not be able to be identified. An example of a previous school-specific report is provided in Appendix 4 to Annex A. All school-specific reports must be completed and provided to schools by August 31, 2015. The Contractor must provide a written assertion to the Technical Authority that all the school-specific reports have been provided to the schools by August 31, 2015.
Delivery:
Original Contract: August 31, 2015 Option Period 1: August 31, 2017 Option Period 2: August 30, 2019
4.8 Data Sets and Supporting Documentation
4.8.1 Data Set Specifications
The Contractor must produce a total of four data sets:
a master file data set, which will contain individual level data, to be retained by the Contractor and housed in their secure storage facility, and three other data sets that to be provided to the Technical Authority. These data sets are :
a. A Public Use data set which contains a set of derived variables agreed upon by the Technical Authority and for which all unique identifiers will have been removed so as to maintain respondent confidentiality (see section 4.8.2 below) b. A Restricted data set which contains the same set of variables as the Public Use file but with age as an additional variable. Any other variables to be included in the restricted data file, must first be discussed and agreed upon by the Technical Authority. This file will be provided to the Technical Authority for internal analysis only, for example to evaluate for inconsistencies. Neither the Contractor, nor the Technical Authority must publicly report on the age variable, nor share this file with others. (see section 4.8.2) c. a data set which contains the 500 mean bootstrap weights (see section 4.8.4)
The Contractor must elaborate on the process by which the data sets will be cleaned and obtain approval from the Technical Authority prior to doing so.
The Contractor must evaluate the Public Use and Restricted data sets for any inconsistencies caused by new questions in the instrument for each CSTADS cycle and make recommendations and obtain approval for remediating any issues from the Technical Authority.
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All files must include a common reference ID variable to allow for the data sets to be merged. The weight variable (see section 4.8.3) must be included in the Restricted and Public Use data sets. The derived variables must include those used in previous YSS/CSTADS and any new agreed upon variables by the Technical Authority. All data sets must be provided to the Technical Authority as Statistical Package for Social Sciences (SPSS®) and as a STATA® data files.
4.8.2 Confidentiality of Data
The Public Use file must maintain respondents’ confidentiality. The Public Use file must contain no unique identifiers that would enable identification of persons, as the anonymity of individual survey respondents must be maintained. Some of the variables may have to be collapsed into ranges in order to eliminate the possibility of identifying an individual respondent through a combination of unique characteristics, or may be dropped, if necessary. The Contractor must work with the Technical Authority to ensure that confidentiality is maintained in the final Public Use data set.
4.8.3 Statistical Weighting
The Contractor must provide the proper weights in the Public Use and the Restricted data sets, which permit the sample results to be generalized to the overall Canadian population of the same age group as those surveyed. The weights must be derived taking into account the sampling frame and design developed by the Contractor and be calibrated using the total student enrolment by sex and by grade for each province. The weighting will be such that the estimated numbers of students in these domains (sex, grade, and province) reproduce known population numbers exactly. As both the Public Use and Restricted data sets must have the same number and set of observations, the weights included in each data set must be identical.
4.8.4 Bootstrap Weighting
For confidentiality issues it is not possible to include sample design information in the Public Use files. Hence, bootstrap weights must be derived which allow for the derivation of all confidence intervals using statistical analysis software such as STATA®. The Contractor must produce 6000 bootstrap weights using the collected data and the sampling design information. A data set, which contains 500 mean bootstrap weights (each mean bootstrap weight is the mean of 12 bootstrap weights) must be provided to the Technical Authority.
4.8.5 Supporting Documentation
The supporting documentation must consist of a User Guide, Codebook, and Frequency Tables. The User Guide will contain, but is not limited to, background information on the CSTADS, information regarding the survey methodology, including the sampling frame and design, response rates, data processing, and guidelines for tabulation, analysis and release. At a minimum, the User Guide must contain the same information as the example Table of Contents set out in the 2010-2011 YSS User Guide. The Contractor must follow a similar format in the preparation of the 2014-2015 CSTADS and any future CSTADS supporting documentation. The Contractor must include the following statement in the User Guide:
For information purpose, Health Canada would appreciate receiving advance
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copies of planned publications arising from the CSTADS data at least 3 weeks prior to the publication date. Copies can be sent by mail or via e-mail, to the Technical Authority.
The Codebook must contain all relevant information regarding the variable names and labels, while the Frequency Tables will provide the frequency of responses (both weighted and unweighted) for all of the variables included in the data set.
4.8.6 Delivery of Data Sets and Supporting Documentation
The Contractor must deliver a preliminary version of the Restricted data set and supporting documentation in English only, to the Technical Authority by October 16, 2015 for review of the Contractor’s submission. The Technical Authority will review the preliminary data set and supporting documentation, ensure that respondents are not identifiable and that confidentiality has been maintained as outlined in section 4.8.2. and provide feedback and comments within 10 business days. The Technical Authority must also review the data set for the validity of the data and provide feedback and comments to the Contractor within 25 business days of the Contractor’s submission.
Delivery:
Original Contract: October 16, 2015 Option Period 1: October 16, 2017 Option Period 2: October 16, 2019
The final three data sets, including the Public Use and Restricted data sets containing individual level data and a data set containing the 500 mean bootstrap weights, and all final supporting documentation must be submitted to the Technical Authority, in English only, for review and approval by December 10, 2015. The final data sets must be provided in the appropriate formats (see sections 4.8.1 and 4.8.4) on a USB key meeting Health Canada’s security specifications for this type of information. The Technical Authority will provide the Contractor with the USB key security specifications. The Technical Authority must provide a decision on the approval of the final English version of the data set within 10 business days of the Contractor’s submission
Delivery:
Original Contract: December 10, 2015 Option Period 1: December 11, 2017 Option Period 2: December 10 2019
The final French versions of the data sets and all supporting documentation in French must be provided to the Technical Authority by December 15, 2015.
Delivery:
Original Contract: December 15, 2015 Option Period 1: December 15, 2017 Option Period 2: December 16, 2019
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4.8.7 Revision of Approved Data Sets
Should mistakes or inconsistencies be found after the data sets have been approved by the Technical Authority, the Contractor must perform amendments on the data sets to correct all issue raised by the Technical Authority. The Contractor must also be responsible for defining the protocol for processing the requested revision(s) of the data sets and for obtaining approval of the changes made from the Technical Authority.
4.8.8 Additional Schools to be included in the survey
Provinces and school boards may request additional schools and/or questions to be included in the survey. This option would be initiated and exercised by a province or a school board requesting the Contractor for additional data collection using the approved methodology and procedures. The Contractor must work directly with the requesting party(ies) regarding the number of schools and the cost associated with the additional school sample. For additional questions to be added to the survey, the Contractor must first obtain approval from the Technical Authority. Conditions for such approval may include a requirement to provide or not provide Health Canada with the data collected on the additional content. Any cost associated with additional schools and or questions will be borne out by the requesting party. Any CSTADS data collected under these conditions must be included in the data sets submitted to Health Canada and must be accommodated by the bootstrap weights.
5. DELIVERABLES
All data must be provided to the Technical Authority as SPSS® and as a STATA® data files. All documentation must be provided electronically in MS Word.
Deliverables must be provided in accordance with the Statement of work.
6. MEETINGS
Within two weeks after Contract award, the Contractor must attend an initial meeting in Ottawa with the Technical Authority to discuss the work.
Within 6 weeks after contract award, the Contractor must organize a meeting by teleconference to discuss the questionnaires.
The Contractor must organize a meeting by teleconference with the Technical Authority after the English focus group sessions but prior to the French focus group sessions, and another meeting after the French focus group sessions to discuss the pilot testing results.
The Contractor must provide the Technical Authority with a written summary of the decisions made within 5 business days following each of the above meetings.
6.1 Progress Review Meetings
The purpose of the Progress Review Meetings is to review project status, assess the probability of successfully completing the project objectives, and take the necessary actions to address
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issues and concerns raised. The Contractor must provide the Technical Authority with a list of points to be discussed during the PRM at least 24 hours in advance of the meeting and provide a written summary of the points discussed and decisions made within 5 business days following the meeting.
Progress Review Meetings will occur no more than once a month or as deemed necessary by the Technical Authority, or at the request of the Contractor. These meetings must occur by teleconference.
7. QUARTERLY REPORTS
The Contractor must provide quarterly reports to the Technical Authority for review and approval.
Each quarterly progress report must be sent electronically in MS Word and must be delivered as per paragraph 5. Deliverables. The reports must include an update on any of the major activities undertaken in the previous months, the outputs associated with these activities, and the status of the project including any potential challenges or concerns that were encountered.
8. STORAGE OF DATA
The Contractor must be responsible for the secure storage of the Master data file.
9. HEALTH CANADA OBLIGATIONS
The Technical Authority will be available to coordinate activities, respond to questions and concerns, oversee the process, and approve the Contractor’s deliverables.
Health Canada will provide the Contractor with the changes to be made to the questionnaires upon contract award and will review and approve the Contractor’s proposed workplan and schedule provided to the Technical Authority at the initial meeting.
10. CONTRACTOR’S OBLIGATIONS
In providing services to Canada:
1. the Work is to be completed on the Contractor’s premises using the Contractor’s equipment; 2. the Survey Questionnaires must be printed, shipped and processed by the Contractor; 3. the Contractor must hire and train resources to conduct the study, including the survey administration in schools; 4. the Contractor must supply its own equipment i.e., statistical software and other equipment it feels necessary in order to complete the work.
11. LOCATION OF WORK, WORK SITE AND DELIVERY POINT
The Contractor is expected to perform the majority of the Work on their premises where it will ensure secure storage for all personal information collected and handled under this contract.
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The Contractor must have a site coordinator in all participating schools during the survey administration.
Due to existing workload and deadlines, all personnel assigned to this contract must be ready to work in close and frequent contact with the Technical Authority.
12. TRANSLATION OF MATERIAL
It is the responsibility of the Contractor to translate into French any new questions to be added or changed for the duration of this Contract. All data sets (i.e. labels), Codebooks, and User's Guides must be translated into French by the Contractor, and provided to the Technical Authority along with the English versions of the data and supporting documentation. In addition, the Contractor must provide the School Feedback Reports to the schools in the official language of the respective school (in English or French). The Pilot Testing Reports of the English and French Questionnaires must be submitted to the Technical Authority in English only.
13. LANGUAGE REQUIREMENTS
Canada requires all deliverables in English, with the exception of the questionnaires and the Site Coordination training which should be conducted in either of Canada's two official languages.
14. ADDITIONAL OPTION PERIODS
In the event that Health Canada exercises any of the option periods to extend the term of the Contract, for each of the successive option periods, the Contractor must repeat Sections 4 - 13, as applicable, following a similar timeline. The data for each cycle must be collected between October and April in the following school years: 2016-17, and 2018-19 respectively. The cleaned and weighted data, and all supporting documentation must be delivered to and approved by the Technical Authority by December 31st in the same year in which the data collection was completed.
Page 60 of - de 60 Appendix 1 to Annex A - Sampling Procedure 2010-11 YSS User Guide
2010/2011 YOUTH SMOKING SURVEY MICRODATA USER GUIDE 2010/2011 YOUTH SMOKING SURVEY DECEMBER 2011 MICRODATA USER GUIDE NOVEMBER 2011
Prepared for Health Canada by the Propel Centre for Population Health Impact
Prepared for Health Canada by
Suggested citation
University of Waterloo. 2011 (November). Youth Smoking Survey (YSS): 2010/2011 YSS Microdata User Guide. Waterloo: Propel Centre for Population Health Impact, 1-50.
Suggested acknowledgement
The Youth Smoking Survey is a product of the pan-Canadian capacity building project funded through a contribution agreement between Health Canada and the Propel Centre for Population Health Impact from 2004 to 2007 and a contract between Health Canada and the Propel Centre for Population Health Impact from 2008-2011. The YSS consortium includes Canadian tobacco control researchers from all provinces and provided training opportunities for university students at all levels. The views expressed herein do not necessarily represent the views of Health Canada.
______
For information purposes, Health Canada would appreciate receiving advanced copies of planned publications arising from YSS data at least 3 weeks prior to the publication date. Copies could be sent either by mail or via email to Daniela Panait at Health Canada (see below).
For further information regarding this project, please contact: Steve Manske Senior Scientist Propel Centre for Population Health Impact Lyle S. Hallman Institute University of Waterloo 200 University Avenue West Waterloo, ON N2L 3G1 519-888-4518 [email protected] www.yss.uwaterloo.ca
Please direct any questions about the data set or its use to:
University of Waterloo Health Canada Rashid Ahmed Daniela Panait Biostatistician Senior Biostatistician Propel Centre for Population Health Impact Controlled Substances and Tobacco Directorate 200 University Ave. W, LHN 1716 6th Floor, Room A608, AL 3506D Waterloo, Ontario N2L 3G1 MacDonald Building, 123 Slater Street (519) 888-4567 Ext. 36632 Ottawa, ON K1A 0K9 [email protected] (613) 948-8411 [email protected]
Table of Contents
1.0 Introduction ...... 1 2.0 Background...... 2 2.1 Collaborative Provincial Projects...... 2 3.0 Concepts and Definitions...... 4 3.1 Definitions Used in this Guide ...... 4 3.2 Definitions Used in the 2010/2011 YSS Public Use Microdata File . 5 4.0 Sampling ...... 6 4.1 Sample Design...... 6 4.2 Sample Selection ...... 10 5.0 Questionnaire Development...... 12 5.1 Questionnaire Design and Distribution ...... 12 5.2 Pilot Testing...... 14 6.0 Recruitment and Data Collection...... 16 6.1 Ethics Review ...... 16 6.2 Recruitment of Boards and Schools...... 16 6.3 Recruitment of Students...... 17 6.4 Arranging Data Collection ...... 17 6.5 School Data Collection...... 18 6.6 Sample Size ...... 18 7.0 Data Processing...... 21 7.1 Data Capture ...... 21 7.2 Editing and Imputation ...... 22 7.3 Creation of Derived Variables ...... 24 7.4 Skip Patterns...... 33 7.5 Weighting ...... 39 7.6 Use of Survey Weights...... 43 7.7 Suppression of Confidential Information ...... 44 8.0 Data Quality...... 45 8.1 Response Rates ...... 45 8.2 Survey Errors ...... 46 9.0 Guidelines for Tabulation, Analysis, and Release...... 47 9.1 Rounding Guide...... 47 9.2 Sample Weighting Guidelines for Tabulation ...... 48 9.3 Definitions of Types of Estimates: Categorical and Quantitative48 9.4 Guidelines for Statistical Analysis ...... 49 9.5 Coefficient of Variation Release Guidelines ...... 50 List of Tables
Table 1: Number of Participating and Non-Participating Schools by Health Stratum and Province, 2010/2011 YSS
Table 2: Eligible Combinations of YSS Eligible Grades in Schools, 2010/2011 YSS
Table 3: Number of Participating and Non-Participating Schools by School Strata and Province, 2010/2011 YSS
Table 4: Sampling Outcomes by Province , 2010/2011 YSS
Table 5: Questionnaire Module Distribution within Classes, 2010/2011 YSS
Table 6: Board Recruitment Outcomes by Province, 2010/2011 YSS
Table 7: School Recruitment Outcomes by Province, 2010/2011 YSS
Table 8: Participating Students by Province and Grade, 2010/2011 YSS
Table 9: Student Level Response Rates by Province, 2010/2011 YSS
Table 10: Quality Level Guidelines for Weighted Estimates
List of Appendices Appendix A: 2010/2011 Youth Smoking Survey Collaborative Projects Appendix B: Youth Smoking Survey Questions by Survey Year Appendix C: Differences in Derived Variables between 2008/2009 YSS and 2010/2011 YSS 1.0 Introduction The 2010/2011 Youth Smoking Survey (YSS) is a Health Canada sponsored pan- Canadian1, classroom-based survey of a representative sample of students in grades 6 through 12. The 2010/2011 YSS was coordinated centrally by the Propel Centre for Population Health Impact (Propel) at the University of Waterloo under the leadership of Dr. Steve Manske, YSS principal investigator. Drs. Steve Brown and Rashid Ahmed at the University of Waterloo (UW) act as YSS co-investigators respectively. Propel also took leadership in implementing the 2004/2005, 2006/2007 and 2008/2009 cycles of the YSS and was involved in the writing of the 2002 YSS Technical Report.
The 2010/2011 YSS was implemented in schools between October 2010 and June 2011 by provincial level teams located in the 9 participating provinces, under the leadership of the following YSS consortium members:
Dr. Antony Card, Memorial University of Newfoundland Dr. Donna Murnaghan, University of Prince Edward Island Dr. Louise Parker, IWK Health Centre and Dalhousie University Dr. Rémi Coderre, Québec en Forme Dr. Scott Leatherdale, University of Waterloo Dr. Jane Griffith, Cancer Care Manitoba Dr. Nazeem Muhajarine, University of Saskatchewan Dr. Cam Wild, University of Alberta Dr. Candace Nykiforuk, University of Alberta Dr. Chris Lovato, University of British Columbia Dr. Marjorie MacDonald, University of Victoria
This manual has been produced to facilitate the manipulation and use of the 2010/2011 YSS Public Use Microdata File.
PLEASE BECOME FAMILIAR WITH THE CONTENTS OF THIS DOCUMENT BEFORE PUBLISHING OR OTHERWISE RELEASING ANY ESTIMATES DERIVED FROM THE 2010/2011 YSS PUBLIC USE MICRODATA FILE.
1 Participation to the 2010/2011 YSS was declined by the province of New Brunswick. Based on the comparative analysis conducted using 2008/2009 survey data, there were no statistically significant differences in national estimates with and without New Brunswick. 2010/2011 YSS Microdata User Guide 1 November 2011 2.0 Background The biennial YSS is a classroom-based survey of a representative sample of schools in the ten Canadian provinces. The 2010/2011 cycle of the YSS did not include the province of New Brunswick. When first administered in 1994, the YSS was the largest and most comprehensive survey on youth smoking behaviour since 1979. The YSS was repeated in 2002, 2004/2005, 2006/2007 and 2008/2009 in order to track changes in the attitudes and behaviours of Canadian children and adolescents with respect to tobacco use. Until the 2004/2005 cycle of the YSS, the YSS was only administered to students in grades 5 through 9. Beginning in the 2006/2007 cycle of the YSS, the survey was extended to include all secondary students in a province (i.e., grades 5 to 12 in most provinces and primary 5, 6 and secondary I to V in Quebec). Beginning in the 2008/2009 YSS, the grade 5 population was eliminated from the YSS sample and as a result only included grade 6 to grade 12 students.
The main objective of the YSS is to provide benchmark tobacco use prevalence rates at national and provincial levels for students in grades 6 through 12. In addition, YSS provides a unique opportunity to advance our knowledge of the psychosocial correlates of tobacco use behaviour, including initiation and cessation. The 2010/2011 YSS questionnaire included questions about physical activity and eating behaviours allowing for opportunities to investigate the relationships between other behaviours and tobacco use. The YSS also captures issues influencing tobacco use (e.g., knowledge, social influences, education-related behaviours and attitudes). Consequently, the survey can assist policy, practice and research sectors understand individual responses to current and future policy and program initiatives (e.g., exposure to second-hand smoke, use of alternative forms of tobacco). This information is critical to assessing the need for increased legislative controls on tobacco and bolstering public support for these policy options. Without this type of monitoring, the effectiveness of our prevention efforts cannot be gauged.
All participating schools received a school-specific profile of their survey results within 8 to 10 weeks of their data collection date.2 Schools also received summaries targeted to the general school population and the parent community to facilitate the distribution and sharing of results with others.3 These school profiles and summaries provide valuable information for schools to address tobacco use and other health behaviour issues at their school. Throughout the profiles and summaries, 2010/2011 YSS school-specific results were compared to provincial and national 2008/2009 YSS data.
2.1 Collaborative Provincial Projects The 2010/2011 YSS was implemented alongside five collaborative projects across the country. The collaborative projects included the Health Behaviour Survey in Nova
2 The majority of Quebec secondary schools and schools with participating samples too small to receive school-level data, received regional or provincial level profiles in lieu of the school-specific profiles. 3 Schools in Quebec and Prince Edward Island did not receive Parent Summaries as part of the collaborative projects being implemented alongside the YSS in these provinces. 2010/2011 YSS Microdata User Guide 2 November 2011 Scotia, School Health Action, Planning and Evaluation System – Prince Edward Island (SHAPES-PEI) in Prince Edward Island, EN FORME in Quebec, Alberta Supplement Project in Alberta and the Healthy School Planner Assessment in all participating provinces. The YSS Public Use Microdata file does not include data from the collaborative projects. Please see Appendix A for further details regarding these collaborative projects.
2010/2011 YSS Microdata User Guide 3 November 2011 3.0 Concepts and Definitions The terms and definitions used in this guide and the 2010/2011 YSS Public Use Microdata File are detailed in this section.
3.1 Definitions Used in this Guide Total Sampled Schools: Total number of schools sampled for the project, including schools sampled at project outset and schools added to the sample throughout the course of the project.
Eligible Sampled Schools: Schools in the sample that met the eligibility criteria of having at least 20 students in any of the eligible grades (grades 6-12). Federally funded schools, closed schools, schools for special needs children, native and charter schools were not eligible.
Targeted # of Schools: The total number of schools targeted to participate in the project in each of the participating provinces and in Canada. Please note that the targeted number of schools for Prince Edward Island and Quebec reflect the collaboration with SHAPES- PEI and EN FORME projects, respectively.
Approached: Eligible sampled schools and their respective boards that were available to be contacted or to participate in the survey. Approached schools do not include sampled schools excluded from the sample due to sampling adjustments or schools that were part of refusing boards.
Agreed: Boards or schools that agreed to participate in the survey.
Refused: Includes boards or schools that refused to participate, did not give a response, were unable to be reach, backed out, withdrew their participation, or did not respond to recruitment efforts to participate in the survey.
Recruitment Rate (%): The number of boards or schools that agreed to participate in the survey as a percentage of the total number of boards or schools, respectively, approached to participate in the project.
# of Schools Participating: Eligible schools that were sampled for the project and completed a school data collection.
# of Schools Not Participating: Eligible schools that were sampled for the project and did not complete a school data collection, including sampled schools not approached for the survey.
Eligible Students: Students who were enrolled in a grade 6 to 12 classroom in participating schools.
2010/2011 YSS Microdata User Guide 4 November 2011 Response Rate (%): The number of grade 6-12 students who participated in the survey as a percentage of the total number of eligible students in participating grades.
3.2 Definitions Used in the 2010/2011 YSS Public Use Microdata File
Currently smokes: Has smoked at least 100 cigarettes in his/her lifetime, and has smoked in the 30 days preceding the survey. This is a derived variable and is defined based on responses to smoking questions contained in the student questionnaires. See section 7.3 for further details regarding 2010/2011 YSS derived variables.
Currently smokes daily: Has smoked at least 100 cigarettes in his/her lifetime, and has smoked at least one cigarette per day for each of the 30 days preceding the survey.
Currently smokes occasionally: Has smoked at least 100 cigarettes in his/her lifetime, and has smoked at least one cigarette during the 30 days preceding the survey, but has not smoked every day.
Formerly smoked: Has smoked 100 or more cigarettes in his/her lifetime but has not smoked at all during the 30 days preceding the survey.
Formerly smoked daily: Has smoked 100 or more cigarettes in his/her lifetime but has not smoked at all during the 30 days preceding the survey, and has at some time smoked every day for seven days in a row.
Formerly smoked occasionally: Has smoked 100 or more cigarettes in his/her lifetime but has not smoked at all during the 30 days preceding the survey, and has never smoked every day for seven days in a row.
Never smoked: Has smoked fewer than 100 cigarettes in his/her lifetime.
Experimentally smokes (beginning): Has smoked between 1 and 99 cigarettes in his/her lifetime, and has smoked in the 30 days preceding the survey.
Experimentally smoked in the past: Has smoked between 1 and 99 cigarettes in his/her lifetime, but has not smoked in the 30 days preceding the survey.
Puffs: Has smoked less than one whole cigarette in his/her lifetime, but has tried smoking.
Never tried: Has never tried smoking, not even just a puff.
2010/2011 YSS Microdata User Guide 5 November 2011 4.0 Sampling The 2010/2011 YSS was administered to grade 6 to 12 students enrolled in schools in 9 of Canada’s provinces.
Sampling frames for each province began with a list of all schools in the participating provinces. The most up-to-date lists of schools were obtained from the Department of Education in each participating province and combined with information already in Propel’s school database. Each provincial sampling frame consisted of a range of information about each eligible school, including the school board name (alternately called school divisions and school districts4), city, address, postal code, health region, and enrolment numbers by grade (if available).
The target population for the 2010/2011 YSS consisted of all young Canadian residents attending private, public, and Catholic schools enrolled in grades 6 to 12 inclusively. Those residing in New Brunswick5, Yukon, Nunavut and Northwest Territories and those living in institutions or on First Nations reserves were not included in the target population. Young persons who were attending special schools (e.g., schools for visually- impaired and hearing-impaired) or who were attending schools located on military bases were also excluded from the target population.
4.1 Sample Design The sampling of schools for the 2010/2011 YSS was based on a stratified single stage design. Within most provinces, stratification was based on two classifications: 1) health region smoking rate; and 2) type of school (elementary or secondary). Different sampling strategies were used in Prince Edward Island and Quebec.
Stratum 1: Health Region For Newfoundland & Labrador, Manitoba, Nova Scotia, Saskatchewan and British Columbia (provinces without a provincial collaborative project) the list of all schools was divided into two strata based on the smoking rate for 15-19 year olds in the health region in which the school is located, as determined using the school’s six-digit postal code and the current Canadian Community Health Survey (CCHS) data. Schools located in a health region with a smoking rate lower than the median smoking rate for the province were assigned to the “low” smoking rate stratum. The remaining schools were assigned to the “high” smoking rate stratum.
Based on experience with previous cycles of the YSS, a third stratum was defined for Ontario and Alberta. For Ontario and Alberta only, schools defined as being part of the urban areas of Toronto (Ontario) and Calgary/Edmonton (Alberta) were reserved for a third urban stratum to acknowledge the size of the school boards in these metropolitan areas and the recruitment challenges due to competing research projects in these areas. In
4 For consistency, this guide will refer to school boards, school districts and school divisions by the term “school board”. 5 While New Brunswick participated in all prior cycles of YSS, the provincial government chose not to participate in 2010/2011. 2010/2011 YSS Microdata User Guide 6 November 2011 Ontario, the urban stratum consisted of all schools in the Greater Toronto Area, defined as comprising the following health units: Toronto Regional Health Unit, York Regional Health Unit, Peel Regional Health Unit, Halton Regional Health Unit and Durham Regional Health Unit. In Alberta, the third stratum consisted of all schools located within 20 kilometres of Calgary and 20 kilometers of Edmonton, including schools located in Calgary, Edmonton, St. Albert and Sherwood Park.
Prince Edward Island In the province of Prince Edward Island, each school is identified as being part of a low or high smoking rate stratum as defined above; however all 61 grade 6-12 public schools on the Island were included in the YSS sample as part of the collaboration with the SHAPES-PEI project in that province.
Quebec In Quebec, elementary schools were randomly sampled from 17 of the 19 Quebec health regions, each defined as having two economic strata (underprivileged vs. normal/privileged). The northern Région du Nunavik and Région des Terres-Cries-de-la- Baie-James were not included in the targeted population for Quebec. The economic strata were based on the Socio-Economic Background Index (SEBI) for each school. SEBI includes family education and unemployment information. Elementary schools with an SEBI lower than 7 were assigned as privilege/normal and schools with an SEBI of 7-10 were assigned as underprivileged. In cases where the SEBI was missing, the Low Income Cut off Index (LICO) was used to define the strata. LICO includes the proportion of families with children, whose income is at or below the low income level. Therefore, each elementary school can be found in one of 34 strata. A total of 2 to 6 elementary schools were sampled within each stratum, based on the number of schools available within the strata for each of the targeted 17 health regions. A total of 88 elementary schools participated. Within each participating grade 6 class, a randomly selected third of students received the YSS Module A questionnaire. The remaining two thirds received the EN FORME elementary questionnaire. Only the EN FORME elementary questionnaire was administered to grade 5 students in the elementary schools.
In Quebec, secondary schools were randomly sampled from a list of schools within 13 of the 17 targeted health regions. Four of the 17 health regions were excluded because of the census Quebec Health Survey of High School Students being implemented in these regions by the Ministère de la santé et des services sociaux. The excluded regions were Région de l’Estrie, Région de la Côte-Nord, Région du Nord-du-Québec and Région de la Gaspésie-Îles-de-la-Madeleine.
A total of 2 to 8 secondary schools were randomly sampled from a list of eligible schools within each of the targeted health regions, based on the number of schools available within the region6. A total of 44 secondary schools participated in the EN FORME/YSS
6 Schools participating in a census as part of this project, were not eligible to participate in the EN FORME/YSS project.
2010/2011 YSS Microdata User Guide 7 November 2011 collaborative survey. Within each secondary I-V class, half of the students were randomly assigned a YSS Module B questionnaire and half an EN FORME secondary questionnaire. One class per grade was surveyed in participating secondary schools.
Table 1: Number of Participating and Non-Participating Schools by Health Region Strata and Province, 2010/2011 YSS
Target # Stratum++ # of Schools # of Schools Not Province Schools+ Participating+++ Participating+++
Low 19 0 NL 24 High 10 9
Low 32 4 PE+ 61 High 22 3
Low 10 8 NS 24 High 17 4 Underprivileged 50 46 (Elementary) Privileged/Normal 41 90 QC+ 138 (Elementary) Secondary 44 162
Low 17 47 ON 54 High 25 42 Urban 14 40
Low 15 17 MB 28 High 15 18
Low 15 20 SK 28 High 17 17
Low 15 20 AB 32 High 14 24 Urban 6 29 Low 20 48 BC 32 High 8 62
Canada 421 426 710 +The target number of schools reflects the collaboration with SHAPES-PEI and EN FORME projects. ++ “Low”, “high” and “urban” represent the health region smoking strata in each province. In Quebec, “underprivileged” and “privileged/normal” represent the economic strata for elementary schools and “secondary” represents the secondary schools in Quebec. +++ Table definitions can be found in Section 3.2.
Stratum 2: School Type For all provinces, schools were defined as members of either an elementary or secondary school stratum. If the total enrolment of elementary grades (grades 6-8 or grade 6 in 2010/2011 YSS Microdata User Guide 8 November 2011 Quebec) was greater than or equal to the total enrolment of the secondary grades (grades 9-12 or Secondary I to V in Quebec) for a school, the school was assigned to the elementary school stratum. Otherwise, the school was assigned to the secondary school stratum. The list of private and independent schools within each province were obtained and included with the list of all public schools in the provinces. This round of YSS did not differentiate the private schools from the public schools and private schools were selected as part of overall sample.
Table 2 describes the various combinations of grade levels within each school that needed to be considered in our sampling in order to have representative proportions from each grade.
Table 2: Eligible Combinations of YSS Eligible Grades in Schools, 2010/2011 YSS Possible Sets of Grades Represented in Schools 6 6 7 6 7 8 6 7 8 9 6 7 8 9 10 6 7 8 9 10 11 6 7 8 9 10 11 12 7 8 7 8 9 7 8 9 10 7 8 9 10 11 7 8 9 10 11 12 8 9 8 9 10 8 9 10 11 8 9 10 11 12 9 10 9 10 11 9 10 11 12 10 11 12
Table 3 reflects the distribution of schools by school type stratum and province.
2010/2011 YSS Microdata User Guide 9 November 2011 Table 3: Number of Participating and Non-Participating Schools by School Strata and Province, 2010/2011 YSS
Target # # of Schools # of Schools Not Province School Stratum Schools Participating Participating Elementary 16 17 7 NL Secondary 8 12 2 Elementary 49 42 6 PE+ Secondary 12 12 1 Elementary 16 17 7 NS Secondary 8 10 5 Elementary 88 91 136 QC+ Secondary 50 44 162 Elementary 36 35 82 ON Secondary 18 21 47 Elementary 18 17 20 MB Secondary 10 13 15 Elementary 18 18 23 SK Secondary 10 14 14 Elementary 20 22 43 AB Secondary 12 13 30 Elementary 20 18 38 BC Secondary 12 10 72
Canada 421 426 710 + The number of schools reflects the collaboration with SHAPES-PEI and EN FORME projects.
4.2 Sample Selection Thus, within each provincial sampling frame (excluding Prince Edward Island and Quebec), two (or three) health region strata (“low” and “high”, and “urban” for Ontario and Alberta) and two school-level strata (“elementary” and “secondary”) are defined. Crossing these stratifications yields six strata in Ontario and Alberta and four in each of the other provinces. Within each stratum, in each province, schools were selected based on simple random sampling. With the exception of Prince Edward Island and Quebec, there are 2 elementary schools sampled for every 1 secondary school sampled to ensure appropriate distribution of schools across all grades, given that elementary schools have lower enrolments than secondary schools. In Prince Edward Island, all 61 public schools were included in the sample which includes 48 elementary and 13 secondary schools, as part of the YSS collaboration with the SHAPES-PEI project. In Quebec, 50 secondary and 88 elementary schools were the target sample as part of the YSS collaboration with EN FORME.
2010/2011 YSS Microdata User Guide 10 November 2011 Selection of Students With the exception of Quebec secondary grades, within each sampled participating school, all students in the eligible grades (grades 6-12 or Grade 6 in Quebec) were eligible for participation. In Quebec, a total of 44 secondary schools participated in the EN FORME/YSS collaborative survey. Within each secondary I-V class, half of the students were randomly assigned a YSS Module B questionnaire and half an EN FORME secondary questionnaire. One class per grade was surveyed in participating secondary schools with the following exceptions: • In two schools, all eligible classes participated in both the EN FORME/YSS survey; • In three schools, two eligible classes per grade participated in the EN FORME/YSS survey; and, • In one school all eligible classes participated in only the YSS survey.
Selection of Schools In total 1178 schools from 252 school boards made up the 2010/2011 YSS sample of schools. Schools were added throughout the course of the project to ensure provincial representativeness in each province and to account for province specific needs. Approximately 1136 of the sampled schools were eligible for participation in the survey.
Table 4 describes the sampling outcome by province for the 2010/2011 YSS and includes the target number of schools and the final number of sampled and eligible sampled schools. Some sampled schools were eliminated from the sample at the project outset as they did not meet the school eligibility criteria.
Table 4: Sampling Outcomes by Province, 2010/2011 YSS
Province # Target Schools Total Sampled Eligible Sampled Schools Schools
NL 24 38 38 + PE 61 62 61 NS 24 40 39 + QC 138 453 433
ON 54 189 185 MB 28 66 65 SK 28 74 69 AB 32 112 108 BC 32 144 138
Canada 421 1178 1136 +The target number and sampled list of schools reflects the YSS collaboration with SHAPES-PEI and EN FORME.
2010/2011 YSS Microdata User Guide 11 November 2011 5.0 Questionnaire Development Data collections were implemented in participating schools between October 2010 and June 2011, with school board recruitment beginning as early as February 2010 and school recruitment beginning as early as April 2010. Students from recruited schools were surveyed in their classrooms on a scheduled data collection date.
5.1 Questionnaire Design and Distribution Several key considerations guided the design of the 2010/2011 YSS student questionnaire:
• Comparability - the basis of the questionnaire was the 2002, 2004/2005, 2006/2007 and, 2008/2009 YSS questionnaires with most items unchanged to allow for comparisons across cycles; • Responsiveness - to meet the needs of users of the data, provincial collaborators and those responsible for federal and provincial tobacco strategies were given an opportunity to contribute topics/items for consideration at content meetings; • Relevancy - to ensure value-added for participating schools, items and content areas (e.g., physical activity and eating behaviours) were added in order to enhance the relevancy of reported results in the school-level profiles and summaries to schools; and • Feasibility - to meet the criterion of students being able to complete the questionnaire in one class period, questionnaire length was restricted.
The questionnaire was finalized in a series of meetings with an expert panel Content Committee, comprised of specialists across Canada in the field of tobacco control, to identify current research and literature, and emerging trends and needs in tobacco. The committee included representatives from Health Canada and specialists across four provinces (Newfoundland and Labrador, Quebec, Ontario and Alberta) with tobacco control expertise and/or linkages with tobacco research, education, health (including physical activity), policy and/or practice. Appendix B includes information about questions that have been asked across all the YSS cycles and questions unique to certain YSS cycles.
In the 2010/2011 YSS, student data was collected using two instruments:
• Module A questionnaire was administered to students in grade 6. This instrument contained 58 questions (190 items) that were deemed relevant to students in this grade level. Module A did not include drug and alcohol questions. The questionnaire included: o 32 questions (89 items) that assess youth tobacco use and behaviours directly, o 7 questions (7 items) that assess measures predictive of or related to youth tobacco use, o 7 questions (24 items) about physical activity and eating behaviours, o 7 questions (20 items) on participant demographics, and 2010/2011 YSS Microdata User Guide 12 November 2011 o 5 questions (10 items) regarding students and their school.
• Module B questionnaire was administered to students in grades 7 through 12. This instrument contained 67 questions (190 items) including all questions from Module A detailed above, and additional drug and alcohol questions. o 33 questions (89 items) that assess youth tobacco use and behaviours directly, o 7 questions (7 items) that assess measures predictive of or related to youth tobacco use, o 7 questions (24 items) about physical activity and eating behaviours, o 7 questions (20 items) on participant demographics, o 5 questions (10 items) regarding students and their school, and o 8 questions (40 items) on alcohol, marijuana and drug use.
Questionnaire distribution was different in provinces with collaborative projects. The following details the distribution of questionnaires in the provinces with collaborative projects. Further details regarding the collaborative projects can be found in Appendix A.
In Prince Edward Island, YSS collaborated with the SHAPES-PEI project. Each grade 6- 12 student participating from Prince Edward Island randomly received either a YSS questionnaire (Module A to grade 6 students and Module B to grade 7-12 students), a SHAPES-PEI healthy eating questionnaire or a SHAPES-PEI physical activity questionnaire. Both modules of the SHAPES-PEI questionnaires also collected data on core smoking behaviours. In each participating classroom, one-third of the grade 6-12 student population received a YSS questionnaire and two-thirds received one of the two SHAPES-PEI questionnaires. Grade 5 students only received one of the two SHAPES- PEI questionnaires.
In Quebec, YSS collaborated with the EN FORME project. Each primary 6 to secondary V Quebec student randomly received either a YSS questionnaire (Module A to primary 6 students or Module B to secondary I to V students), an EN FORME elementary questionnaire or an EN FORME secondary questionnaires. In each participating elementary school classroom, one-third of the student population received a YSS Module A questionnaire and two-thirds received the EN FORME elementary questionnaire. In each participating secondary school class, half of the student population received the YSS Module B questionnaire and the other half received the EN FORME secondary questionnaire. Grade 5 students only received an EN FORME elementary questionnaire.
In Nova Scotia, students from 8 of the 10 participating secondary schools completed a one-page Health Behaviour Survey following the completion of the YSS Module B questionnaire. In Alberta, students from 6 participating secondary schools completed a one-page Alberta Supplement questionnaire following the completion of the YSS Module B questionnaire. Details of questionnaire module distribution within eligible participating classes are outlined in Table 5.
2010/2011 YSS Microdata User Guide 13 November 2011 Table 5: Questionnaire Module Distribution within Classes, 2010/2011 YSS
Provinces Grades Questionnaire Module Distribution within Classes
PE Grade 6 ⅓ Module A, ⅓ HE Module, ⅓ PA Module Grades 7 to 12 ⅓ Module B, ⅓ HE Module, ⅓ PA Module QC Grade 6 ⅓ Module A, ⅔ EN FORME Elementary Module Secondary I to V ½ Module B, ½ EN FORME Secondary Module all other Grade 6 Module A provinces Grades 7 to 12 Module B+ + In Nova Scotia, students from 8 of the 10 participating secondary schools completed a one-page Health Behaviour Survey following the completion of the YSS Module B questionnaire as part of the Health Behaviour Survey collaborative project. In Alberta, students from 6 participating secondary schools completed a one-page Alberta Supplement questionnaire following the completion of the YSS Module B questionnaire as part of the Alberta Supplement Collaborative project.
5.2 Pilot Testing In April 2010, two rounds of questionnaire pilot testing (English and French) were conducted by Propel staff prior to implementing the 2010/2011 YSS. The English- language pilot testing was conducted in Sudbury, Ontario and the French-language pilot testing occurred in Montréal, Quebec.7 The pilot test was divided into two components: completing the questionnaire (allotted 35-minutes) and attending a discussion session (allotted 75-minutes). Grade 6 participants completed the Module A questionnaire and grades 7-12 completed the Module B questionnaire.
The primary objectives of the pilot testing sessions were to: • assess the logic and student understanding of the questions - particularly new and revised questions, • test responses to the logic and flow of the questionnaire, and • determine the length of time students took to complete the questionnaire.
Pilot Testing Participant Recruitment The participants for pilot tests were recruited via Opinion Search, a market research firm that used panel/database procedures. Opinion Search was used for the 2008/2009 YSS Pilot recruitment and was retained for the 2010/2011 YSS Pilot based on their thorough understanding of the project requirements, including the challenges of recruiting youth with smoking experience. Parents who previously expressed interest in participating in market research were approached via online (panel) or phone (database) procedures. To supplement the panel and database recruitment, Opinion Search also obtained referrals from teachers in the focus group areas and conducted general population calling. A Facebook page was also developed to recruit additional participants. Recruiters used a standard script.
7 University of Waterloo. 2010 (May). Youth Smoking Survey (YSS): 2010/2011 YSS English and French Pilot Tests Report. Waterloo: Propel Centre for Population Health Impact, 1-47. 2010/2011 YSS Microdata User Guide 14 November 2011 The sample for the English Pilot test was drawn from the city of Sudbury, Ontario, including the Greater Sudbury Region within a 20 kilometre radius. Participants were clustered into five separate focus groups: one focus group for grade 6, two focus groups for grades 7-8, and two focus groups for grades 9-12. Attempts were made to recruit twelve participants per group, anticipating that eight to ten participants would attend each group, on the day of pilot testing. A trained Propel staff person facilitated the pilot testing session in Sudbury.
The sample for the French Pilot test was drawn from the city of Montreal, Quebec. Participants were clustered into three separate focus groups: one for primary 6 (grade 6), one for secondary I and II (grades 7-8), and one for secondary III-V (grades 9-11). Attempts were made to recruit thirteen participants per group, anticipating that eight to ten participants would attend each group, on the day of pilot testing. The same facilitator from the 2008/2009 YSS pilot test facilitated the Montreal pilot testing session.
Once recruiters obtained verbal agreement to participate from the parent and participant and the student smoking status was determined, the participant was scheduled into a pilot test session. A parent information package, including a participant information letter and permission form, was emailed in advance of the focus group session. Written parental permission was required for all participants under the age of 18.
To identify smokers, potential participants were asked three or four behavioural questions consistent with how smokers are defined in YSS smoking status reporting. Participants in grades 6 to 8/primary 6 to secondary II were defined as smokers if they had “ever tried”, smoked, or shared cigarettes in the last 30 days. Participants in grades 9 to 12/secondary III to V were defined as smokers if they had “ever tried”, smoked a whole cigarette, smoked cigarettes in the past 30 days, or had smoked 100 or more cigarettes in their lifetime.
Overall, the pilot test was effective in meeting its objectives. As a result of the pilot testing sessions, changes were made to 21 questions and one question was added to both the Module A and Module B questionnaires. In addition, changes were made to the format of the front cover of the questionnaire and classroom instructions provided to teachers. The findings from the pilot testing were especially useful in the question ordering and layout of the questionnaire.
2010/2011 YSS Microdata User Guide 15 November 2011 6.0 Recruitment and Data Collection
6.1 Ethics Review Prior to implementation, the University of Waterloo Human Research Ethics Committee and the Health Canada Research Ethics Board reviewed and approved all YSS project protocols and materials. Where required, provincial institutional ethics review boards, affiliated with the institutions of consortium members, and school board ethics review committees also reviewed and approved the project protocols and materials. All protocols and materials received ethics approval by the appropriate institutions (e.g., in some cases, from four levels: Health Canada, University of Waterloo, provincial host institution, and school board). Throughout the course of the project, all subsequent modifications to protocols and documents were submitted to the appropriate ethics review committee(s) for approval.
6.2 Recruitment of Boards and Schools The recruitment process began with sending project information letters to all provincial Ministries of Education and Health across the country, to inform them of the planned 2010/2011 YSS for the 2010-11 school year. In response to these letters, letters of support were received from several Ministers and Deputy Ministers of Education and Health, providing information on the importance of the YSS and describing how the survey “fits” within their mandate. When available, these support letters were included in project recruitment packages sent to schools and boards across the country.
Each provincial consortium member hired a site coordinator (and data collectors, as needed) to be responsible for school board and school recruitment and data collection preparation and implementation. Training for provincial staff was provided by Propel project staff and included a two-day training session at the University of Waterloo, web- based training sessions, a comprehensive manual and ready-access to a Propel contact person for advice regarding day-to-day issues throughout the course of implementation. Materials, protocols and an online, real-time database were centrally developed by Propel staff for use by all provincial staff to ensure consistency across provinces. The online database permitted the central coordinating staff at Propel to monitor progress, recruitment and participation rates and alignment with protocols.
Provincial site coordinators took responsibility for recruiting all boards and schools within their province. Schools with no governing school board were approached directly regarding the project. School boards were typically contacted via a formal application (if required) or a board recruitment package and follow-up phone calls. Once a school board was successfully recruited, the schools within that school board were approached via a YSS school recruitment package and follow-up phone calls. Boards and schools also had access to all project materials via the YSS website (www.yss.uwaterloo.ca).
2010/2011 YSS Microdata User Guide 16 November 2011 6.3 Recruitment of Students A mix of active permission protocols and active information-passive permission (also referred to as passive permission) protocols were used for the YSS project. Schools were encouraged to use the permission method most typically used to obtain parental permission in their school. Approximately 76% of students participated in the YSS with passive parental permission and 24% of students participated with active parental permission.
Active Permission For schools participating with active permission protocols, an information letter and permission form were sent home with students enrolled in grade 6 to 12 eligible classes. Parent information letters provided details about the project, contact information for project staff and referral to the project website for further details and copies of the questionnaires. Parents could also view copies of the questionnaires at the school. Parents were given a minimum of two weeks to return permission forms. To improve permission form return rates, some schools chose to resend permission materials, conduct phone follow-ups to parents and/or provide verbal or written reminders to students. Secondary schools requiring active permission protocols also had the option to offer student incentives to boost permission form return rates. A total of 5 secondary schools (3 Ontario schools and 2 Nova Scotia schools) used a student incentive, where students who returned a permission form were entered into a draw for an iPod Shuffle (512mb). Only those students with “yes” indicated on a parent signed permission form were able to participate in the survey. Students also had the opportunity to decline participation on the day of data collection.
Active Information - Passive Permission For schools participating with active information-passive permission protocols, school staff mailed information-permission letters to the student’s home address. Parent information letters provided details about the project, contact information for project staff and requested parents to call a toll-free number if they did not want their child to participate in the survey. Parents could also go to the project website for further details about the project and copies of the questionnaires. Parents could also view copies of the questionnaires at the school. If no call or letter was received, it was assumed that parents passively provided permission for their child to participate in the survey. Students whose parents called or wrote to refuse their child’s participation in the survey did not participate. Students also had the opportunity to decline participation on the day of data collection.
6.4 Arranging Data Collection Provincial site coordinators worked with a school contact to arrange data collection dates with each recruited school. School contacts were asked to provide a list of classes for the eligible grades that included: teacher name, course name and/or the classroom number, grade, room number (optional), and the number of students enrolled. Project staff used this information to prepare permission materials and entered it along with other school 2010/2011 YSS Microdata User Guide 17 November 2011 particulars (e.g., address, data collection date, etc.) into an online database. Upon receipt of permission forms or calls from parents, student information was entered into this database to ensure only students with permission received a student questionnaire. Questionnaires were bundled by classroom and couriered to the school contact for distribution to classroom teachers prior to the data collection date.
6.5 School Data Collection On the day of the school data collection, teachers administered the survey during a designated class period according to detailed instructions provided to them. Students took approximately 35 minutes to complete the questionnaire, based on teacher reporting on the day of the data collection. To protect confidentiality, teachers were asked not to circulate among the students, and students were required to place their completed questionnaire in a sealable envelope before it was collected by a fellow student. Individual envelopes containing the completed student questionnaire were placed in a large classroom envelope and delivered to the YSS project staff person attending the data collection.
The YSS staff person attending the data collection typically set up a station in front of the school office or in another central location. The staff person was available to answer questions and receive classroom bundles of questionnaires at the end of the data collection period. Within a few days of data collection, the site coordinators shipped the completed questionnaires, organized by school and classroom, to the YSS-Propel team at the University of Waterloo for processing.
6.6 Sample Size The following tables 6 and 7 provide board and school recruitment outcomes by province. Table 8 provides the total number of students who participated in the survey.
2010/2011 YSS Microdata User Guide 18 November 2011 Table 6: Board Recruitment Outcomes by Province, 2010/2011 YSS
Board Recruitment Outcome Province Recruitment Approached Agreed Refused+ Rate (%)
NL 4 4 0 100 PE 3 3 0 100 NS 7 7 0 100 QC 65 59 6 91 ON 43 33 10 77 MB 21 17 4 81 SK 17 16 1 94 AB 39 28 11 72 BC 42 31 11 74
Canada 241 198 43 82 + Refused boards include all boards that refused and all boards that did not respond to recruitment efforts.
Table 7: School Recruitment Outcomes by Province, 2010/2011 YSS
School Recruitment Outcome Province Not Recruitment Approached Agreed Refused++ Approached Rate (%) NL 29 9 29 0 100 PE+ 61 0 54 7 89 NS 35 4 27 8 77 QC+ 276 157 135 141 49 ON 132 53 56 76 42 MB 31 34 30 1 97 SK 59 10 32 27 54 AB 70 38 35 35 50 BC 72 66 28 44 39
Canada 765 371 426 339 56 +Numbers reported reflect collaboration with the SHAPES-PEI and EN FORME projects in PE and QC, respectively. ++Refused numbers include schools that were unable to reach, backed out, withdrew their participation, did not respond to recruitment efforts and refused to participate in the survey.
2010/2011 YSS Microdata User Guide 19 November 2011 Table 8: Participating Students by Province and Grade, 2010/2011 YSS
Number of Students Participating, by Grade Province Grade Grade Grade Grade Grade Grade Grade Total 6 7 8 9 10 11 12 NL 751 708 637 718 735 775 686 5010 PE 280 345 363 424 521 450 447 2830 NS 532 763 795 778 1194 1181 997 6240 QC 1300 714 750 569 456 477 0 4266 ON 764 1328 1313 1872 1671 1533 1336 9817 MB 532 865 849 1599 1523 1180 923 7471 SK 527 598 551 430 368 431 379 3284 AB 833 602 577 342 847 729 570 4500 BC 578 790 908 1464 1391 1303 1097 7531
Canada 6097 6713 6743 8196 8706 8059 6435 50949
2010/2011 YSS Microdata User Guide 20 November 2011 7.0 Data Processing The YSS produces a Public Use Microdata File. This chapter presents a brief summary of the processing steps involved in producing this file.
7.1 Data Capture Student questionnaires were machine scanned using Optical Mark Read (OMR) technology. Procedures detailed several quality control measures to ensure the accuracy of the scanned data. First, processing staff visually scanned all questionnaires and darkened marks that were too light or incomplete (e.g., check marks instead of filled-in circles) to ensure that they would be recognized by the scanner. At this time, processing staff separated the perforated questionnaire booklets and oriented them in preparation for the OMR scan. Processing staff then inserted “standard questionnaires” to ensure that the calibration of the scanner remained constant.
The visual scanning aspect of questionnaire processing ensures that the data on the questionnaires are correctly recorded by the OMR scanner. In the course of visually scanning a questionnaire, processing staff could “correct” a questionnaire in a variety of ways, including: darkening marks that needed to be read by the OMR scanner; erasing marks from answers where the respondents changed their mind but did not sufficiently erase the original response; erasing accidental/wayward marks that were not meant to indicate answers (e.g. graffiti or doodles); erasing marks made in any places reserved for “office use only”; and correcting answers on two-part questions where two different responses were given for the same question (i.e., height and weight questions). For the height and weight questions, if the answer that was hand-written was different than that entered in the corresponding OMR bubbles, the written answer was taken to be correct and the OMR bubbles were corrected accordingly. As with all questions, if processing staff were unsure as to how to proceed with an answer, s/he would go to the questionnaire processing manager who would instruct the processing staff as to what to do, or would seek the advice of a data analyst to decide the appropriate action.
Once the questionnaires were OMR scanned, the data outputs were checked for uncodeable responses. Each uncodeable response was checked by trained staff to verify that a response was actually uncodeable (i.e., where the respondent chose two answers) or if OMR scanning errors needed to be corrected (e.g., where the respondent erased one mark and chose another answer, but the OMR scanning recorded both responses). For the 2010/2011 YSS, and previous implementations, about 10% to 15% of all questionnaires had one or more uncodeable responses. Of the uncodeable responses, approximately 20% were altered to the value determined to be what the respondent intended. Approximately 3% of the total questionnaires were altered in this stage.
2010/2011 YSS Microdata User Guide 21 November 2011 7.2 Editing and Imputation The following standard codes are used in the YSS Public Use Microdata file:
Valid skip - 96 and 996 Not stated - 99 and 999 Not asked - 9996
Prior to data cleaning, the 2010/2011 YSS student dataset contained 50,984 records. The final number of records is 50,949. All records for which gender was not given and could not be imputed (see below) were removed. In addition, Quebec secondary I, II, III, IV, and V were converted to grades 7, 8, 9, 10, and 11, respectively.
Note to SPSS users: in the SPSS Public Use Microdata File, many variables have the values 96, 99 and 9996 defined as “Missing” and are therefore based on SPSS commands. These cases are automatically excluded from the analysis when producing estimates for these variables. These cases can be changed by the user in the “Missing” column in the SPSS “Variable View” of the dataset.
Treatment of the ‘I do not know’ Option There are several variables in the dataset that require attention with regards to the “I do not know” option. These variables include the following: • SPUFF0B1 (“How old were you when you first tried smoking cigarettes, even just a few puffs?”) • SWHOLEB1 (“How old were you when you smoked your first whole cigarette?”) • ADRINKA1 (“In the last 12 months, how often did you have a drink of alcohol that was more than just a sip?”) • AEVRETB1 (“How old were you when you first had a drink of alcohol that was more than a sip?”) • A5DRNKC1 (“In the last 12 months, how often did you have 5 drinks of alcohol or more on one occasion?”) • A5DRNKB1 (“How old were you when you first had 5 drinks or more of alcohol on one occasion?”) • ANRGDKA1 (“In the last 12 months, have you had alcohol mixed or pre-mixed with an energy drink such as Red Bull, Rock Star, Monster, or another brand?”) • AOFTMJA1 (“In the last 12 months, how often did you use marijuana or cannabis? (a joint, pot, weed, hash…)”) • AEVRMJB1 (“How old were you when you first used marijuana or cannabis?”)
In the Public Use Microdata File, the “I do not know” option is not considered to be a valid response for the above variables. Note to SPSS Users: In the SPSS version of this file, this response is defined as “Missing” (along with values 96, 99 and 9996) and will not be included in estimates produced using these variables. These cases can be changed by the user in the “Missing” column in the SPSS Variable View of the dataset.
2010/2011 YSS Microdata User Guide 22 November 2011 Treatment of the DACS Response Option (Question 66d) We introduced this question whether students are responding to the drug questions truthfully. This has been inserted as a dummy question with the other drug questions with the same response options. We advise the user NOT to use this question in the same way as the other drug questions, but only to use it for validation purposes of the other drug questions.
The following items required specific editing and/or imputation:
Grade During the cleaning process, data analysts investigated cases where grade was missing, uncodeable, improper for the province or inconsistent with the grades represented in their school. If a student indicated a grade that did not match the relevant grades in the school, province or if grade was missing or uncodeable, the variable was recoded to the grade on the classroom envelope form completed by classroom teachers. If that was not available, the median grade of the class to which the student belonged was used. If these options were not available, then student age was used to impute grade.
Gender If the student gender was missing or uncodeable, then the variable GCHFAMA1, “In your family you are… (Check only one)” would be used to impute gender. In Nova Scotia secondary schools, if gender remained missing and the student had completed the Health Behaviour Survey (HBS), a set of gender-specific questions on the HBS was used to impute gender. For the 2010/2011 YSS, there were a maximum of 35 cases of missing data for gender that resulted in the removal of the student record.
Age-related Variables If age-related variables, as in SPUFF0B1 (“How old were you when you first tried smoking cigarettes, even just a few puffs?”), were reported to be greater than the actual age variable then they were given a value of “99 = Not Stated”. If the actual age variable was “99 = Not Stated” then the age-related questions were compared to an imputed version of age based on median age per class and the grade. If this was found to be less than the age-related variable then the age-related variable was given a value of “99 = Not Stated”.
Question 21 This question asks how many whole cigarettes were smoked on each of the last 7 days. The range that was allowed for each day was 0 - 36. All responses between 37 and 90 have been set to “99 = Not Stated”. Valid skips were set to “96 = Valid Skip” as for other variables.
2010/2011 YSS Microdata User Guide 23 November 2011 Module In the rare cases where a grade 6 student completed a Module B questionnaire, the student was given a value of “9996 = Not Asked” for the questions that were only available on the Module B questionnaire (see Section 5.1). All grade 7 to 12 students who filled out a Module A questionnaire were given a value of “99 = Not Stated” for the questions that were only available on the Module B questionnaire.
Inconsistencies In order to be consistent with the 2002 YSS dataset released by Statistics Canada, the responses as recorded by the students are provided. However, note that in certain cases responses to one question may contradict a response to a previous question. In conducting analyses of these variables, it is recommended that the observations with inconsistent responses be taken into consideration. For example, a student may have responded in one question “having smoked in the last seven days” and in another question, the same student may have responded “I have not smoked in the last 30 days.”
7.3 Creation of Derived Variables A number of variables in the Public Use Microdata File were derived by combining items on the questionnaire in order to facilitate data analyses. Examples of derived variables include the average number of whole cigarettes smoked daily and the number of whole cigarettes the respondent had smoked.
2010/2011 YSS Microdata User Guide 24 November 2011 Derived Variable DVTY1ST Response 1 = Currently Smokes Options for 2 = Formerly Smoked DVTY1ST 3 = Never Smoked Derivation of Currently Definition A person who currently smokes is someone who Responses for Smokes has smoked at least 100 cigarettes in his or her DVTY1ST lifetime, and who has smoked at least one whole cigarette during the past 30 days. Calculation SHUND0A1: Have you ever smoked 100 or more whole cigarettes in your life? Valid response 1 (Yes) AND SLST30A1: On how many of the last 30 days did you smoke one or more cigarettes? Valid responses 2 (1 day) 3 (2 to 3 days) 4 (4 to 5 days) 5 (6 to 10 days) 6 (11 to 20 days) 7 (21 to 29 days) 8 (30 days (every day)) Formerly Definition An individual who formerly smoked is a person who Smoked reports having smoked 100 or more cigarettes but did not smoke in the last 30 days. Calculation SHUND0A1: Have you ever smoked 100 or more whole cigarettes in your life? Valid response 1 (Yes) AND SLST30A1: On how many of the last 30 days did you smoke one or more cigarettes? Valid response 1 (None) Never Definition Someone who has never smoked is a person who Smoked reports that he or she has not smoked 100 or more whole cigarettes in his or her life time but might have smoked a whole cigarette. Calculation SHUND0A1: Have you ever smoked 100 or more whole cigarettes in your life? Valid response 2 (No) OR SWHOLEA1: Have you ever smoked a whole cigarette? Valid responses 2 (No) 96 (Valid Skip)
2010/2011 YSS Microdata User Guide 25 November 2011 Derived Variable DVTY2ST Response 1 = Currently Smokes Daily Options for 2 = Currently Smokes Occasionally DVTY2ST 3 = Formerly Smoked Daily 4 = Formerly Smoked Occasionally 5 = Experimentally Smokes (Beginning) 6 = Experimentally Smoked in the Past 7 = Puffs 8 = Never Tried Derivation of Currently Definition A person who currently smokes daily is a person Responses for Smokes Daily who reports currently smoking cigarettes every DVTY2ST day. Calculation SHUND0A1: Have you ever smoked 100 or more whole cigarettes in your life? Valid response 1 (Yes) AND SLST30A1: On how many of the last 30 days did you smoke one or more cigarettes? Valid response 8 (30 days (every day))
Currently Definition Someone who currently smokes occasionally is a Smokes person who currently smokes cigarettes but not Occasionally every day. Calculation SHUND0A1: Have you ever smoked 100 or more whole cigarettes in your life? Valid response 1 (Yes) AND SLST30A1: On how many of the last 30 days did you smoke one or more cigarettes? Valid responses 2 (1 day) 3 (2 to 3 days) 4 (4 to 5 days) 5 (6 to 10 days) 6 (11 to 20 days) 7 (21 to 29 days) Formerly Definition Someone who formerly smoked daily is a person Smoked Daily who smoked at least 100 cigarettes in his/her lifetime and smoked at least seven days in a row but did not smoke in the last 30 days. Calculation SHUND0A1: Have you ever smoked 100 or more whole cigarettes in your life? Valid response 1 (Yes) AND SLST30A1: On how many of the last 30 days did you smoke one or more cigarettes? Valid Response 1 (None) AND SLAST7A1: Have you ever smoked every day for at least 7 days in row?
2010/2011 YSS Microdata User Guide 26 November 2011 Derived Variable DVTY2ST Valid Response 1 (Yes)
Formerly Definition Someone who formerly smoked occasionally is a Smoked person who smoked at least 100 cigarettes in Occasionally his/her life time and did not smoke for at least seven days in a row and also did not smoke in the last 30 days. Calculation SHUND0A1: Have you ever smoked 100 or more whole cigarettes in your life? Valid response 1 (Yes) AND SLST30A1: On how many of the last 30 days did you smoke one or more cigarettes? Valid response 1 (None) AND SLAST7A1: Have you ever smoked every day for at least 7 days in row? Valid response 2 (No)
Experimentally Definition Someone who experimentally smokes Smokes (beginning) is a person who has smoked in the (Beginning) last 30 days but has not smoked 100 or more cigarettes. Calculation SWHOLEA1: Have you ever smoked a whole cigarette? Valid response 1 (Yes) AND SHUND0A1: Have you ever smoked 100 or more whole cigarettes in your life? Valid response 2 (No) AND SLST30A1: On how many of the last 30 days did you smoke one or more cigarettes? Valid responses 2 (1 day) 3 (2 to 3 days) 4 (4 to 5 days) 5 (6 to 10 days) 6 (11 to 20 days) 7 (21 to 29 days) 8 (30 days (every day))
Experimentally Definition An individual who experimentally smoked in the Smoked in the past is a person who has smoked a whole Past cigarette but did not smoke in the last 30 days and also did not smoke 100 cigarettes in his/her lifetime. Calculation SWHOLEA1: Have you ever smoked a whole cigarette? Valid response 2010/2011 YSS Microdata User Guide 27 November 2011 Derived Variable DVTY2ST 1 (Yes)
2010/2011 YSS Microdata User Guide 28 November 2011 Derived Variable DVTY2ST AND SHUND0A1: Have you ever smoked 100 or more whole cigarettes in your life? Valid response 2 (No) AND SLST30A1: On how many of the last 30 days did you smoke one or more cigarettes? Valid response 1 (none)
Puffs Definition An individual who puffs is a person who has tried smoking, but has never smoked a whole cigarette. Calculation SPUFF0A1: Have you ever tried cigarette smoking, even just a few puffs? Valid response 1 (Yes) AND SWHOLEA1: Have you ever smoked a whole cigarette? Valid response 2 (No)
Never Tried Definition A person classified as never tried, has never tried a cigarette, not even just a few puffs. Calculation SPUFF0A1: Have you ever tried cigarette smoking, even just a few puffs? Valid response 2 (No)
Derived Variable DSUSCEPT Response Options 1 = No for DSUSCEPT 2 = Yes 96 = Valid Skip 99 = Not Stated Basis for SSUSMTA1 Do you think in the 1 = Definitely yes Susceptibility future you might try 2 = Probably yes Scale smoking cigarettes? 3 = Probably not 4 = Definitely not 96 = Valid Skip 99 = Not Stated
SSUSFOA1 If one of your best 1 = Definitely yes friends was to offer 2 = Probably yes you a cigarette would 3 = Probably not you smoke it? 4 = Definitely not 99 = Not Stated
SSUSNYA1 At any time during the 1 = Definitely yes next year do you think 2 = Probably yes you will smoke a 3 = Probably not cigarette? 4 = Definitely not
2010/2011 YSS Microdata User Guide 29 November 2011 99 = Not Stated
Derivation of 1 (No) Calculation If SSUSMTA1 = 4 and SSUSFOA1 Responses for = 4 and SSUSNYA1 = 4 DSUSCEPT 2 (Yes) Calculation If SSUSMTA1 = 1,2,3 or 99 or SSUSFOA1 = 1,2, 3 or 99 or SSUSNYA1 = 1,2, 3 or 99 96 (Valid Skip) Calculation If SPUFF0A1 = 1 99 (Not Stated) Calculation If SSUSMTA1 = 99 and SSUSFOA1 = 99 and SSUSNYA1 = 99 Only those students who had all three questions missing were given DSUSCEPT = 99.
Derived Variable DVSELF Objective To measure the student’s overall self-esteem. Questions For the next 3 questions, choose the answer that 1 = True describes how you feel about the statement. 2 = Mostly true 3 = Neutral OHOWFLA1: In general, I like the way I am. 4 = Mostly false OHOWFLB1: When I do something, I do it well. 5 = False OHOWFLC1: I like the way I look.
Scale recoded as: 0 = False 1 = Mostly false 2 = Neutral 3 = Mostly true 4 = True
Notes • Following the re-coding of the scale, the scores were added up across the questions that were answered by the student, giving an overall score for variable DVSELF. • Only those records who had all three questions missing were given DVSELF = 99.
2010/2011 YSS Microdata User Guide 30 November 2011 Several derived variables were formed from the response to the following question.
Question Variable Name Response Options
Think back over the last 7 days. Find yesterday on the wheel and fill in the number of whole cigarettes you smoked. Then follow the wheel backwards and fill in the number of whole cigarettes you smoked on each of the last 7 days. a) Sunday SLAST7B3 0 = 0 whole cigarettes b) Monday SLAST7C3 smoked c) Tuesday SLAST7D3 1 : 36 whole cigarettes d) Wednesday SLAST7E3 smoked e) Thursday SLAST7F3 96 = Valid Skip f) Friday SLAST7G3 99 = Not Stated g) Saturday SLAST7H3 Coverage: Respondents where SWHOLEA1=1 (Ever smoked a whole cigarette)
2010/2011 YSS Microdata User Guide 31 November 2011 Derived Variable DVAMTSMK Definition The average number of whole cigarettes smoked per day in the past week as an integer value.
Calculation of SLAST7B3 + SLAST7C3 + SLAST7D3 + SLAST7E3 + SLAST7F3 + SLAST7G3 + Responses for SLAST7H3 DVAMTSMK 7
Notes • All responses had to have valid responses for valid data. If all responses have 99 or if any of the days are missing then
DVAMTSMK = 99.
Derived Variable DVCIGWK Definition Total number of whole cigarettes smoked in the 7 days prior to the survey.
Calculation of SLAST7B3 + SLAST7C3 + SLAST7D3 + SLAST7E3 + SLAST7F3 + Responses for SLAST7G3 + SLAST7H3 DVCIGWK
Notes • Not necessary for all to have valid responses. • Zero value has been treated as a valid response. • If all days have missing data then DVCIGWK = 999.
Derived Variable DVNDSMK Definition Number of days on which respondent smoked at least 1 whole cigarette in the week prior to the survey.
Calculation of A count of SLAST7B3, SLAST7C3, SLAST7D3, SLAST7E3, SLAST7F3, Responses for SLAST7G3, and SLAST7H3 excluding days with a missing or zero response. DVNDSMK
Notes • Zero has been treated as a zero response. • If all days have missing data then DVNDSMK = 99.
Derived Variable DVAVCIGD Definition Average number of whole cigarettes smoked on the days that the respondent smoked.
Calculation of DVCIGWK Responses for DVNDSMK DVAVCIGD
Notes • If DVCIGWK and DVNDSMK were both zero responses then DVAVCIGD = 0. • If either DVCIGWK or DVNDSMK were missing then DVAVCIGD = 99.
Derived Variable DVSMKPTN Definition Smoking pattern in the last 7 days. 2010/2011 YSS Microdata User Guide 32 November 2011 Calculation of Calculated based on these variables: Responses for SLAST7B3, SLAST7C3, SLAST7D3, SLAST7E3, SLAST7F3, SLAST7G3, DVSMKPTN SLAST7H3
1 = Smoked every day 2 = Smoked week days only 3 = Smoked weekend days only 4 = Did not smoke in the last 7 days 5 = Other pattern 99 = Not stated
Derived Variable BMI Objective To measure the respondent’s Body Mass Index (BMI). Questions How tall are you without your shoes on?*
AND
How much do you weigh without your shoes on?*
*Please note: the height and weight questions were removed from the public use dataset for confidentiality reasons
Calculation of The body mass index (BMI) is a student's weight in kilograms (kg) divided by Responses for their height in meters (m) squared BMI
Notes • Heights less than 4 feet (121.92cm), heights more than 6 foot 11 inches (210.82cm), weights less than 45 pounds (20.41kg) and weights more than 390 pounds (176.90kg) were excluded prior to the calculation of BMI. • BMI measurements less than 10 and more than 50 were excluded.
Derived Variable BMI_ACAT Objective To categorize the respondent’s Body Mass Index (BMI)
Response Options 1 = Underweight for BMI_ACAT 2 = Healthy weight 3 = Overweight 4 = Obese
Derivation of This variable was calculated using a table of cut-offs for each of these four Responses for categories by age and sex. This table was based on the World Health BMI_ACAT Organization (WHO) guidelines. Respondents most have a valid response for BMI, SEX and AGE to be able to calculate this variable. If any of these variables were missing than BMI_ACAT = 99.
7.4 Skip Patterns The questionnaire was intentionally designed with no respondent-use skip patterns to avoid the identification of smokers by rate of questionnaire completion time in the classroom. Thus all smoking behaviour items included a response option such as, “I do
2010/2011 YSS Microdata User Guide 33 November 2011 not smoke”. However, due to the logical flow of the questions, a number of questions are extraneous based on the answer to a previous question. In these cases, a skip pattern has been imposed onto the data set. If, within the structure of the questionnaire, a question could have been skipped, it was coded as “96 = Valid Skip”, “996 = Valid Skip” or “9996 = Not Asked”. The following explains each question that has a 96 or a 996 code and the logical reasoning for coding the question. The code 9996 has only been used to identify those individuals who have not completed the additional questions in Module B. Note that the questionnaire distribution corresponds to grade whereby, grade 6 students received a Module A questionnaire and grades 7 to 12 students received a Module B questionnaire. See section 5.1 for details regarding questionnaire distribution.
Skip Patterns Variable Question Valid Skip Condition Condition(s): (Variable coded 96 or If Respondent 996) SPUFF0B1 How old were you when Had tried smoking If SPUFF0A1 = 2 (NO) you first tried smoking Have you ever tried cigarettes, even just a cigarette smoking, even just few puffs? a few puffs? SSUSMTA1 Do you think in the future Had not tried If SPUFF0A1 = 1 (YES) you might try smoking smoking Have you ever tried cigarettes? cigarette smoking, even just a few puffs? SWHOLEA1 Have you ever smoked a Had tried smoking If SPUFF0A1 = 2 (NO) whole cigarette? Have you ever tried cigarette smoking, even just a few puffs? SWHOLEB1 How old were you when Had smoked a If SWHOLEA1 = 2 (NO) or you smoked your first whole cigarette 96 (Valid Skip) whole cigarette? Have you ever smoked a whole cigarette? SHUND0A1 Have you ever smoked Had smoked a If SWHOLEA1 = 2 (NO) or 100 or more whole whole cigarette 96 (Valid Skip) cigarettes in your life? Have you ever smoked a whole cigarette? SLAST7A1 Have you ever smoked Had tried smoking If SPUFF0A1 = 2 (NO) every day for at least 7 Have you ever tried days in a row? cigarette smoking, even just a few puffs? SLST30A1 On how many of the last Had smoked a If SWHOLEA1 = 2 (NO) or 30 days did you smoke whole cigarette 96 (Valid Skip) one or more cigarettes? Have you ever smoked a whole cigarette? SLST30B1 Thinking back over the Had smoked a If SWHOLEA1 = 2 (NO) or last 30 days, on the days whole cigarette 96 (Valid Skip) that you smoked, how Have you ever smoked a many cigarettes did you whole cigarette? usually smoke each day?
2010/2011 YSS Microdata User Guide 34 November 2011 Variable Question Valid Skip Condition Condition(s): (Variable coded 96 or If Respondent 996) SLAST7A3 to Think back over the last 7 Had smoked a If SWHOLEA1 = 2 (NO) or SLAST7H3 days. Find yesterday on whole cigarette 96 (Valid Skip) the wheel and fill in the Have you ever smoked a number of whole whole cigarette? cigarettes you smoked. Then, follow the wheel backwards and fill in the number of whole cigarettes you smoked on each of the last 7 days. SSHAREA1 When you smoke, how Had tried smoking If SPUFF0A1 = 2 (NO) often do you share a Have you ever tried cigarette with others? cigarette smoking, even just a few puffs? SSDRNKA1 When you first tried Had tried smoking If SPUFF0A1 = 2 (NO) smoking cigarettes, were Have you ever tried you drinking alcohol at cigarette smoking, even just the same time? a few puffs? SBRNDUA1 What brand of cigarettes Had tried smoking If SPUFF0A1 = 2 (NO) do you usually smoke? Have you ever tried cigarette smoking, even just a few puffs? SCGSIZB2 to For the cigarette brand Had a usual brand If SBRNDUA1 = 1 (I do not SCGSIZG2 that you indicated, what smoke), 2 (I do not have a size cigarette do you regular brand), 96 (Valid usually smoke? Skip) or 99 (Not Stated) What brand of cigarettes do you usually smoke? SBRNDYC1 to Why do you smoke the Had a usual brand If SBRNDUA1 = 1 (I do not SBRNDYL1 brand of cigarettes that smoke), 2 (I do not have a you do? regular brand), 96 (Valid Skip) or 99 (Not Stated) What brand of cigarettes do you usually smoke? SGETCGA1 Where do you usually get Had tried smoking If SPUFF0A1 = 2 (NO) your cigarettes? Have you ever tried cigarette smoking, even just a few puffs? SL12KDA1 to In the last 12 months, Had tried smoking If SPUFF0A1 = 2 (NO) SL12KDE1 how often did you smoke Have you ever tried the following kinds of cigarette smoking, even just cigarettes? a few puffs? SEVRQTA1 Have you ever tried to Had tried smoking If SPUFF0A1 = 2 (NO) quit smoking cigarettes? Have you ever tried cigarette smoking, even just a few puffs?
2010/2011 YSS Microdata User Guide 35 November 2011 Variable Question Valid Skip Condition Condition(s): (Variable coded 96 or If Respondent 996) S30DFLA1 In the last 30 days, did Currently smokes If DVTY2ST = 3 (Formerly you use any of the daily, currently Smoked Daily), 4 (Formerly following flavoured smokes Smoked Occasionally), 6 tobacco products? occasionally, (Experimentally Smoked in Menthol cigarette experimentally the Past) or 8 (Never Tried) smokes Smoking Detailed (beginning), or Classifications puffs SSDRNKA1, All alcohol and drug use Is a grade 7 to 12 If GRADE = 6 (GRADE 6 ADRINKA1 to items student STUDENTS) AUJMSWA2
AEVRETB1 How old were you when Had tried alcohol If ADRINKA1 = 1 (I have you first had a drink of never drank alcohol), 3 (I alcohol that was more have only had a sip of than a sip? alcohol) or 99 (Not Stated) In the last 12 months, how often did you have a drink of alcohol that was more than just a sip? A5DRNKC1 In the last 12 months, Had tried alcohol If ADRINKA1 = 1 (I have how often did you have 5 never drank alcohol), 3 (I drinks of alcohol or more have only had a sip of on one occasion? alcohol) or 99 (Not Stated) In the last 12 months, how often did you have a drink of alcohol that was more than just a sip? A5DRNKB1 How old were you when Had 5 drinks or If A5DRNKC1 = 1 (I have you first had 5 drinks or more on one never done this), 96 (Valid more of alcohol on one occasion Skip) or 99 (Not Stated) occasion? In the last 12 months, how often did you have 5 drinks of alcohol or more on one occasion? AEVRMJB1 How old were you when Had tried If AOFTMJA1 = 1 (I have you first used marijuana marijuana never used marijuana) or 99 or cannabis? (Not Stated) In the last 12 months, how often did you use marijuana or cannabis? AUAMPHA2 Have you used or tried Had tried If AUAMPHB2 = 1 (I have amphetamines in the last amphetamines never done this) or 99 (Not 12 months? Stated) If you ever used or tried, how old were you when you first used or tried amphetamines?
2010/2011 YSS Microdata User Guide 36 November 2011 Variable Question Valid Skip Condition Condition(s): (Variable coded 96 or If Respondent 996) AUMDMAA2 Have you used or tried Had tried MDMA If AUMDMAB2 = 1 (I have MDMA in the last 12 never done this) or 99 (Not months? Stated) If you ever used or tried, how old were you when you first used or tried MDMA? AUHALUA2 Have you used or tried Had tried If AUHALUB2 = 1 (I have hallucinogens in the last hallucinogens never done this) or 99 (Not 12 months? Stated) If you ever used or tried, how old were you when you first used or tried hallucinogens? AUDACSA2 Have you used or tried Had tried DACS If AUDACSB2 = 1 (I have DACS in the last 12 never done this) or 99 (Not months? Stated) If you ever used or tried, how old were you when you first used or tried DACS? AUHEROA2 Have you used or tried Had tried heroin If AUHEROB2 = 1 (I have heroin in the last 12 never done this) or 99 (Not months? Stated) If you ever used or tried, how old were you when you first used or tried heroin? AUCOCNA2 Have you used or tried Had tried cocaine If AUCOCNB2 = 1 (I have cocaine in the last 12 never done this) or 99 (Not months? Stated) If you ever used or tried, how old were you when you first used or tried cocaine? AUKETAA2 Have you used or tried Had tried If AUKETAB2 = 1 (I have ketamine in the last 12 ketamine never done this) or 99 (Not months? Stated) If you ever used or tried, how old were you when you first used or tried ketamine? AUGHB0A2 Have you used or tried Had tried GHB If AUGHB0B2 = 1 (I have GHB in the last 12 never done this) or 99 (Not months? Stated) If you ever used or tried, how old were you when you first used or tried GHB? AUSDTVA2 Have you used or tried Had tried If AUSDTVB2 = 1 (I have sedatives or tranquilizers sedatives or never done this) or 99 (Not to get high and NOT for tranquilizers to get Stated) medical purposes in the high If you ever used or tried, last 12 months? how old were you when you first used or tried sedatives or tranquilizers to get high and NOT for medical purposes?
2010/2011 YSS Microdata User Guide 37 November 2011 Variable Question Valid Skip Condition Condition(s): (Variable coded 96 or If Respondent 996) AUSLEPA2 Have you used or tried Had tried sleeping If AUSLEPB2 = 1 (I have sleeping medicine from a medicine from a never done this) or 99 (Not drugstore to get high and drugstore to get Stated) NOT for medical high If you ever used or tried, purposes in the last 12 how old were you when you months? first used or tried sleeping medicine from a drugstore to get high and NOT for medical purposes? AUSTIMA2 Have you used or tried Had tried If AUSTIMB2 = 1 (I have stimulants such as diet stimulants such as never done this) or 99 (Not pills and stay awake pills diet pills and stay Stated) or medicine that is awake pills or If you ever used or tried, usually used to treat medicine that is how old were you when you ADHD to get high and usually used to first used or tried stimulants NOT for medical treat ADHD to get such as diet pills and stay purposes in the last 12 high awake pills or medicine that months? is usually used to treat ADHD to get high and NOT for medical purposes? AUPAINA2 Have you used or tried Had tried pain If AUPAINB2 = 1 (I have pain relievers to get high relievers to get never done this) or 99 (Not and NOT for medical high Stated) purposes in the last 12 If you ever used or tried, months? how old were you when you first used or tried pain relievers to get high and NOT for medical purposes? AUDXM0A2 Have you used or tried Had tried If AUDXM0B2 = 1 (I have dextromethorphan such dextromethorphan never done this) or 99 (Not as cold or cough such as cold or Stated) medicine to get high and cough medicine to If you ever used or tried, NOT for medical get high how old were you when you purposes in the last 12 first used or tried months? dextromethorphan such as cold or cough medicine to get high and NOT for medical purposes? AUSOLVA2 Have you used or tried Had sniffed glue, If AUSOLVB2 = 1 (I have glue, gasoline, or other gasoline or other never done this) or 99 (Not solvents to get high in the solvents to get Stated) last 12 months? high If you ever used or tried, how old were you when you first used or tried glue, gasoline, or other solvents to get high? AUSALVA2 Have you used or tried Had tried Salvia to If AUSALVB2 = 1 (I have Salvia to get high in the get high never done this) or 99 (Not last 12 months? Stated) If you ever used or tried, how old were you when you first used or tried Salvia to get high?
2010/2011 YSS Microdata User Guide 38 November 2011 Variable Question Valid Skip Condition Condition(s): (Variable coded 96 or If Respondent 996) AUJMSWA2 Have you used or tried Had tried Jimson If AUJMSWB2 = 1 (I have Jimson weed to get high weed to get high never done this) or 99 (Not in the last 12 months? Stated) If you ever used or tried, how old were you when you first used or tried Jimson weed to get high? DSUSCEPT Susceptible to smoking Had not tried If SPUFF0A1 = 1 (YES) (See derived variables for smoking Have you ever tried items contributing to cigarette smoking, even just these variables) a few puffs? DVAMTSMK The average number of Had smoked a If SWHOLEA1 = 2 (NO) or whole cigarettes smoked whole cigarette 96 (Valid Skip) per day in the past week. Have you ever smoked a whole cigarette? DVCIGWK Total number of whole Had smoked a If SWHOLEA1 = 2 (NO) or cigarettes smoked in the whole cigarette 96 (Valid Skip) past 7 days prior to the Have you ever smoked a survey. whole cigarette? DVNDSMK Number of days on which Had smoked a If SWHOLEA1 = 2 (NO) or respondent smoked at whole cigarette 96 (Valid Skip) least one whole cigarette Have you ever smoked a in the week prior to the whole cigarette? survey. DVAVCIGD Average number of whole Had smoked a If SWHOLEA1 = 2 (NO) or cigarettes smoked on the whole cigarette 96 (Valid Skip) days that the respondent Have you ever smoked a smoked. whole cigarette? DVSMKPTN Smoking pattern in the Had smoked a If SWHOLEA1 = 2 (NO) or last 7 days. whole cigarette 96 (Valid Skip) Have you ever smoked a whole cigarette?
7.5 Weighting Survey weights are needed to derive population estimates from the survey sample. In a simple random sample, every unit in the population has the same probability of being drawn. The fraction of the population that is sampled is the sample size divided by population size. To calculate the weight of each sampled member, one should multiply each member by 1/fraction. If the sample size was 100 and the population was 100,000, then the weight of each sampled member would be 1,000. This means that any sampled member's response is taken to represent 1,000 identical responses in the population. Constant sampling fractions do not result for complex survey designs such as used in the YSS. In complex survey designs, the sample data must be multiplied by appropriate weights that reflect the different sampling fractions. This survey weight appears on the
2010/2011 YSS Microdata User Guide 39 November 2011 YSS Public Use Microdata file and must be used to derive meaningful population estimates from the survey. Please refer to the section on using survey weights.
The development of the survey weights was accomplished in two stages. In the first stage a weight (W1j) was created to account for the school selection within health region and school strata. A second weight (W2jg) was calculated to adjust for student non-response. Finally, the weights were calibrated to the provincial gender and grade distribution so that the total of the survey weights by gender, grade and province would equal the actual enrolments in those groups. Finally, bootstrap weights (see Stage 5) were generated to attach to the data file.
Stage 1: Calculation of W1j Thus, within each provincial sampling frame (excluding Quebec), two (or three) health region strata (“low” and “high”, and “urban” for Ontario and Alberta) and two school- level strata (“elementary” and “secondary”) are defined. Crossing these stratifications yields six strata in Ontario and Alberta and four in each of the other provinces except Quebec. For Quebec elementary schools, two economic strata (underprivileged vs. normal/privileged) were defined within each of 17 health regions. Crossing these stratifications yields 34 strata for Quebec elementary schools. For secondary schools in Quebec, schools were randomly selected using simple random sampling from 13 targeted health regions as strata. Within each stratum, in each province, schools were selected based on simple random sampling.
Stage 1: Calculation of W1j:
Within each stratum, in each province, schools were randomly selected. For school j, W1j has been computed as
W1j = 1/ 1j where π1j is the probability of inclusion at stage 1 for school j, and where
1j= l /L l = Number of selected schools in the given stratum, and L = Total number of schools in the stratum.
Stage 2: Calculation of W2jg
Calculation of W2jg is different for elementary and secondary schools (except in Quebec). In the elementary school strata, response rates were calculated based on the ratio of number of participating students (by school and by grade) to the number of eligible students (by school and by grade). Within each selected school we computed the response rate for the students by grade.
2010/2011 YSS Microdata User Guide 40 November 2011 n (g) π = j 2 jg N j (g) where
n j ( g ) is the number of participating students in grade g in school j
N j (g) is the total number of eligible students in grade g in school j
Hence W2jg = 1/π2jg
In the secondary school strata for all provinces (except in Quebec), response rates were calculated based on the ratio of the number of participating students (by board and by grade) to the number of eligible students (by board and by grade). Within each recruited board (where we have at least one school participating) we computed the response rate for the students by board and by grade.
n (g) π = j 2 jg N j (g) where
n j ( g ) is the number of students who completed a survey in grade g in board j
N j (g) is the total number of students in grade g in board j
Hence W2jg = 1/πj2g
In Quebec, calculations of W2jg are same for both elementary and secondary schools. In elementary school strata, response rates were calculated based on the ratio of number of participating students (by school and by grade) to the number of eligible students (by school and by grade). Within each selected school we computed the response rate for the students by grade.
n (g) π = j 2 jg N j (g) where
n j ( g ) is the number of participating students in grade g in school j
N j (g) is the total number of eligible students in grade g in school j
Hence W2jg = 1/π2jg
2010/2011 YSS Microdata User Guide 41 November 2011 Stage 3: Un-calibrated Final Weight The final un-calibrated weight is based on
= w3 jg (w1 j * w2 jg )
Stage 4: Calibration of Survey Weights The weights described above were then calibrated using school administrative datasets that include the total student enrolment by gender and grade (grades 6 through 12) for each province. Province, grade, and gender calibration were used to adjust the sampling weights so that estimated numbers of students in these domains reproduce known population numbers exactly. Final weight variable was defined as WTPP in the YSS Public Use Microdata file.
Stage 5: Construction of Bootstrap Weights Statisticians use bootstrap methods to estimate sampling error. The bootstrap weights for each province were constructed separately as follows:
1) Within each stratum (health region smoking rate stratum or economic strata crossed with grade-level stratum), the same number of schools were selected from the sample by simple random sampling (SRS) with replacement as was selected in the original sample design.
2) Then, within each re-sampled school, all eligible students who had consent to participate were selected.
3) The weights for re-selected units were recalculated and adjusted for the re- sampling inference based on the method of Rao and Wu (1988).8
4) Finally, the new weights were recalibrated to the provincial enrolment figures using the administrative datasets.
Six thousand (6,000) such bootstrap samples were computed. The average of sets of twelve bootstrap weights were used to create a set of 500 averaged bootstrap weights.
The formula for the weight adjustment is obtained as follows. Let wij be the smoothed calibrated main weight for student j in school i.
8 Rao, J.N.K. & Wu, C.F.J. (1988). Resampling inference with complex survey data. Journal of the American Statistical Association 83, 231-241.
2010/2011 YSS Microdata User Guide 42 November 2011 n n Let λ = i (1 − i ) where N is the number of schools in a given stratum and n is 1i − i i ni 1 Ni the number of schools actually selected in that stratum.
* The bootstrap weight wij would then be given by − λ + λ w ij [1 1i (number of times school i has been resampled)* ( 1i ) ].
7.6 Use of Survey Weights
Why should survey weights be used? There are two reasons why a survey weight variable should be used when performing analyses.
1) Total population versus sample size. Users may want results based on population figures instead of estimates based on the sample of individuals included in the study. For example, the YSS survey weight, when used, will produce results based on a population estimate of N, which represents all the students in the 9 participating provinces (grades 6-12) instead of n, which is the total number of students who actually completed the survey. The latter is known as the sample size of the YSS.
2) Adjusting for sampling method. The second use of survey weights is to adjust for sampling methods. If every member of a population has an equal probability of being selected in a sample, each case would carry the same survey weight and the survey weight for all individuals would be 1. But in reality, YSS sampling was done in a more complex manner (described in section 4) and each individual who was selected in the survey did not have an equal probability of being selected. To correct for this unequal probability or chance of being selected, we created the survey weight variable. In short, using the survey weight variable permits the user to make generalizations to the population from which the sample was drawn.
Re-basing the survey weights In some instances, users may want to maintain the sample size rather than the population estimate and ensure that adjustments for sampling methods are retained. For this reason, users need to re-base the survey weights. Re-basing the survey weight can be done as follows:
WTPP Relative weight = * (sample size) ∑WTPP
2010/2011 YSS Microdata User Guide 43 November 2011 7.7 Suppression of Confidential Information It should be noted that the Public Use Microdata File may differ from the survey master files held at Propel, University of Waterloo. These differences usually are the result of actions taken to protect the anonymity of individual survey respondents. The most common actions are the suppression of file variables, grouping values into wider categories, and coding specific values into the “not stated” category.
Specifically, the following variables have been removed from the Public Use Microdata file: • school board identifier • school identifier • class identifier • strata identifiers • postal code • age
2010/2011 YSS Microdata User Guide 44 November 2011 8.0 Data Quality There are various factors that influence data quality. This section summarizes threats to data quality and steps taken to ameliorate these.
8.1 Response Rates There were various levels of non-response throughout the 2010/2011 YSS. First, some degree of non-response was noted among school boards and schools. Refer to Table 6 and Table 7 for a listing of response rates at the school board and school level in 2010/2011 YSS.
The second level of response rate is based on individual student consent. The response rate at the student level is derived based on the number of eligible students as provided by school contacts for participating classes. Non-response at the student level can be attributed to several factors. Some parents/guardians refused to allow their child to take part in the survey. Even with parental permission, some students refused to participate or were absent from class on the day of data collection. The final response rates at the student level are summarized in Table 9.
Table 9: Student Level Response Rates by Province, 2010/2011 YSS Students Students Eligible Completed Response Province with active with passive + students questionnaires rate (%) permission permission NL 5850 0 5010 5010 86
PE++ 12196 4308 5085 9393 77
NS 9654 1919 4321 6240 65
QC++ 15025 505 12809 13314 89
ON 17500 4470 5347 9817 56
MB 9147 380 7091 7471 82
SK 4613 1344 1940 3284 71
AB 7320 2497 2003 4500 62
BC 9434 697 6834 7531 80
Canada 90739 16120 50440 66560 73
+ Based on completed questionnaires (numerator) and eligible students (denominator). ++ These numbers include all students who filled out the YSS surveys as well as those that completed the surveys for the SHAPES-PEI survey and the EN FORME survey in schools that completed the YSS. The full Prince Edward Island and Quebec sample (rather than just students who completed YSS modules) from schools participating in YSS was included in order to calculate student response rates.
2010/2011 YSS Microdata User Guide 45 November 2011 8.2 Survey Errors The estimates derived from this survey are based on a sample of schools. Somewhat different estimates might be obtained if a complete census had been taken using the same questionnaire, data collection staff, and processing methods as those actually used in the survey. The difference between the estimates obtained from the sample and those resulting from a complete count taken under similar conditions are called the sampling error of the estimate.
Errors which are not related to sampling may occur at almost every phase of a survey. Administrators may misunderstand instructions, respondents may make errors in answering questions, the answers may be incorrectly entered on the questionnaire, and errors may be introduced in the processing and tabulation of the data. These are all examples of non-sampling errors.
Over a large number of observations, randomly occurring errors will have little effect on estimates derived from the survey; however, errors occurring systematically will contribute to biases in the survey estimates. Considerable time and effort were taken to reduce non-sampling errors in the survey. Quality assurance measures were implemented at each step of the data collection and processing cycle to monitor the quality of the data. These measures included 1) the use of protocols that have been validated in previous studies of school-based data collection around youth smoking; 2) detailed instructions for teachers; 3) extensive training of project staff with respect to the survey procedures; 4) procedures to ensure that data capture errors were minimized; and 5) coding and edit quality checks to verify the processing logic.
2010/2011 YSS Microdata User Guide 46 November 2011 9.0 Guidelines for Tabulation, Analysis and Release Please note that this section is adapted from the 2002 Youth Smoking Survey User Guide written by Statistics Canada.9 It details guidelines for users when tabulating, analyzing, and publishing or otherwise releasing any data derived from the survey data files. With the aid of these guidelines, users of the YSS Public Use Microdata file should be able to produce the same figures as those produced by any statistician and, at the same time, will be able to develop currently unpublished figures in a manner consistent with these established guidelines.
9.1 Rounding Guide Users are urged to adhere to the following guidelines regarding the rounding of such estimates:
1) Estimates in the main body of a statistical table are to be rounded to the nearest hundred units using the normal rounding technique. In normal rounding, if the first or only digit to be dropped is 0 to 4, the last digit to be retained is not changed. If the first or only digit to be dropped is 5 to 9, the last digit to be retained is raised by one. For example, in normal rounding to the nearest 100, if the last two digits are between 00 and 49, they are changed to 00 and the preceding digit (the hundreds digit) is left unchanged. If the last digits are between 50 and 99 they are changed to 00 and the preceding digit is incremented by 1.
2) Marginal sub-totals and totals in statistical tables are to be derived from their corresponding un-rounded components and then are to be rounded themselves to the nearest 100 units using normal rounding.
3) Averages, proportions, rates and percentages are to be computed from un-rounded components (i.e., numerators and/or denominators) and then are to be rounded to one decimal using normal rounding. In normal rounding to a single digit, if the final or only digit to be dropped is 0 to 4, the last digit to be retained is not changed. If the first or only digit to be dropped is 5 to 9, the last digit to be retained is increased by 1.
4) Sums and differences of aggregates (or ratios) are to be derived from their corresponding un-rounded components and then are to be rounded themselves to the nearest 100 units (or the nearest one decimal) using normal rounding.
5) Under no circumstances are un-rounded estimates to be published or otherwise released by users. Un-rounded estimates imply greater precision than actually exists.
9 Stats Canada (2002). Microdata User Guide: Youth Smoking Survey 2002. Accessible at: http://www.statcan.ca/english/sdds/document/4401_D2_T9_V2_E.pdf. 2010/2011 YSS Microdata User Guide 47 November 2011 9.2 Sample Weighting Guidelines for Tabulation The sample design used for the Youth Smoking Survey (YSS) was not self-weighting. When producing simple estimates, including the production of ordinary statistical tables, users must apply the proper sampling weights. If proper weights are not used, the estimates derived from the Public Use Microdata file cannot be considered to be representative of the survey population, and will not correspond to estimates produced by Health Canada.
9.3 Definitions of Types of Estimates: Categorical and Quantitative Before discussing how the YSS data can be tabulated and analyzed, it is useful to describe the two main types of point estimates of population characteristics which can be generated from the Public Use Microdata file for the YSS.
Categorical Estimates Categorical estimates are estimates of the number, or percentage of the surveyed population possessing certain characteristics or falling into some defined category. The number of students who ever smoked a whole cigarette or the proportion of smokers who usually buy cigarettes from a friend or someone else are examples of such estimates. An estimate of the number of persons possessing a certain characteristic may also be referred to as an estimate of an aggregate.
Examples of Categorical Questions: Q: Have you ever smoked a whole cigarette? R: Yes / No Q: Where do you usually get your cigarettes? R: I buy them myself at a store / I buy them from a friend or someone else / I ask someone to buy them for me / etc.
Quantitative Estimates Quantitative estimates are estimates of totals or of means, medians and other measures of central tendency of quantities based upon some or all of the members of the surveyed population. They also specifically involve estimates of the form Xˆ /Yˆ where Xˆ is an estimate of surveyed population quantity total and Yˆ is an estimate of the number of persons in the surveyed population contributing to that total quantity.
The only example of a quantitative estimate in the 2010/2011 YSS is the number of whole cigarettes smoked on each of the last seven days. If users want to estimate the average number of whole cigarettes smoked on the days the respondent smoked, then the numerator is the total number of whole cigarettes smoked in the last seven days and the denominator would be the number of days whole cigarettes were smoked in the last seven days.
2010/2011 YSS Microdata User Guide 48 November 2011 Tabulation of Categorical Estimates Estimates of the number of people with a certain characteristic can be obtained from the microdata file by summing the final weights of all records possessing the characteristic(s) ^ ^ of interest. Proportions and ratios of the form X/Y are obtained by: a) summing the final weights of records having the characteristic of interest for the ^ numerator ( X ) , b) summing the final weights of records having the characteristic of interest for the ^ denominator (Y ), then ^ ^ c) dividing estimate a) by estimate b) ( X/Y ).
Tabulation of Quantitative Estimates Estimates of totals can be obtained from the YSS Public Use Microdata file by multiplying the value of the variable of interest by the final weight for each record, then summing this quantity over all records of interest. For example, to obtain an estimate of the total number of whole cigarettes smoked in the past seven days prior to the survey by students in grade 9 (secondary III in Quebec) multiply the value reported in the derived variable DVCIGWK (number of whole cigarettes smoked in the past seven days prior to the survey) by the final weight for the record, then sum this value over all records with DVCIGWK < 996.
9.4 Guidelines for Statistical Analysis
Use of Weights for Producing Simple Estimates The 2010/2011 YSS is based upon a complex sampling design, with stratification, single- stage of selection, and unequal probabilities of selection of respondents.
The calculation of more precise variance estimates requires detailed knowledge of the design of the survey. Such details cannot be given in this Public Use Microdata file since confidentiality must be respected. However, variances that take account for the sample design can be calculated from the bootstrap weights which are provided as a separate data file. Health Canada employed STATA for all analyses of the 2010/2011 YSS. All analyses were conducted using Stata 1010. The surveyset commands were used to account for the complex survey design and variance estimates were derived using balanced repeated replication (BRR) with Fay’s method11. This procedure creates reliable estimates of the variance for both simple estimates such as estimates of totals, proportions and ratios and more complex analyses such as linear or logistic regression. Another option is to use the Bootvar program available in both SAS and SPSS formats. It is made
10 StataCorp. 2005. Stata Statistical Software: Release 9. College Station, TX: StataCorp LP. 11 Judkins, D. 1990. Fay’s Method for Variance Estimation. Journal of Official Statistics, 6(3), 223-239. 2010/2011 YSS Microdata User Guide 49 November 2011 up of macros that compute variances for totals, differences between ratios and for linear and logistic regression. The bootstrap program for SAS can be found at http://data.library.ubc.ca/rdc/pdf/0702Bootdoc.pdf and bootstrap program for SPSS can be found at http://prod.library.utoronto.ca/datalib/codebooks/cstdli/gss/gss18/spssbootdoc_eng.pdf along with the documents explaining how to modify and use the program to meet users’ needs.
When producing simple estimates including the production of ordinary statistical tables, users must apply the proper sampling weight. There is one method that makes using standard packages of analysis techniques such as linear regression, logistic regression and analysis of variance, more reasonable. This is done by rescaling the weights on the records so that the average weight is one. As a result of using this weight, the results produced by standard packages will take into account the unequal probabilities of selection and thus be more meaningful even if they do not take into account the stratification and clustering of the design of the sample. A rescaled weight can be calculated by dividing the original weight by the average of the original weights for the sampled units contributing to the estimator that one is interested in.
The method described in the above paragraph produces reliable estimates of the coefficients under consideration in the analysis; however, the stratification and clustering of the sample’s design are still not taken into account. Consequently, the variance estimates calculated in this way are likely to be under-estimated.
9.5 Coefficient of Variation Release Guidelines Before releasing and/or publishing any estimate from the 2010/2011 YSS, users should first determine the quality level of the estimate. The quality levels are Acceptable, Marginaland Unacceptable. Data quality is affected by both sampling and non-sampling errors as discussed in Section 8. However for this purpose, the quality level of an estimate will be determined only on the basis of sampling error as reflected by the coefficient of variation (i.e., standard deviation divided by the mean, multiplied by 100) as shown in the table below. Nonetheless, users should be sure to read Section 7 to be more fully aware of the quality characteristics of these data.
First, determine the number of respondents who contributed to the calculation of the estimate. If this number is less than 30, consider the weighted estimate to be of unacceptable quality.
For weighted estimates based on sample sizes of 30 or more, users should determine the coefficient of variation of the estimate and follow the guidelines in Table 10. Apply these quality level guidelines to weighted rounded estimates.
All estimates may be released. However, those of marginal or unacceptable quality level must be accompanied by a statement of warning to caution subsequent users.
2010/2011 YSS Microdata User Guide 50 November 2011 Table 10: Quality Level Guidelines for Weighted Estimates
Quality Level of Estimate Guidelines
Acceptable Estimates have a sample size of 30 or more, and low coefficients of variation in the range of 0.0% to 16.5%.
No warning is required.
Marginal Estimates have a sample size of 30 or more, and high coefficients of variation in the range of 16.6% to 33.3%.
Estimates should be flagged with the letter M (or some similar identifier). They should be accompanied by a warning to caution subsequent users about the high levels of error associated with the estimates.
Unacceptable Estimates have a sample size of less than 30, or very high coefficients of variation in excess of 33.3%.
It is not recommended to release estimates of unacceptable quality. Such estimates should be replaced with the letter U (or some similar identifier) and the following statement: "Unreleasable due to low sample size.”
2010/2011 YSS Microdata User Guide 51 November 2011 Appendices
Appendix A: 2010/2011 Youth Smoking Survey Collaborative Projects
Project Name: Health Behaviour Survey (HBS) Contact: Drs. Mark Asbridge & Don Langille Department of Community Health and Epidemiology Dalhousie University
Description: Researchers from the Department of Community Health and Epidemiology at Dalhousie University contracted Propel to implement the HBS alongside the 2010/2011 YSS. The purpose of this survey was to assess injury and sexual risk taking behaviours among Nova Scotia students in grades 9 -12, and to examine associations with experiences of depression and psychological distress.
All sampled secondary schools in Nova Scotia were approached to participate in the collaborative YSS/HBS project. A total of 10 secondary schools (of the 8 targeted) agreed to participate in the YSS project, of which 8 also agreed to participate in the HBS survey. A total of 2,989 students from these 8 secondary schools completed the one-page HBS questionnaire following their completion of the YSS Module B questionnaire. Funding for the project was provided by AUTO21, a member of the Networks of Centres of Excellence program which is administered and funded by the Natural Sciences and Engineering Research Council, Canadian Institutes of Health Research, Social Sciences and Humanities Research Council, in partnership with Industry Canada and Dalhousie University.
Project Name: Alberta Supplement Project Contact: Dr. Cam Wild University of Alberta
Description: The Alberta Supplement investigated student attitudes toward school policies related to tobacco, cannabis, and alcohol, as well as the receipt and delivery of interpersonal tactics to control the use of these substances. Dr. Cam Wild at the University of Alberta is the lead investigator for the project and can be contacted directly for access to the Alberta Supplement data set.
A total of 555 students in grades 7 through 12 from six secondary schools participating in the 2010/2011 Youth Smoking Survey completed the Alberta Supplement questionnaire, following completion of the YSS Module B questionnaire. These data will be used to describe support for school-based policies and practices aimed at controlling substance
use, as well as the prevalence of substance-related interpersonal social control tactics in the student population.
Project Name: EN FORME Contact: Dr. Rémi Coderre Québec en Forme (QEF)
Description: The 2010/2011 EN FORME /YSS combines QEF’s healthy lifestyle for youth initiatives with the 2010/2011 YSS. The data collected from the EN FORME project will allow local groups supported by QEF to draw a portrait of the habits of young people especially in the areas of physical activity, healthy eating and tobacco use.
As a result of this collaboration 138 schools participated in the EN FORME /YSS project. In previous implementations of the YSS without a collaborative Quebec project, approximately 36 schools were targeted. Each grade 6-12 student participating in this collaborative project randomly received a YSS questionnaire or an EN FORME questionnaire. As a result, in elementary schools one-third of grade 6 students received a YSS questionnaire and in secondary schools half of the secondary I to secondary V students received a YSS questionnaire. Grade 5 students only received an EN FORME questionnaire.
At the request of the Quebec Ministry of Education, the EN FORME/YSS project worked in partnership with the Institut statistique du Quebec /Ministère de la santé et des services sociaux’s Quebec Health Survey of High School Students project, to ensure school research burden was reduced in the province of Quebec. It was decided that overlapping sampled schools and classes within these schools, would be identified for both surveys to ensure that only one survey would implemented within a participating school and/or class.
The EN FORME project is funded by QEF. QEF is a population-based initiative that emerged from a partnership between the not-for-profit Lucie et André Chagnon Foundation and the Government of Quebec.
Project Name: School Health Action, Planning and Evaluation System – Prince Edward Island (SHAPES-PEI) Contacts: Dr. Donna Murnaghan University of Prince Edward Island
Sterling Carruthers PEI Department of Education and Early Childhood Development
Description: The 2010/2011 SHAPES-PEI project has been a complementary research project for both the 2008/2009 and 2010/2011 YSS implementations. SHAPES-PEI collects data across four health behaviours (smoking, healthy eating, physical activity and positive mental health). SHAPES-PEI was first implemented in the 2008/2009 school year alongside the 2008/2009 YSS. The 2008/2009 YSS implementation provided baseline data for schools, boards, and the province and the 2010-11 implementation alongside the 2010/2011 YSS aims to provide important comparability data.
As a result of this collaboration, all Island schools with grades 5-12 were approached to participate in the SHAPES/YSS-PEI project. A total of 54 schools and approximately 6645 students participated in the collaborative SHAPES/YSS-PEI project. Without the SHAPES-PEI collaboration, the YSS sample would have only included 22 schools. Each grade 6-12 student participating in this collaborative project randomly received a YSS questionnaire, a SHAPES-PEI healthy eating questionnaire or a SHAPES-PEI physical activity questionnaire. Both modules of the SHAPES-PEI questionnaires also collected data on core smoking behaviours. As a result, one-third of the grades 6-12 student population received a YSS questionnaire. Grade 5 students only received one of two SHAPES-PEI questionnaires.
SHAPES-PEI is funded through a partnership between the Comprehensive School Health Research Group at UPEI and the PEI Department of Education and Early Childhood Development.
Project Name: Healthy School Planner Contacts: Dr. Steve Manske Propel Centre for Population Health Impact (Propel) University of Waterloo
Description: The Healthy School Planner (HSP) is based on the concept of Comprehensive School Health. Comprehensive School Health is an internationally recognized framework for supporting improvements in students’ educational outcomes while addressing school health in a planned, integrated and holistic way. As part of the 2010/2011 YSS, school staff from participating schools who were knowledgeable about tobacco use policies and programs in their school were invited to complete the HSP Tobacco Use Assessment Module. The HSP Tobacco Use Assessment assesses physical environment (e.g., school building and grounds, route to and from school, etc.), social environment through formal (e.g., school policies, rules, or support groups) or informal (e.g., unstructured peer interaction or role models) supports, quality of teaching and learning (both curriculum and informal activities where students gain knowledge and experiences to build the skills to make healthy choices), and community partnerships which provide access to resources and services for support staff, students, and families in the development and implementation of healthy school initiatives. Each participating YSS school was also
encouraged to complete HSP assessments on physical activity and healthy eating. This project was funded by Propel.
A total of 219 schools (51% of participating YSS schools) completed the HSP Tobacco Use Assessment. In addition, 80 schools (18% of participating YSS schools) completed the HSP Physical Activity Assessment and 19 schools (4%) completed the HSP Healthy Eating Assessment.
Appendix B: Youth Smoking Survey Questions by Survey Year
Table A1: Questionnaire questions in all YSS cycles: 21 Items
2010/2011 YSS Question Variable Name 1. Have you ever smoked 100 or more whole cigarettes in your life? SHUND0A1 2. Have you ever tried to quit smoking cigarettes? SEVRQTA1 3. Have you ever tried cigarette smoking, even just a few puffs? SPUFF0A1 4. Have you ever smoked every day for at least 7 days in a row? SLAST7A1 5. At any time during the next year do you think you will smoke a SSUSNYA1 cigarette? 6. Do you think in the future you might try smoking cigarettes? SSUSMTA1 7. Why do you smoke the brand of cigarettes that you do? (Mark all that SBRNDYC1 to apply) SBRNDYL1 8. What brand of cigarettes do you usually smoke? SBRNDUA1 9. Do you think it would be difficult or easy for you to get cigarettes if you SHWHRDA1 wanted to try smoking? 10. Where do you usually get your cigarettes? SGETCGA1 11. Your closest friends are the friends you like to spend the most time S5FRNDA1 with. How many of your closest friends smoke cigarettes? 12. ∅Have you ever tried any of the following? (Mark all that apply) SEVTRYA1, SEVTRYB3, SEVTRYB4, SEVTRYK1, SEVTRYC3, SEVTRYL1, SEVTRYG3, SEVTRYH3, SEVTRYN1, SEVTRYJ1 13. Are you... Female? Male? SEX 14. What language do you speak most often at home? GLANGUA1 15. About how much money do you usually get each week to spend on GMONEYA1 yourself or to save? (Remember to include all money from allowances and jobs like babysitting, delivering papers…) 16. How old are you today? AGE 17. What grade are you in? GRADE
18. On how many of the last 30 days did you smoke one or more SLST30A1 cigarettes? 19. Thinking back over the last 30 days, on the days that you smoked, how SLST30B1 many cigarettes did you usually smoke each day? 20. Have you ever smoked a whole cigarette? SWHOLEA1
∅ Additions were made to the 2010/2011 survey to ask about smoking bidis, using nicotine patches, nicotine gum, nicotine lozenges or nicotine inhalers, using a water-pipe to smoke tobacco, and using blunt wraps.
2010/2011 YSS Question Variable Name 21. How old were you when you smoked your first whole cigarette? SWHOLEB1
Table A2: Questions in the 2002, 2004/2005, 2006/2007, 2008/2009 and 2010/2011 Cycles of the YSS Surveys: 12 Items 2010/2011 Question Variable name 1. *Think back over the last 7 days. Find yesterday on the wheel and fill in SLAST7A3 to the number of whole cigarettes you smoked. Then, follow the wheel SLAST7H3 backwards and fill in the number of whole cigarettes you smoked on each of the last 7 days.
2. ×On average, how many hours a day do you do the following in your PFREETE1 free time? …Watch TV or movies 3. ∇On average, how many hours a day do you do the following in your PFREETF1 free time? …Read for fun 4. In general, I like the way I am. OHOWFLA1 5. When I do something, I do it well. OHOWFLB1 6. I like the way I look. OHOWFLC1 7. How old were you when you first had a drink of alcohol that is more AEVRETB1 than a sip? 8. How old were you when you first had 5 drinks or more of alcohol on one A5DRNKB1 occasion? 9. How old were you when you first used marijuana or cannabis? AEVRMJB1
10. This chart asks about your drug use. If you have ever used or tried any of the following drugs, mark the age at which you first used or tried. Then mark if you have used or tried the drug in the last 12 months. A. Amphetamines (speed, ice, meth…) AUAMPHB2, AUAMPHA2 B. MDMA (ecstasy, E, X…) AUMDMAB2 AUMDMAA2 C. Hallucinogens (LSD, PCP, acid, magic mushrooms, mesc…) AUHALUB2 AUHALUA2 D. Heroin (smack, junk, crank…) AUHEROB2, AUHEROA2 E. Cocaine (crack, blow, snow…) AUCOCNB2, AUCOCNA2
* The wording for this particular item was slightly different in 2006. Respondents of Module B1 were asked to give the number of times they smoked cigarettes in the last 7 days and respondents of Module B2 were asked to give the number of whole cigarettes they smoked in the last 7 days. × The wording in 2010/2011 was different than other years, where the question asked about time spent watching TV or videos. The variable name changed in 2010/2011 to reflect the added questions. ∇ The wording in 2008/2009 and 2010/2011 was different than other years, in 2008/2009 and 2010/2011 the question asks about the frequency per day whereas in the other years the student is asked about the frequency over all. The variable name changed in 2010/2011to reflect the added questions.
2010/2011 Question Variable name 11. This chart asks about your drug use. If you have ever used or tried any of the following drugs, mark the age at which you first used or tried. Then mark if you have used or tried the drug in the last 12 months. Medication used to get high and NOT for medical purposes A. Stimulants such as diet pills and stay awake pills (uppers, bennies) AUSTIMB2, or medicine that is usually used to treat ADHD such as Ritalin, AUSTIMA2 Concerta, Adderall, Dexedrine B. Pain relievers such as such as Demerol, Percocet, Percodan, AUPAINB2, Oxycontin, or any pain reliever with codeine AUPAINA2 12. This chart asks about your drug use. If you have ever used or tried any of the following drugs, mark the age at which you first used or tried. Then mark if you have used or tried the drug in the last 12 months. Other substances used to get high A. Glue, gasoline, or other solvents AUSOLVB2, AUSOLVA2
Table A3 Questions in the 2004/2005, 2006/2007, 2008/2009 and 2010/2011 Cycles of the YSS: 15Items Question 2010/2011 Variable name 1. Are you a smoker? SSMKERA1 2. How old were you when you first tried smoking cigarettes, even just a SPUFF0B1 few puffs? 3. If one of your best friends was to offer you a cigarette, would you SSUSFOA1 smoke it? 4. Do any of your brothers or sisters smoke cigarettes? SSIBLIA1 5. What are the rules about smoking in your home? SHRULSA1 6. During the past 7 days, on how many days did you ride in a car with SINCARA2 someone who was smoking cigarettes? 7. In the last 12 months, how often did you have a drink of alcohol that ADRINKA1 was more than just a sip? 8. In the last 12 months, how often did you have 5 drinks of alcohol or A5DRNKC1 more on one occasion? 9. In the last 12 months, how often did you use marijuana or cannabis (a AOFTMJA1 joint, pot, weed, hash…)? 10. This chart asks about your drug use. If you have ever used or tried any of the following drugs, mark the age at which you first used or tried. Then mark if you have used or tried the drug in the last 12 months. A. DACS (links…) AUDACSB2, AUDACSA2 11. I feel close to people at my school. OCONCTA1 12. I feel I am part of my school. OCONCTB1 13. I am happy to be at my school. OCONCTC1 14. I feel the teachers at my school treat me fairly. OCONCTD1 15. I feel safe in my school. OCONCTE1
Table A4: Questions in the 2006/2007, 2008/2009 and 2010/2011 Cycles of the YSS: 6 Items Question 2010/2011 Variable Name 1. When you smoke, how often do you share a cigarette with others? SSHAREA1
2. Do any of your parents, step-parents, or guardians smoke cigarettes? SGRDANA1 3. ∈In the last 30 days, where did you buy little cigars/cigarillos (plain or SWRBYCA2 to flavoured)? (Mark all that apply) SWRBYCE2 4. In the last 4 weeks, how many days of school did you miss because of OMISSHA1 your health? 5. In the last 4 weeks, how many classes did you skip when you weren't OSKIP0A1 supposed to? 6. ∅In the last 30 days, did you use any of the following? (Mark all that SEVTRYA2, apply) SEVTRYB5, SEVTRYB6, SEVTRYK2, SEVTRYC4, SEVTRYL2, SEVTRYG4, SEVTRYH4, SEVTRYN2, SEVTRYJ2
Table A5: Questions in the 2008/2009 and 2010/2011 Cycle of the YSS: 12 Items Question 2010/2011 Variable Name 1. ⊗For the cigarette brand that you indicated, what size cigarette do you SCGSIZB2 to usually smoke? (Mark all that apply) SCGSIZG2 2. Within the last 6 months, has a store clerk ever suggested a particular SCLKSGA1 brand when you were buying cigarettes? 3. Thinking about the last time you bought cigarettes in the last 12 SBUYCGA1 months, what did you buy? 4. Thinking about the last time you bought cigarettes in the last 12 SPAYCGA1 months, about how much did you pay for each single cigarette, pack, bag, or carton? 5. In the last 30 days, how often did you smoke cigarillos or little cigars SSMCGLA1 (plain or flavoured)? 6. The last time you bought/got cigarillos or little cigars (plain or SCGLNMA1 flavoured), how many did you buy/get? 7. Have you ever used flavoured tobacco products (menthol, cherry, SEVTRYM1 strawberry, vanilla, etc.)?
∈ The wording for this question changed slightly in 2010/2011 to separate the “bought them from a friend/someone else” response option into “bought them from a friend” and “bought them from someone else” ∅ Additions were made to the 2010/2011 survey to ask about smoking bidis, using nicotine patches, nicotine gum, nicotine lozenges or nicotine inhalers, using a water-pipe to smoke tobacco, and using blunt wraps. ⊗ The wording for this question in 2010/2011 was different from 2008/2009. In 2010/2011, students were permitted to select more than one response. The variable names changed as a result to reflect the changed question.
Question 2010/2011 Variable Name 8. In your family, you are… (Mark only one) GCHFAMA1 9. How many students at this school smoke on school property? SNTSPDA2 10. ◊On average, about how many hours a day do you do the following in PFREETA1 to your free time? PFREETF1 11. This chart asks about your drug use. If you have ever used or tried any of the following drugs, mark the age at which you first used or tried. Then mark if you have used or tried the drug in the last 12 months. Medication used to get high and NOT for medical purposes A. Sedatives or tranquilizers such as Ativan, Xanax, Valium (tranqs, AUSDTVB2, downers, etc.) AUSDTVA2 12. This chart asks about your drug use. If you have ever used or tried any of the following drugs, mark the age at which you first used or tried. Then mark if you have used or tried the drug in the last 12 months. Other substances used to get high A. Salvia (Divine Sage, Magic Mint, Sally D), AUSALVB2, AUSALVA2
Table A6: Questions in the 2010/2011 Cycle of the YSS: 16 items Question 2010/2011 Variable Name 1. How would you describe yourself? (Mark all that apply) GETHNCA1 to GETHNCF1 2. When you first tried smoking cigarettes, were you drinking alcohol at SSDRNKA1 the same time? 3. In the last 12 months, how often did you smoke the following kinds of SL12KDA1 to cigarettes? SL12KDE1 4. In the last 30 days, have you ever been asked for ID when buying SLST30D1 cigarettes in a store? 5. In the last 30 days, did you use any of the following flavoured tobacco S30DFLA1 to products? (Mark all that apply) S30DFLG1 6. Getting good grades is important to me. OCONCTF1 7. Which of the following best describes your marks during the past year? OMARKSA1 8. On how many of the last 7 days did you eat breakfast? H7DBRKA1 9. On a usual day, how many servings of fruits and/or vegetables do you HDFRVEA1 eat? (Include fresh, frozen, canned, and cooked items like apple, banana, carrot, salads, and 100% juice. Do not include chips, french fries, or other fried potatoes) 10. At your school, do you participate in intramural or school team sports? PSPORTC3 11. How do you usually get to and from school? PTOFRMA2 12. Mark how many minutes of HARD physical activity you did on each of PHRDMHA1 to the last 7 days. This includes physical activity during physical education PHRDUHA1 and class, lunch, recess, after school, evening, and spare time. HARD PHRDMMA1 to physical activities are jogging, team sports, fast dancing, jump-rope and PHRDUMA1
◊ The variable names changed in 2010/2011 to reflect the added questions. The items “Text or talk on a phone” and “E-mail or instant message” were only included in the 2010/2011 survey.
Question 2010/2011 Variable Name any other physical activities that increase your heart rate and make you breathe hard and sweat. 13. In the last 12 months, have you had alcohol mixed or pre-mixed with an ANRGDKA1 energy drink such as Red Bull, Rock Star, Monster, or another brand? 14. This chart asks about your drug use. If you have ever used or tried any of the following drugs, mark the age at which you first used or tried. Then mark if you have used or tried the drug in the last 12 months. A) Ketamine (special k, kit-kat…) AUKETAB2, AUKETAA2 B) GHB (G, liquid X, goop…) AUGHB0B2, AUGHB0A2 15. This chart asks about your drug use. If you have ever used or tried any of the following drugs, mark the age at which you first used or tried. Then mark if you have used or tried the drug in the last 12 months. Medication used to get high and NOT for medical purposes A) Sleeping medicine from a drugstore such as Nytol, Unisom AUSLEPB2, AUSLEPA2 B) Dextromethorphan such as cold or cough medicine like Robitussin AUDXM0B2, DM, Benylin DM (robos, dex, DXM) AUDXM0A2 16. This chart asks about your drug use. If you have ever used or tried any of the following drugs, mark the age at which you first used or tried. Then mark if you have used or tried the drug in the last 12 months. Other substances used to get high A) Jimson weed (locoweed, stinkweed, mad apple) [this is not AUJMSWB2, marijuana or cannabis] AUJMSWA2
Appendix C: Differences in Derived Variables between 2008/2009 YSS and 2010/2011 YSS
Two new derived variables were included in 2010/2011: Body Mass Index (BMI) and a categorical variable for Body Mass Index (BMI_ACAT).
Propel Centre for Population Health Impact Lyle S. Hallman Institute, University of Waterloo 200 University Ave. W., Waterloo, Ontario, Canada N2L 3G1 Telephone: (519) 888-4520 • Fax: (519) 746-8171 E-mail: [email protected] • www.propel.uwaterloo.ca
Description: Description: Description: CCS_only_english Description: Uwaterloo fl cmyk
The Propel Centre for Population Health Impact is a partnership between the Canadian Cancer Society and the University of Waterloo.
Appendix 2 to Annex A - Sample Questionnaire Grade 7-12 2012-11 Module A Module A
**PLEASE READ INSTRUCTIONS BEFORE YOU BEGIN THE SURVEY**
• This is NOT a test. All of your answers will be kept confidential. No one, not even your parents or teachers, will ever know what you answered. So, please be honest when you answer the questions.
• Mark only one option per question unless the instructions tell you to do something else.
• Choose the option that is the closest to what you think/feel is true for you.
• If you do not smoke, you will need to answer "I do not smoke" to many of the questions. We ask you to do this so that both smokers and non-smokers will take about the same amount of time to complete the questionnaire and teachers will not know which students smoke. Please, use an HB pencil
Proper Mark Improper Marks
Thousands of students across Canada, just like you, have been asked to take part in this survey. Most of the questions are about smoking, but there are also questions about exercise and For office use only eating habits. This important survey will help Health Canada to better understand smoking among young people in Canada. 0123456789 0123456789 Your help today is very important. © Her Majesty the Queen in Right of Canada (2010) [ SERIAL ] About You
1. What grade are you in? Grade 6 Quebec students only Grade 7 Grade 6 Grade 8 Secondary I Grade 9 Secondary II Grade 10 Secondary III Grade 11 Secondary IV Grade 12 Secondary V
2. How old are you today? 11 years or younger 16 years 12 years 17 years 13 years 18 years 14 years 19 years or older 15 years
3. Are you... Female? Male?
4. How would you describe yourself? (Mark all that apply) White Black Asian Aboriginal (First Nations, Métis, Inuit) Latin American/Hispanic Other
5. What language do you speak most often at home? English French Other
More than 2 6. On average, about how many Less than 1 1 to 2 hours 5 or more None but less than hours a day do you do the hour a day a day hours a day following in your free time? 5 hours a day a) Text or talk on a phone b) E-mail or instant message c) Play video games d) Play/surf on a computer e) Watch TV or movies f) Read for fun
7. For the next 3 questions, choose Mostly Mostly True Neutral False the answer that describes how you True False feel about the statement. a) In general, I like the way I am. b) When I do something, I do it well. c) I like the way I look. Your Experience with Smoking
8. Are you a smoker? Yes No
9. Have you ever tried cigarette smoking, even just a few puffs? Yes No
10. How old were you when you first tried smoking cigarettes, even just a few puffs? I have never done this I do not know
8 years or younger 14 years 9 years 15 years 10 years 16 years 11 years 17 years 12 years 18 years or older 13 years
11. Do you think in the future you might try smoking cigarettes? Definitely yes Probably yes Probably not Definitely not
12. If one of your best friends was to offer you a cigarette, would you smoke it? Definitely yes Probably yes Probably not Definitely not
13. At any time during the next year do you think you will smoke a cigarette? Definitely yes Probably yes Probably not Definitely not
14. Do you think it would be difficult or easy for you to get cigarettes if you wanted to smoke? Difficult Easy I do not know
15. Have you ever smoked a whole cigarette? Yes No
[ SERIAL ] 16. How old were you when you smoked your first whole cigarette? I have never smoked a whole cigarette I do not know
8 years or younger 14 years 9 years 15 years 10 years 16 years 11 years 17 years 12 years 18 years or older 13 years
17. Have you ever smoked 100 or more whole cigarettes in your life? Yes No
18. Have you ever smoked every day for at least 7 days in a row? Yes No
19. On how many of the last 30 days did you smoke one or more cigarettes? None 1 day 2 to 3 days 4 to 5 days 6 to 10 days 11 to 20 days 21 to 29 days 30 days (every day)
20. Thinking back over the last 30 days, on the days that Sun Mon Tue Wed Thur Fri Sat
you smoked, how many cigarettes did you usually 0 0 0 0 0 0 0 0 0 0 0 0 0 0 y
smoke each day? l 1 1 1 1 1 1 1 1 1 1 1 1 1 1 n
None O 2 2 2 2 2 2 2 2 2 2 2 2 2 2 e
A few puffs to one whole cigarette s 3 3 3 3 3 3 3 3 3 3 3 3 3 3 U 4 4 4 4 4 4 4 4 4 4 4 4 4 4
2 to 3 cigarettes e c
i 5 5 5 5 5 5 5 5 5 5 5 5 5 5
4 to 5 cigarettes f f
6 to 10 cigarettes O 6 6 6 6 6 6 6 6 6 6 6 6 6 6 r 7 7 7 7 7 7 7 7 7 7 7 7 7 7 11 to 20 cigarettes o 21 to 29 cigarettes F 8 8 8 8 8 8 8 8 8 8 8 8 8 8 30 or more cigarettes 9 9 9 9 9 9 9 9 9 9 9 9 9 9
21. Think back over the last 7 days. Sunday Monday Find yesterday on the wheel and fill in the number of whole cigarettes you smoked. Then, follow the wheel backwards and fill Tuesday in the number of whole cigarettes you Saturday smoked on each of the last 7 days. If you have not smoked, mark one of the circles below. Friday Wednesday I have never smoked I did not smoke over the last 7 days Thursday 22. When you smoke, how often do you share a cigarette with others? I do not smoke Never Sometimes Usually Always
23. What brand of cigarettes do you usually smoke? (Mark only one) I do not smoke I do not have a regular brand
Accord John Player's Rothmans Avanti Legend Viceroy Belmont MacDonald Viscount Belvedere Mark Ten Vogue Benson & Hedges Matinee American brands (e.g. Camel, Marlboro) Canadian Classics Number 7 Other cigarettes from First Nations/Native brands Craven Peter Jackson I roll my own cigarettes D.K. Player's Other Du Maurier Putter's Export "A" Quebec Classics
24. For the cigarette brand that you indicated, what size cigarette do you usually smoke? (Mark all that apply) I do not smoke I do not have a regular size King Size Regular Size Slim (super slim) 100s Other
25. Why do you smoke the brand of cigarettes that you do? (Mark all that apply) I do not smoke I do not have a usual brand My friends smoke the same brand My parents smoke the same brand I like the packaging This brand costs less than other brands I like the image of this brand I like the taste They are the only ones that I can get They have less tar For the nicotine buzz Other
26. Where do you usually get your cigarettes? (Mark only one) I do not smoke My mother or father gives them to me I buy them myself at a store A friend gives them to me I buy them from a friend Someone else gives them to me I buy them from someone else I take them from my mother, father, or siblings I ask someone to buy them for me Other My brother or sister gives them to me
[ SERIAL ] 27. In the last 12 months, how often did Less than 1 to 3 2 to 5 Daily or Once a you smoke the following kinds of Never once a times a times a almost week cigarettes? month month week daily a) Unbranded cigarettes from a plastic bag b) American brands such as Camel or Marlboro c) Chinese brands such as Jin Ling d) First Nations/Native brands D.K.’s, Putters, or Sago e) Other First Nations/Native brands such as Chiefs, Natives, Discount, or others
28. Within the last 6 months, has a store clerk ever suggested a particular brand when you were buying cigarettes? I did not buy cigarettes from a store in the last 6 months Yes, a store clerk suggested a brand No, a store clerk did not suggest a brand
29. In the last 30 days, have you ever been asked for ID when buying cigarettes in a store?
I did not buy or try to buy cigarettes in a store in the last 30 days Yes, I was asked for ID No, I was not asked for ID
30. Thinking about the last time you bought cigarettes in the last 12 months, what did you buy?
I did not buy cigarettes in the last 12 months A pack of 20 cigarettes A pack of 25 cigarettes A bag of 200 cigarettes A single cigarette A can or pouch of tobacco (loose tobacco) A carton (200 cigarettes) Another amount
31. Thinking about the last time you bought cigarettes in the last 12 months, about how much did you pay for each single cigarette, pack, bag, or carton?
I did not buy cigarettes in the last 12 months I do not remember the price Less than 10 cents 10 cents to 50 cents 51 cents to $6.00 $6.01 to $10.00 $10.01 to $20.00 $20.01 to $40.00 $40.01 to $60.00 $60.01 to $80.00 $80.01 or more 32. Have you ever tried to quit smoking cigarettes?
I have never smoked I have only smoked a few times I have never tried to quit I have tried to quit once I have tried to quit 2 or 3 times I have tried to quit 4 or 5 times I have tried to quit 6 or more times
33. Have you ever tried any of the following? (Mark all that apply)
Smoking pipe tobacco Smoking cigarillos or little cigars (plain or flavoured) Smoking cigars (not including cigarillos or little cigars, plain or flavoured) Smoking roll-your-own cigarettes (tobacco only) Smoking bidis (little cigarettes that are hand-rolled in leaves, tied with a string at the ends, and come in different flavours) Using smokeless tobacco (chewing tobacco, pinch, snuff, or snus) Using nicotine patches, nicotine gum, nicotine lozenges, or nicotine inhalers Using a water-pipe to smoke tobacco (also known as a hookah, sheesha, narg-eelay, hubble-bubble, or gouza) Using blunt wraps (a sheet or tube made of tobacco used to roll cigarette tobacco) I have not tried any of these things
34. In the last 30 days, did you use any of the following? (Mark all that apply)
Pipe tobacco Cigarillos or little cigars (plain or flavoured) Cigars (not including cigarillos or little cigars, plain or flavoured) Roll-your-own cigarettes (tobacco only) Bidis (little cigarettes that are hand-rolled in leaves, tied with a string at the ends, and come in different flavours) Smokeless tobacco (chewing tobacco, pinch, snuff, or snus) Nicotine patches, nicotine gum, nicotine lozenges, or nicotine inhalers Water-pipe to smoke tobacco (also known as a hookah, sheesha, narg-eelay, hubble-bubble, or gouza) Blunt wraps (a sheet or tube made of tobacco used to roll cigarette tobacco) I have not used any of these things in the last 30 days
35. In the last 30 days, where did you buy cigarillos or little cigars (plain or flavoured)? (Mark all that apply)
I did not buy cigarillos or little cigars I bought cigarillos or little cigars at a store I bought them from my brother or sister I bought them from a friend I bought them from someone else I asked someone else to buy them for me 36. In the last 30 days, how often did you smoke cigarillos or little cigars (plain or flavoured)?
I have never done this I did not smoke any cigarillos or little cigars in the last 30 days Once in the last 30 days Less than once a week Once a week 2 to 6 times a week Once a day More than once a day
37. The last time you bought/got cigarillos or little cigars (plain or flavoured), how many did you buy/get?
I have never bought/got cigarillos nor little cigars A single cigarillo or little cigar A pack of 5 A pack of 10 A pack of 20 Another amount
38. Have you ever used flavoured tobacco products (menthol, cherry, strawberry, vanilla, etc.)?
Yes No
39. In the last 30 days, did you use any of the following flavoured tobacco products? (Mark all that apply)
Menthol cigarette Flavoured cigarillo or little cigar Flavoured cigar Flavoured bidi Flavoured smokeless tobacco Flavoured tobacco in a water-pipe I did not use any of these things in the last 30 days
[ SERIAL ] You, Your Family, and Your Friends
40. Do any of your parents, step-parents, or guardians smoke cigarettes? Yes No I do not know
41. Do any of your brothers or sisters smoke cigarettes? Yes No I do not know I have no brothers or sisters
42. What are the rules about smoking in your home? No one is allowed to smoke in my home Only special guests are allowed to smoke in my home People are allowed to smoke only in certain areas in my home People are allowed to smoke anywhere in my home
43. During the last 7 days, on how many days did you ride in a car with someone who was smoking cigarettes? 0 days 1 or 2 days 3 or 4 days 5 or 6 days All 7 days I did not ride in a car in the last 7 days I do not know
44. Your closest friends are the friends you like to spend the most time with. How many of your closest friends smoke cigarettes? None 1 friend 2 friends 3 friends 4 friends 5 or more friends
45. In your family, you are...(Mark only one) The only daughter The only son The oldest daughter The oldest son A middle daughter A middle son The youngest daughter The youngest son
46. About how much money do you usually get each week to spend on yourself or to save? (Remember to include all money from allowances and jobs like babysitting, delivering papers...) Zero $1 to $5 $6 to $10 $11 to $20 $21 to $40 $41 to $100 More than $100 I do not know how much money I get each week Your School and You
Strongly Strongly 47. How strongly do you agree or disagree with Agree Disagree each of the following? Agree Disagree a) I feel close to people at my school.
b) I feel I am part of my school.
c) I am happy to be at my school.
d) I feel the teachers at my school treat me fairly.
e) I feel safe in my school.
f) Getting good grades is important to me.
48. In the last 4 weeks, how many days of school did you miss because of your health? 0 days 1 or 2 days 3 to 5 days 6 to 10 days 11 or more days
49. In the last 4 weeks, how many classes did you skip when you were not supposed to?
0 classes 1 or 2 classes 3 to 5 classes 6 to 10 classes 11 to 20 classes More than 20 classes
50. How many students at this school smoke on school property?
A lot Some A few None
51. Which of the following best describes your marks during the past year?
Mostly A’s / above 85% / level 4
Mostly A’s and B’s / 70 - 84% / level 3 - 4
Mostly B’s and C’s / 60 - 69% / level 3
Mostly C’s / 50 - 59% / level 2
Mostly letter grades below C’s / below 50% / level 1
[ SERIAL ] Exercise and Eating
52. How tall are you without your shoes on? (Please write your height on the line and then fill in the appropriate numbers for your height in feet and inches OR centimetres)
"My height is ______"
I do not know how tall I am
Example: 5 ft 7in Height Height Height Feet Inches Centimetres Feet Inches 0 0 0 OR 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 2 2 2 2 2 on 2 2 3 3 3 3 3 3 4 4 4 4 on 4 4 5 5 5 5 5 5 6 6 6 6 6 6 7 7 7 7 7 7 8 8 8 8 9 9 9 on 9 on onon 53.ono Hown much do you weigh without your shoes on? on(Please write your weight on the line and then fill in the appropriate numbers for your weight in on pounds OR kilograms)
"Myon weight is ______" on onon I do not know how much I weigh onon onon onExample:on 127 lbs Weight Weight on Weight Pounds Kilograms on Pounds 0 0 0 0 0 0 on 0 0 0 1 1 1 OR 1 1 1 on 1 1 1 2 2 2 2 2 onon 2 2 2 3 3 3 3 3 onon 3 3 3 4 4 4 4 onon 4 4 5 5 5 5 onon 5 5 6 6 6 6 on 6 6 7 7 7 7 on 7 7 8 8 8 8 8 8 9 9 9 9 on 9 9 on onon 54.ono Onn how many of the last 7 days did you eat breakfast? on 0 days on 1 day 2 days 3 days 4 days on 5 days 6 days on 7 days (every day) 55. On a usual day, how many servings of fruits and/or vegetables do you eat? (Include fresh, frozen, canned, and cooked items like apple, banana, carrot, salads, and 100% juice. Do not include chips, french fries, or other fried potatoes) 0 servings 1-2 servings 3-4 servings 5 servings 6 servings 7 servings 8 or more servings
56. At your school, do you participate in intramural or school team sports?
Yes No
57. In the last 7 days, how did you usually get to and from school?
Actively (e.g. walk, bike, skateboard) Inactively (e.g. car, bus, public transit) Mixed (actively and inactively)
58. Mark how many minutes of HARD physical activity you did on each of the last 7 days. This includes physical activity during physical education class, lunch, recess, after school, evenings, and spare time.
HARD physical activities are jogging, team sports, fast dancing, jump-rope and any other physical activities that increase your heart rate and make you breathe hard and sweat.
For example: If you did 1 hour and 45 minutes of hard activity on Monday, you will need to fill in the 1 hour circle and the 45 minute circle, as shown below:
Hours Minutes Monday 0 0 2 3 4 0 15 30 45
Hours Minutes Monday 012340 15 30 45 Tuesday 012340 15 30 45 Wednesday 012340 15 30 45 Thursday 012340 15 30 45 Friday 012340 15 30 45 Saturday 012340 15 30 45 Sunday 012340 15 30 45
[ SERIAL ] Appendix 2 to Annex A - Sample Questionnaire Grade 7-12 2010-11 Module B Module B
**PLEASE READ INSTRUCTIONS BEFORE YOU BEGIN THE SURVEY**
• This is NOT a test. All of your answers will be kept confidential. No one, not even your parents or teachers, will ever know what you answered. So, please be honest when you answer the questions.
• Mark only one option per question unless the instructions tell you to do something else.
• Choose the option that is the closest to what you think/feel is true for you.
• If you do not smoke, you will need to answer "I do not smoke" to many of the questions. We ask you to do this so that both smokers and non-smokers will take about the same amount of time to complete the questionnaire and teachers will not know which students smoke. Please, use an HB pencil
Proper Mark Improper Marks
Thousands of students across Canada, just like you, have been asked to take part in this survey. Most of the questions are about smoking, but there are also questions about exercise, eating habits, and alcohol and drugs. This important survey will For office use only help Health Canada to better understand smoking, alcohol, and 0123456789 other drug use among young people in Canada. Your help 0123456789 today is very important. © Her Majesty the Queen in Right of Canada (2010) [ SERIAL ] About You
1. What grade are you in? Grade 6 Quebec students only Grade 7 Grade 6 Grade 8 Secondary I Grade 9 Secondary II Grade 10 Secondary III Grade 11 Secondary IV Grade 12 Secondary V
2. How old are you today? 11 years or younger 16 years 12 years 17 years 13 years 18 years 14 years 19 years or older 15 years
3. Are you... Female? Male?
4. How would you describe yourself? (Mark all that apply) White Black Asian Aboriginal (First Nations, Métis, Inuit) Latin American/Hispanic Other
5. What language do you speak most often at home? English French Other
More than 2 6. On average, about how many Less than 1 1 to 2 hours 5 or more None but less than hours a day do you do the hour a day a day hours a day following in your free time? 5 hours a day a) Text or talk on a phone b) E-mail or instant message c) Play video games d) Play/surf on a computer e) Watch TV or movies f) Read for fun
7. For the next 3 questions, choose Mostly Mostly True Neutral False the answer that describes how you True False feel about the statement. a) In general, I like the way I am. b) When I do something, I do it well. c) I like the way I look. Your Experience with Smoking
8. Are you a smoker? Yes No
9. Have you ever tried cigarette smoking, even just a few puffs? Yes No
10. How old were you when you first tried smoking cigarettes, even just a few puffs? I have never done this I do not know
8 years or younger 14 years 9 years 15 years 10 years 16 years 11 years 17 years 12 years 18 years or older 13 years
11. Do you think in the future you might try smoking cigarettes? Definitely yes Probably yes Probably not Definitely not
12. If one of your best friends was to offer you a cigarette, would you smoke it? Definitely yes Probably yes Probably not Definitely not
13. At any time during the next year do you think you will smoke a cigarette? Definitely yes Probably yes Probably not Definitely not
14. Do you think it would be difficult or easy for you to get cigarettes if you wanted to smoke? Difficult Easy I do not know
15. Have you ever smoked a whole cigarette? Yes No
[ SERIAL ] 16. How old were you when you smoked your first whole cigarette? I have never smoked a whole cigarette I do not know
8 years or younger 14 years 9 years 15 years 10 years 16 years 11 years 17 years 12 years 18 years or older 13 years
17. Have you ever smoked 100 or more whole cigarettes in your life? Yes No
18. Have you ever smoked every day for at least 7 days in a row? Yes No
19. On how many of the last 30 days did you smoke one or more cigarettes? None 1 day 2 to 3 days 4 to 5 days 6 to 10 days 11 to 20 days 21 to 29 days 30 days (every day)
20. Thinking back over the last 30 days, on the days that Sun Mon Tue Wed Thur Fri Sat
you smoked, how many cigarettes did you usually 0 0 0 0 0 0 0 0 0 0 0 0 0 0 y
smoke each day? l 1 1 1 1 1 1 1 1 1 1 1 1 1 1 n
None O 2 2 2 2 2 2 2 2 2 2 2 2 2 2 e
A few puffs to one whole cigarette s 3 3 3 3 3 3 3 3 3 3 3 3 3 3 U 4 4 4 4 4 4 4 4 4 4 4 4 4 4
2 to 3 cigarettes e c
i 5 5 5 5 5 5 5 5 5 5 5 5 5 5
4 to 5 cigarettes f f
6 to 10 cigarettes O 6 6 6 6 6 6 6 6 6 6 6 6 6 6 r 7 7 7 7 7 7 7 7 7 7 7 7 7 7 11 to 20 cigarettes o 21 to 29 cigarettes F 8 8 8 8 8 8 8 8 8 8 8 8 8 8 30 or more cigarettes 9 9 9 9 9 9 9 9 9 9 9 9 9 9
21. Think back over the last 7 days. Sunday Monday Find yesterday on the wheel and fill in the number of whole cigarettes you smoked. Then, follow the wheel backwards and fill Tuesday in the number of whole cigarettes you Saturday smoked on each of the last 7 days. If you have not smoked, mark one of the circles below. Friday Wednesday I have never smoked I did not smoke over the last 7 days Thursday 22a. When you smoke, how often do you share a cigarette with others? I do not smoke Never Sometimes Usually Always
22b. When you first tried smoking cigarettes, were you drinking alcohol at the same time? I have never tried smoking Yes No
23. What brand of cigarettes do you usually smoke? (Mark only one) I do not smoke I do not have a regular brand
Accord John Player's Rothmans Avanti Legend Viceroy Belmont MacDonald Viscount Belvedere Mark Ten Vogue Benson & Hedges Matinee American brands (e.g. Camel, Marlboro) Canadian Classics Number 7 Other cigarettes from First Nations/Native brands Craven Peter Jackson I roll my own cigarettes D.K. Player's Other Du Maurier Putter's Export "A" Quebec Classics
24. For the cigarette brand that you indicated, what size cigarette do you usually smoke? (Mark all that apply) I do not smoke I do not have a regular size King Size Regular Size Slim (super slim) 100s Other
25. Why do you smoke the brand of cigarettes that you do? (Mark all that apply) I do not smoke I like the image of this brand I do not have a usual brand I like the taste My friends smoke the same brand They are the only ones that I can get My parents smoke the same brand They have less tar I like the packaging For the nicotine buzz This brand costs less than other brands Other
26. Where do you usually get your cigarettes? (Mark only one) I do not smoke My mother or father gives them to me I buy them myself at a store A friend gives them to me I buy them from a friend Someone else gives them to me I buy them from someone else I take them from my mother, father, or siblings I ask someone to buy them for me Other My brother or sister gives them to me
[ SERIAL ] 27. In the last 12 months, how often did Less than 1 to 3 2 to 5 Daily or Once a you smoke the following kinds of Never once a times a times a almost week cigarettes? month month week daily a) Unbranded cigarettes from a plastic bag b) American brands such as Camel or Marlboro c) Chinese brands such as Jin Ling d) First Nations/Native brands D.K.’s, Putters, or Sago e) Other First Nations/Native brands such as Chiefs, Natives, Discount, or others
28. Within the last 6 months, has a store clerk ever suggested a particular brand when you were buying cigarettes? I did not buy cigarettes from a store in the last 6 months Yes, a store clerk suggested a brand No, a store clerk did not suggest a brand
29. In the last 30 days, have you ever been asked for ID when buying cigarettes in a store? I did not buy or try to buy cigarettes in a store in the last 30 days Yes, I was asked for ID No, I was not asked for ID
30. Thinking about the last time you bought cigarettes in the last 12 months, what did you buy? I did not buy cigarettes in the last 12 months A pack of 20 cigarettes A pack of 25 cigarettes A bag of 200 cigarettes A single cigarette A can or pouch of tobacco (loose tobacco) A carton (200 cigarettes) Another amount
31. Thinking about the last time you bought cigarettes in the last 12 months, about how much did you pay for each single cigarette, pack, bag, or carton? I did not buy cigarettes in the last 12 months I do not remember the price Less than 10 cents 10 cents to 50 cents 51 cents to $6.00 $6.01 to $10.00 $10.01 to $20.00 $20.01 to $40.00 $40.01 to $60.00 $60.01 to $80.00 $80.01 or more
32. Have you ever tried to quit smoking cigarettes? I have never smoked I have only smoked a few times I have never tried to quit I have tried to quit once I have tried to quit 2 or 3 times I have tried to quit 4 or 5 times I have tried to quit 6 or more times 33. Have you ever tried any of the following? (Mark all that apply) Smoking pipe tobacco Smoking cigarillos or little cigars (plain or flavoured) Smoking cigars (not including cigarillos or little cigars, plain or flavoured) Smoking roll-your-own cigarettes (tobacco only) Smoking bidis (little cigarettes that are hand-rolled in leaves, tied with a string at the ends, and come in different flavours) Using smokeless tobacco (chewing tobacco, pinch, snuff, or snus) Using nicotine patches, nicotine gum, nicotine lozenges, or nicotine inhalers Using a water-pipe to smoke tobacco (also known as a hookah, sheesha, narg-eelay, hubble-bubble, or gouza) Using blunt wraps (a sheet or tube made of tobacco used to roll cigarette tobacco) I have not tried any of these things
34. In the last 30 days, did you use any of the following? (Mark all that apply) Pipe tobacco Cigarillos or little cigars (plain or flavoured) Cigars (not including cigarillos or little cigars, plain or flavoured) Roll-your-own cigarettes (tobacco only) Bidis (little cigarettes that are hand-rolled in leaves, tied with a string at the ends, and come in different flavours) Smokeless tobacco (chewing tobacco, pinch, snuff, or snus) Nicotine patches, nicotine gum, nicotine lozenges, or nicotine inhalers Water-pipe to smoke tobacco (also known as a hookah, sheesha, narg-eelay, hubble-bubble, or gouza) Blunt wraps (a sheet or tube made of tobacco used to roll cigarette tobacco) I have not used any of these things in the last 30 days
35. In the last 30 days, where did you buy cigarillos or little cigars (plain or flavoured)? (Mark all that apply) I did not buy cigarillos or little cigars I bought cigarillos or little cigars at a store I bought them from my brother or sister I bought them from a friend I bought them from someone else I asked someone else to buy them for me
36. In the last 30 days, how often did you smoke cigarillos or little cigars (plain or flavoured)? I have never done this I did not smoke any cigarillos or little cigars in the last 30 days Once in the last 30 days Less than once a week Once a week 2 to 6 times a week Once a day More than once a day
37. The last time you bought/got cigarillos or little cigars (plain or flavoured), how many did you buy/get? I have never bought/got cigarillos nor little cigars A single cigarillo or little cigar A pack of 5 A pack of 10 A pack of 20 Another amount 38. Have you ever used flavoured tobacco products (menthol, cherry, strawberry, vanilla, etc.)? Yes No
39. In the last 30 days, did you use any of the following flavoured tobacco products? (Mark all that apply) Menthol cigarette Flavoured cigarillo or little cigar Flavoured cigar Flavoured bidi Flavoured smokeless tobacco Flavoured tobacco in a water-pipe I did not use any of these things in the last 30 days You, Your Family, and Your Friends 40. Do any of your parents, step-parents, or guardians smoke cigarettes? Yes No I do not know
41. Do any of your brothers or sisters smoke cigarettes? Yes No I do not know I have no brothers or sisters
42. What are the rules about smoking in your home? No one is allowed to smoke in my home Only special guests are allowed to smoke in my home People are allowed to smoke only in certain areas in my home People are allowed to smoke anywhere in my home
43. During the last 7 days, on how many days did you ride in a car with someone who was smoking cigarettes? 0 days 1 or 2 days 3 or 4 days 5 or 6 days All 7 days I did not ride in a car in the last 7 days I do not know
44. Your closest friends are the friends you like to spend the most time with. How many of your closest friends smoke cigarettes? None 1 friend 2 friends 3 friends 4 friends 5 or more friends [ SERIAL ] 45. In your family, you are...(Mark only one) 46. About how much money do you usually The only daughter get each week to spend on yourself or to The oldest daughter save? A middle daughter (Remember to include all money from allowances The youngest daughter and jobs like babysitting, delivering papers...) The only son Zero The oldest son $1 to $5 A middle son $6 to $10 The youngest son $11 to $20 $21 to $40 $41 to $100 Don't forget this question More than $100 I do not know how much money I get each week
Your School and You
Strongly Strongly 47. How strongly do you agree or disagree with Agree Disagree each of the following? Agree Disagree a) I feel close to people at my school. b) I feel I am part of my school. c) I am happy to be at my school. d) I feel the teachers at my school treat me fairly. e) I feel safe in my school. f) Getting good grades is important to me.
48. In the last 4 weeks, how many days of school did you miss because of your health? 0 days 1 or 2 days 3 to 5 days 6 to 10 days 11 or more days
49. In the last 4 weeks, how many classes did you skip when you were not supposed to? 0 classes 1 or 2 classes 3 to 5 classes 6 to 10 classes 11 to 20 classes More than 20 classes
50. How many students at this school smoke on school property? A lot Some A few None
51. Which of the following best describes your marks during the past year? Mostly A’s / above 85% / level 4 Mostly A’s and B’s / 70 - 84% / level 3 - 4 Mostly B’s and C’s / 60 - 69% / level 3 Mostly C’s / 50 - 59% / level 2 Mostly letter grades below C’s / below 50% / level 1 Exercise and Eating
52. How tall are you without your shoes on? 55. On a usual day, how many servings of (Please write your height on the line and then fill fruits and/or vegetables do you eat? in the appropriate numbers for your height in feet (Include fresh, frozen, canned, and cooked and inches OR centimetres) items like apple, banana, carrot, salads, and 100% juice. Do not include chips, french fries, "My height is ______" or other fried potatoes) I do not know how tall I am Example: 5 ft 7in 0 servings 1-2 servings Height Height Height 3-4 servings Feet Inches Feet Inches OR Centimetres 5 servings 0 0 0 0 0 0 0 0 0 6 servings 1 1 1 1 1 1 1 1 1 7 servings 2 2 2 2 2 2 2 8 or more servings 3 3 3 3 3 3 4 4 4 4 4 4 on 5 5 5 5 5 5 56. At your school, do you participate in 6 6 6 6 6 6 intramural or school team sports? on 7 7 7 7 7 7 Yes 8 8 8 8 No 9 9 9 9 57. How do you usually get to and from on 53. How much do you weigh without your school? on shoes on? (Please write your weight on the line Actively (e.g. walk, bike, skateboard) on on and then fill in the appropriate numbers for your on Inactively (e.g. car, bus, public transit) on weight in pounds OR kilograms) on Mixed (actively and inactively) o"Myn weight is ______" I do not know how much I weigh 58. Mark how many minutes of HARD physical Example: 127 lbs on activity you did on each of the last 7 days. on Weight Weight Weight This includes physical activity during on on Pounds Pounds OR Kilograms physical education class, lunch, recess, on on 0 0 0 0 0 0 0 0 0 after school, evenings, and spare time. on on 1 1 1 1 1 1 1 1 1 on on 2 2 2 2 2 2 2 2 HARD physical activities are jogging, team on 3 3 3 3 3 3 3 3 sports, fast dancing, jump-rope and any other on 4 4 4 4 4 4 physical activities that increase your heart rate on 5 5 5 5 5 5 and make you breathe hard and sweat. on 6 6 6 6 6 6 on on 7 7 7 7 7 7 on on 8 8 8 8 8 8 For example: If you did 1 hour and 45 minutes of hard activity on on 9 9 9 9 9 9 on Monday, you will need to fill in the 1 hour circle and the 45 on on minute circle, as shown below: on Hours Minutes on 54. On how many of the last 7 days did you Monday 0 0 2 3 4 0 15 30 45 eat breakfast? on 0 days Hours Minutes on Monday 012340 15 30 45 on 1 day on Tuesday 012340 15 30 45 on 2 days on Wednesday 012340 15 30 45 on 3 days Thursday 012340 15 30 45 on 4 days 5 days Friday 012340 15 30 45 Don't forget this column 6 days Saturday 012340 15 30 45 7 days (every day) Sunday 012340 15 30 45 on on [ SERIAL ] Please remember that we will keep your answers completely confidential. Your teachers and Alcohol and Marijuana Use parents will not know how you answer these questions. Please take your time and be honest as you answer. "A drink" means: 1 regular sized bottle, can, or draft of beer; 1 glass of wine; 1 bottle of cooler; 1 shot of liquor (rum, whiskey, etc); or 1 mixed drink (1 shot of liquor with pop, juice, energy drink).
59. In the last 12 months, how often did you 60. How old were you when you first had a drink have a drink of alcohol that was more of alcohol that was more than a sip? than just a sip? I have never drank alcohol I have never drank alcohol I did not drink alcohol in the last 12 months I have only had a sip of alcohol I have only had a sip of alcohol I do not know
Less than once a month 8 years or younger 14 years Once a month 9 years 15 years 2 or 3 times a month 10 years 16 years Once a week 11 years 17 years 2 or 3 times a week 12 years 18 years or older 4 to 6 times a week 13 years Every day I do not know
61. In the last 12 months, how often did you 62. How old were you when you first had 5 have 5 drinks of alcohol or more on one drinks or more of alcohol on one occasion? occasion? I have never done this I have never done this I did not have 5 or more drinks on one I do not know occasion in the last 12 months
Less than once a month 8 years or younger 14 years Once a month 9 years 15 years 2 to 3 times a month 10 years 16 years Once a week 11 years 17 years 2 to 5 times a week 12 years 18 years or older Daily or almost daily 13 years I do not know
63. In the last 12 months, have you had alcohol mixed or pre-mixed with an energy drink such as Red Bull, Rock Star, Monster, or another brand? I have never done this I did not do this in the last 12 months Yes I do not know
64. In the last 12 months, how often did you 65. How old were you when you first used use marijuana or cannabis? (a joint, pot, marijuana or cannabis? weed, hash...) I have never used marijuana I have never used marijuana I have used marijuana but not in the last 12 months I do not know Less than once a month Once a month 8 years or younger 14 years 2 or 3 times a month 9 years 15 years Once a week 10 years 16 years 2 or 3 times a week 11 years 17 years 4 to 6 times a week 12 years 18 years or older Every day 13 years I do not know Please remember that we will keep your answers completely confidential. Other Drug Use Your teachers and parents will not know how you answer these questions. Please take your time and be honest as you answer.
66. This chart asks about your Have you used drug use. If you have ever used If you have ever used or tried, how old were or tried this in or tried any of the following you when you first used or tried this? the last 12 drugs, mark the age at which months? you first used or tried. Then I have 11 17 mark if you have used or tried never years or 12 13 14 15 16 years Yes No the drug in the last 12 months. done this younger or older a) Amphetamines (speed, crystal meth or ice, meth...) b) MDMA (ecstasy, E, X...) c) Hallucinogens (LSD, PCP, acid, magic mushrooms, mesc...) d) DACS (links...) e) Heroin (smack, junk, crank...) f) Cocaine (crack, blow, snow...) g) Ketamine (special k, kit-kat…) h) GHB (G, liquid X, goop…)
Medication used to get high and NOT for medical purposes i) Sedatives or tranquillizers such as Ativan, Xanax, Valium (tranqs, downers, etc.) j) Sleeping medicine from a drugstore such as Nytol, Unisom k) Stimulants such as diet pills and stay awake pills (uppers, bennies) or medicine that is usually used to treat ADHD such as Ritalin, Concerta, Adderall, Dexedrine l) Pain relievers such as Demerol, Percocet, Percodan, Oxycontin, or any pain reliever with codeine m) Dextromethorphan such as cold or cough medicine like Robitussin DM, Benylin DM (robos, dex, DXM)
Other substances used to get high n) Glue, gasoline, or other solvents o) Salvia (Divine Sage, Magic Mint, Sally D) p) Jimson weed (locoweed, stinkweed, mad apple) [this is not marijuana or cannabis] [ SERIAL ] Appendix 3 to Annex A – Ontario Student Drug Use Health Survey (OSDUHS) 2011
Appendix 4 to Annex A - Sample School Specific Report
SMOKING PROFILE FOR Anyplace School YOUR SCHOOL’S SMOKING PROFILE
Thank you, AnyPlace School, for participating in the 2010/2011 Youth Smoking Survey (YSS).
The Health Canada-sponsored YSS is a collection of health and tobacco-related data gathered from students in grades 6 through 12 in participating schools throughout Canada. The administrator of the survey, the Propel Centre for Population Health Impact (Propel), at the University of Waterloo, provides school-level profiles to all participating schools. National and provincial data on youth smoking, physical activity, eating, drug and alcohol behaviours are also included, with the intention of assisting community leaders (educators, students, and public health workers) in planning interventions that will provide the healthiest environment for students to thrive. The information contained in this profile is provided to each school and only they can provide permission to distribute this profile outside the school. We encourage schools to partner with their local health and voluntary organizations and to share these results with their school community (teachers, parents and students) to take action on these findings. For relevant, up-to-date literature and ideas on how to transform this data into appropriate action steps, see the Recommendations and Resource Summary section of this profile. The data for this profile may or may not be representative of your school due to small sample sizes, so please interpret results with caution.
Propel is pleased to provide this results profile for your school. Propel centrally coordinated the 2010/2011 YSS across Canada in collaboration with the following provincial partners.
Memorial University of Newfoundland Cancer Care Ontario University of Prince Edward Island CancerCare Manitoba Dalhousie University University of Saskatchewan IWK Health Centre University of Alberta Québec en Forme University of British Columbia University of Waterloo University of Victoria
The Government of Canada has contracted this research group to implement the Youth Smoking Survey on behalf of Health Canada. The results of the survey will be provided to Health Canada in a manner that will not identify any of the participants in the survey. Please note that in some cases results in table columns or rows and graphs may not add to 100% due to rounding.
For more information regarding this profile or the research project associated with it, visit yss.uwaterloo.ca or contact:
[Name of Provincial Collaborator], [title] Steve Manske, Senior Scientist Provincial Collaborator for the YSS Principal Investigator for the YSS [Name of Institution] Propel Centre for Population Health Impact [Phone number] University of Waterloo [email] (519) 888-4518 [email protected]
00 The Youth Smoking Survey (YSS) is coordinated centrally at the Propel Centre for Population Health Impact. Propel is a partnership between the Canadian Cancer Society and the University of Waterloo. TABLE OF CONTENTS
The Issue ...... 1 Smoking at Anyplace School...... 2 Student Susceptibility to Smoking...... 3 Peer and Family Influences...... 4 Obtaining and Sharing Cigarettes ...... 4 Spending Money ...... 4 Smoking at Home and in Cars ...... 5 The School Environment ...... 6 School Connectedness ...... 6 Rules Regarding Smoking at Your School ...... 7 Academic Achievement ...... 7 Emotional Well Being ...... 8 Truancy/Absenteeism ...... 8 Alcohol and Marijuana Use ...... 9 Age of Uptake ...... 9 Binge Drinking ...... 10 Marijuana Use ...... 10 Other Substance Use ...... 10 Beyond Cigarettes: Emerging Issues ...... 11 Physical Activity...... 12 Healthy Body Weight ...... 12 Meeting Canada’s Physical Activity Guidelines ...... 13 Physical Activity and Smoking ...... 13 Intramural Sports ...... 14 Commuting to School ...... 15 Commuting and Tobacco Use ...... 15 Screen Time and Tobacco Use ...... 16 Healthy Eating ...... 17 Healthy Eating and Academics ...... 18 Healthy Eating and Smoking ...... 18 Recommendation and Resource Summary ...... 19 References...... 21 THE ISSUE
Smoking is a School Issue
Youth who take up smoking show a decrease in academic achievement.1 SEE PAGE 7 FOR THE CONNECTION BETWEEN ACADEMIC PERFORMANCE AND SMOKING AT YOUR SCHOOL.
Smoking is associated with an increased risk of dropping out of high school; smoking is more predictive of dropping out than marijuana or alcohol use.2
Starting smoking at an early age is predictive of a number of risky behaviours; these include fighting, drug use, and problems in school.3-4 SEE PAGE 9 FOR RESULTS ON ALCOHOL, DRUG, MARIJUANA AND OTHER DRUG USE AMONGST YOUTH AT YOUR SCHOOL.
Smoking is a Student Issue
85% of current smokers start smoking by age 19.5 The average age at which youth in grade 12 smoked their first whole cigarette is 14 years.6 SEE PAGE 3 FOR THE NUMBER OF YOUTH AT YOUR SCHOOL SUSCEPTIBLE TO SMOKING.
Results from the 2008/2009 YSS show that 33% of youth in grades 6 to 12 report having tried smoking and 4% of youth report smoking on a daily basis.6 SEE PAGE 2 FOR THE NUMBER OF YOUTH AT YOUR SCHOOL WHO HAVE TRIED SMOKING.
Students who smoke also tend to engage in other health risk behaviours including physical inactivity, unhealthy eating, and alcohol consumption.8, 19 SEE PAGES 12-18 FOR PHYSICAL ACTIVITY AND EATING BEHAVIOUR RESULTS FOR YOUR SCHOOL.
Smoking is a Community Issue
17% of all deaths in Canada (or approximately 37,200 deaths/year) in Canada are attributable to tobacco use.9 Tobacco kills three times more Canadians each year than alcohol, AIDS, illegal drugs, car accidents, suicide, and murder combined.10 Preventing or delaying smoking can reduce short- and long-term health risks.3,11
In 2008, 18% of the Canadian population aged 15 years and older were current smokers (approximately 4.9 million smokers).12 SEE PAGE 2 TO SEE HOW YOUR SCHOOL COMPARES TO OTHER SCHOOLS IN THE PROVINCE AND COUNTRY.
Smoking is Everyone’s Responsibility We owe it to our kids to do whatever we can to keep them smoke-free and healthy. SEE THE RECOMMENDATIONS AND RESOURCE SUMMARY SECTION OF THIS PROFILE TO ADDRESS SMOKING AND OTHER HEALTH BEHAVIOURS AT YOUR SCHOOL.
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 1 SMOKING AT ANYPLACE SCHOOL
Our findings show that at your school, 7% of youth (7% males and 6% females) reported being a current smoker. Overall, 33% of youth surveyed (34% males and 31% females) reported having “ever tried” a cigarette, even a few puffs. Fewer youth (20% males and 19% females) reported having smoked a whole cigarette. We need to be concerned about all youth since they are susceptible to experimenting and starting new habits.
The Youth Smoking Survey (YSS) was first conducted in 1994 and has been repeated biennially since 2002. The graph to the right compares your school to the rest of your province and the country using 2008-2009 YSS data.
PLEASE NOTE: The graphs in this profile include all grades participating in the YSS, even though your school may not include all grades so that you can see provincial and national trends.
Definitions used in this report:
EVER TRIED TRIER CURRENT SMOKER NON-SMOKER Someone who has Someone who has Someone who has Someone who has ever smoked a smoked less than smoked at least not smoked or cigarette, even 100 cigarettes 100 cigarettes in puffed cigarettes a puff. in their their lifetime, in the past 30 lifetime and has and who has days or has never smoked or puffed smoked at least smoked a cigarettes in one whole cigarette, even a the past 30 cigarette in the puff.
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 2 STUDENT SUSCEPTIBILITY TO SMOKING higher actual smoking rates in these grades. There is a relatively small window in life when a person is susceptible to start smoking. Most established smokers begin experimenting with cigarettes between the ages of 10 and 18.3 People who become dependent can find it very difficult to quit. Therefore, we need to intervene before youth become dependent.
Youth are less likely to begin smoking in the future if they feel they can resist peer pressure to smoke and they feel strongly that they won’t try smoking in the future. To assess this susceptibility, we asked youth at your school who have never smoked two types of questions. First, we asked about their intentions to remain smoke-free: “Do you think in the future you might try smoking cigarettes?” and “At any time during the next year do you think you will smoke a cigarette?”
We also asked one question relating to their confidence in resisting peer pressure, “If one of your best friends were to offer you a cigarette, would you smoke Your School Can Help Keep Students from Smoking: it?” At your school, 31% of Even when smoking rates are low, tobacco control efforts youth who have never smoked a need to focus on preventing youth from becoming cigarette have low confidence in their ability to remain susceptible to smoking and experimenting with smoking. smoke-free in the future. In addition, established smokers should be encouraged to These youth are at high risk quit. Use the following Health Canada recommendations to begin smoking. to address tobacco use at your school.
The graph on this page Ensure there are consequences for smoking on school displays the percentage of property for all youth, parents and staff. youth, by grade, who were deemed susceptible to Brainstorm with students and teachers about ways to smoking, in comparison to redesign smoking areas for students for more positive provincial and national data. activities. The decrease in susceptibility amongst secondary youth reflects
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 3 Involve students in writing letters to local merchants reminding them that it is illegal to sell tobacco to minors.
See the Recommendations and Resource Summary section of this profile for more details.
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 4 PEER AND FAMILY INFLUENCES
Youth take up smoking for a variety of reasons. Peers and family members influence youth AMOUNT OF MONEY PER PERCENT OF YOUTH RESPONDING 13 smoking. These influences are sometimes NUMBER OF FRIENDS CURRENT CURRENT direct (peer pressure) but more often WHO SMOKE SMOKERS & NON-SMOKERS SMOKERS & NON-SMOKERS indirect (modelling). We asked youth at TRIERS your school a series of questions $0 - 10 17 45 relating to their peers and family. $11 O– 20 165 2073 $21 – 40 20 14 Youth were asked, “How many of your closest friends smoke cigarettes?” At $41 +1OR MORE 4715 2117 your school, Spending Money current smokers/triers are more likely to have friends who smoke compared to non- We asked youth at your school about the smokers. Non-smokers with friends who amount of spending money they usually smoke are the most susceptible to begin have each week to spend on themselves or save. The table to the right shows how smoking themselves. PERCENT OF YOUTH RESPONDING Youth were asked, “Do any of your “YES” FAMILY MEMBERS WHO parents, step-parents, or guardians smoke CURRENT SMOKE cigarettes?” and “Do any of your brothers SMOKERS & NON-SMOKERS or sisters smoke cigarettes?” At your TRIERS school, current smokers/triers are more PARENTS, STEP- likely to have family members who smoke PARENTS, OR 67 39 compared to non-smokers. Youth with GUARDIANS 51 family members who smoke face a higher SIBLING(S) 14 risk of beginning to smoke. Quick Facts: Obtaining and Sharing FROM THE 2008/2009 YSS Cigarettes Past YSS results show that 53% of current smokers in grades 9 Smoking is a social activity and as a to 12 and 80% of current result, youth often obtain their smokers in grades 6 to 8 cigarettes from social sources in obtained cigarettes from social addition to retail outlets. At your sources, such as family and school: friends. Therefore younger 47% of youth felt it would be smokers are more likely to “easy” to get cigarettes if they obtain cigarettes from friends wanted to smoke. and family.6 X % of current smokers and triers report “usually” or “always” current smokers/triers and non-smokers sharing a cigarette with others responded. when they smoke. X% of current smokers and triers report being given cigarettes from a friend, sibling, parent or someone else. X% of current smokers and triers report asking someone else to buy cigarettes for them or buying cigarettes from a friend or someone else.
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 5 Smoking at Home and in Cars
Second-hand smoke is a health concern for Quick Facts: those who are exposed to tobacco smoke in FROM THE 2008/2009 YSS the home and/or car.12-14 Children and youth are known to be particularly vulnerable to the adverse health effects of exposure Past YSS results show that to environmental smoke.14 We asked exposure to smoking in cars students about smoking rules at home and and permitting smoking in the 31% reported that there were no home are associated with restrictions or only some restrictions increased smoking uptake for regarding smoking in the home, as shown in the graph below to the left. youth. These results hold true even when controlling for In your school, X% of youth reported other important influences on riding in a car with a smoker in the last susceptibility and smoking week. Currently, seven Canadian jurisdictions have legislation preventing adults from smoking in vehicles when children are present.15 The graph below to the right shows the number of times in a week that youth at your school are exposed to smoking in cars.
Your School Can Help Students Resist Social Pressure to Smoke Programs that help students to develop skills for resisting social influences can be helpful. Schools can provide an environment where smoking is not acceptable. The most successful programs involve:
Teaching youth refusal skills (through direct instruction, modelling, rehearsal, etc.), Ensuring designated smoking areas at schools are not visible to other youth, Placing designated smoking areas in inconvenient locations for youth to access, Teaching media literacy skills to inform youth how they are targeted by tobacco companies, and Include information in school newsletters to parents with tips for parents about keeping a smoke-free home (smoking outside only).
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 6 See the Recommendations and Resource section of this profile (page 19) for information about existing programs (like Kick the Nic) that can help you address tobacco use in your school.
THE SCHOOL ENVIRONMENT behaviours.17 The school environment plays an important role in helping youth stay smoke-free. Research shows that schools influence smoking rates even after accounting for family, economic and community factors.17 Schools are uniquely positioned to influence the health andS CHOOLwell-beingCONNECTEDNESS of AT YOUR SCHOOL youth, ideally in partnership with parents and community members/organizations. The results on the following pages describe the broader environment at your school. The environment serves as a foundation to behaviour. The graph below shows responses of youth at your school to the individual School Connectedness statements that comprise the school connectedness scale and contribute to the A sense of connection to the school and overall summary score. These are compared school rules can support students in to the 2008/2009 YSS provincial making healthy choices. Youth who feel an and national results. attachment to their school and who conside r their teacher s to be support ive are less likely to smoke or engage in other unhealt hy or risky
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 6 Rules Regarding Smoking at Your School
According to current provincial law in eight Canadian jurisdictions, no one is allowed to smoke on school property.16 We asked youth at your school about their perceptions of your school’s rules on smoking by asking how many youth at their school smoke on school property. The graph to the right shows how youth responded, suggesting there is room for improvement.
Academic Achievement
Research has shown a link between smoking and lower academic achievement in youth, as well as an increased risk of dropping out of school.2 We asked youth what grades they usually achieved in the past year. The table to the right shows the self-reported academic standing of your school’s youth and non-smokers. PERCENT OF YOUTH RESPONDING GRADES CURRENT SMOKERS & NON-SMOKERS PLEASE NOTE: Mostly A’s and B’s is equivalent to 70% or higher and level 3 or 4;T RIERSMostly B’s and C’s is equivalent to 50-70% and level 2 or 3; and Lower than C’sMOSTLY is equivalentA’S to <50% 75and level 1. 77 AND B’S MOSTLY B’S Desire for Academic Success 100 19 AND C’S We also asked youth at your LOWER THAN school how much they agreed with C’S 25 3 the following statement: “Getting good grades is important to me”. Most schools find that non- smokers are more likely to endorse this statement.
Free Online Tool Canada’sSMOKING Joint Consortium AT ANYPLACE for School SCHOOLHealth has MAYa free 2010 online tool to help schoolsPage 7 assess how well their school environment promotes health. After completing an assessment for tobacco use physical activity and/or healthy eating an action “GETTING GOOD PERCENT OF YOUTH RESPONDING GRADES IS CURRENT IMPORTANT TO SMOKERS & NON-SMOKERS ME” TRIERS STRONGLY 77 79 AGREE
AGREE 99 16
DISAGREE / STRONGLY 24 2 DISAGREE
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 8 Emotional Well Being
At your school, youth who report feeling good about themselves are less likely to smoke. The table to the right shows the percentage PERCENT OF YOUTH RESPONDING NUMBER OF of youth at your school who CURRENT CLASSES SKIPPED NON-SMOKERS reported “true” or “mostly true” SMOKERS & TRIERS to statements regarding their 0 37 77 emotional well-being. (NONE)
1 TO 2 43 19
3 OR 20 3 MORE Truancy/Absenteeism
Students at your school were asked how many classes they NUMBER OF DAYS PERCENT OF YOUTH RESPONDING skipped when they were not MISSED DUE TO CURRENT NON-SMOKERS supposed to, in the last four HEALTH SMOKERS & TRIERS weeks. The table to the right 0 47 88 shows the percentage of youth at (NONE) your school who reported skipping classes by the number of classes 1 TO 2 48 11 skipped.
3 OR We also asked youth at your 5 1 school how many days they missed MORE in the last four weeks due to poor health/illness. The results for your school are shown in the last table to the right.
Your School Can Connect with Youth:
Increasing evidence demonstrates that when youth feel connected to and cared for by 17 people at their school, they are less likely to use substances.PERCENT OF YOUTHAdditionally, RESPONDING youth EMOTIONAL WELL- who experience a greater connectedness to their teachers areCURRENT less likely to start BEING NON-SMOKERS smoking.18 SMOKERS & TRIERS Ways schools can create a sense of schoolIN GENERALconnectedness, I include: LIKE THE WAY I 70 70 Supporting extracurricular activities AM. Providing opportunities for studentW HENinvolvementI DO in peer-lead activities, buddy programs, making choices, and takingSOMETHING initiative, I DO 64 64 IT WELL. Having a non-judgmental, understanding, and positive classroom atmosphere I LIKE THE WAY I 65 65 Minimizingpressure, avoiding any coerciveLOOK. tactics, and providing reasons for
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 9 ALCOHOL AND MARIJUANA USE the right shows the average age of grade 12 youth in Youth in grades 7 and above your province that reported having first tried smoking, were asked about alcohol and drinking alcohol and ever using or trying marijuana. marijuana use. At your school, 71% of youth reported having a drink of alcohol that ALCOHOL AND MARIJUANA USE AT YOUR SCHOOL was more than just a sip in the last 12 months. Of those who had more than just a sip in the last 12 months, x% reported having 5 drinks or more of alcohol on one occasion in the last 12 months. In addition, 30% reported having tried marijuana in the last 12 months. Among youth at your school who have tried smoking, X% did so while drinking alcohol. The graph to the right shows the percentage of youth at your school that reported having a drink of alcohol, having 5 or more drinks of alcohol on one or *Percent is of those who have had a drink of alcohol more occasion, and ever using that was more than just a sip in the last 12 months or trying marijuana in the last 12 months.
Age of Uptake AVERAGE AGE (YEARS) It is startling to note how young youth are when they FIRST TRIED SMOKING CIGARETTES 14 first engage in these risky HAVING A DRINK OF ALCOHOL THAT WAS MORE THAN behaviours. Besides being 14 illegal, youth are making JUST A SIP decisions to engage in these HAVING 5 DRINKS OR MORE DRINKS OF ALCOHOL ON behaviours before they are 15 ONE OCCASION developmentally and fully capable of understanding the EVER USED OR TRIED MARIJUANA 15 consequences. The graph to
Quick Facts: FROM THE 2008/2009 YSS Of Canadian youth in grades 7- 12 who have “ever tried” smoking cigarettes, 59% have used marijuana in the last 12 months. Amongst those who have never tried smoking cigarettes, only 9% have used marijuana in the last 12 months. Similarly, youth who have tried smoking are more likely to have had a drink of alcohol in the last 12 months than those who have never smoked
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 10 Binge Drinking FREQUENCY OF BINGE DRINKING Binge drinking can be defined as drinking five or more drinks on a single occasion and it is the most common pattern of consumption among youth who drink alcohol.19 The graph to the right shows the frequency of youth binge drinking, in the last 12 months, at your school.
FREQUENCY OF MARIJUANA USE Marijuana Use
Youth who reported using marijuana were also asked how often they engaged in this behaviour. The graph to right shows the frequency of marijuana use by youth at your school, in the last 12 months.
Other Substance Use % OF YOUTH OTHER SUBSTANCES % OF PROVINCIAL AT YOUR USED TO GET HIGH YOUTH There are other substance-use SCHOOL concerns beyond tobacco, alcohol, and marijuana. The ILLICIT DRUGS USED table to the right shows the TO GET HIGH 33 29 percentage of youth at your (EXCLUDING school who have tried illicit MARIJUANA) drugs (other than marijuana) PRESCRIPTION AND OVER-THE-COUNTER and who have used medication 48 50 for the purpose of getting high DRUGS USED TO GET in the last 12 months. HIGH
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 10 BEYOND CIGARETTES: EMERGING ISSUES
Youth use tobacco products other repor than cigarettes, including cigars, ted ALTERNATE FORMS OF TOBACCO USE cigarillos, little cigars, water- ever tryin COMPARED TO CIGARETTES pipes, pipe tobacco, smokeless tobacco (i.e., chewing tobacco) and flavoured tobacco. The growing popularity of these products is especially concerning because youth commonly misconceive alternate forms of tobacco as not being as bad for them as cigarettes. Research shows that these alternative forms of tobacco may be worse in some cases20-21. At your school, 21% of youth indicated that they had used flavoured tobacco products (e.g., menthol, cherry, strawberry, vanilla flavoured, etc.).
Results from the 2008/2009 YSS show that 24% of Canadian youth in g various tobacco products, including cigarettes. grades 6 to 12 (8% in grades 6 to 8; 36% in grades 9 to 12) reported having “ever tried” smoking cigars, cigarillos, or little cigars, flavoured or unflavoured. Though not as high as the “ever tried” rates for smoking cigarettes (33%) (17% in grades 6 to 8; 45% in grades 9 to 12, this proportion is high enough to warrant increased monitoring and action6. The graph to the right provides the percentage of youth at your school who Quick Facts: Health Canada reports that the sale of cigarillos has grown since 2001, (when about 53 million cigarillos were sold), to more than 403 million sold in 2007.22 Youth under age 20 are 3.4 times more likely to use cigarillos compared to those over the age of 25. This is different than cigarettes, where youth use is no higher than the general *Results from the 2006/2007 YSS. population, and is lower than in young adults 22
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 11 PHYSICAL ACTIVITY
Healthy Body Weight
One way of determining healthy body during childhood can lead to increased weight is by using the body mass index illness and risk of chronic diseases such (BMI), which is a calculation that as heart disease, cancer and type-2 25 compares a person’s weight to their diabetes. Overweight and obese youth are 26 height. BMI results indicate whether a often stigmatized by peers and adults. person is under, over or within a healthy These youth may experience psychological body weight range.24 stress, and have a poor body image, as BMI = weight well as poor self-esteem.27 Obesity in 2 youth has also been linked to poorer 28 Based on BMI calculations, the graph academic performance. below and to the left shows the Research has shown that youth with higher percentage of male and female youth who BMIs, or those who fall in the overweight are underweight, of a healthy weight, or obese categories, tend to be more overweight or obese for their age, height likely to smoke cigarettes.29 This and gender. relationship tends to occur especially in The majority (just under 70%) of Canadian young females who may be using smoking as children and youth have a BMI that shows a method of weight loss or control. The they are a healthy weight for their graph below to the right shows the height. About 4% are underweight and 26% relationship between BMI and smoking fall into the overweight/obese status for males and females at your categories.24 Being overweight school. Smokers have higher BMIs than
CATEGORIES OF SELF-REPORTED BODY WEIGHT AND SMOKING HEIGHT AND WEIGHT AT YOUR SCHOOL AT YOUR SCHOOL
non-smokers.
PLEASE NOTE: When reviewing these results, please be aware that self-report of body weight tends to be an underestimate of actual weight.
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 12 Meeting Canada’s Physical Activity Guidelines
Research shows that physical Youth at your school were asked how many minutes of activity can increase children and hard physical activity they engaged in on a daily youth’s social skills, self-esteem basis over the previous week. Hard physical and school performance and decrease activities include activities that make you breathe depression and anxiety.32 In hard and sweat. The graph below shows the addition, physical activity percentage of youth at your school who meet strengthens the heart, bones and Canada’s Physical Activity Guidelines. muscles, improves fitness and helps youth achieve a healthy body weight.33 Canada’s Physical Activity Guide recommends that children and youth should be physically active for 60 minutes per day and should reduce the amount of time spent on sedentary activities such as watching TV and playing video games.31 Research shows that Canadian children and youth are not currently YOUTH AT YOUR SCHOOL MEETING meeting these guidelines. PHYSICAL ACTIVITY GUIDELINES
Quick Facts: Since 1981, the prevalence of overweight boys increased from 15% in 1981 to 35% in 1996, and among girls from 15% to 29%. Your School Can be more active... During the same time frame, Health Canada Recommends: the prevalence of obesity in children tripled, from Posting Canada’s Physical Activity Guidelines 5% to 16% for boys and from and Food Guide in cafeterias and other youth gathering locations Setting class or school goals for physical fitness Providing and maintaining facilities to SMOKING AT ANYPLACE SCHOOLencourage MAY 2010physical activity (bike-friendlyPage 13 areas, skateboard parks, etc.) Iti10i t ti it ti i t Intramural Sports
One way that youth can increase their level of physical activity is through sports programs that are offered at school. Those who play intramural sports tend to spend more time being physically active, spend less time engaging in sedentary behaviours, have healthier body weight, engage in healthier lifestyle choices, and avoid unhealthy ones.35-36 The graph to the right shows the percentage of youth at your school that participate in intramural or school team sports.
Research shows that youth who participate in extracurricular school activities, especially intramural sports, tend to have greater levels of school connectedness.35 Intramural sports help youth build relationships with others in their school environment and increase feelings of acceptance, value, and belongingness at school.35 The graph to the right shows that youth at your school who participate in intramural sports tend to have a greater sense of connectedness to their school, especially for males. See page 6 for more information on school connectedness.
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 14 Your School Can make a difference: Help students get more involved in intramural sports at school by: Providing opportunities for extracurricular physical activities before and after school Organizing a physical activity challenge/competition between youth, teachers and parents Providing reminders (announcements, bulletin boards, etc.) about activities and programs to increase student awareness of available facilities
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 2 Commuting to School
Active commuting to school is one graph to the right shows your schools results. way for children and youth to increase their daily level of physical activity and can include COMMUTING TO SCHOOL AND BMI walking, biking, skateboarding, in- line skating, skiing, wheel chairing, etc. to school. Fifty-one per cent of Canadian children aged 5 to 17 rely on inactive modes of transportation to get to and from school.31 Research has shown that youth who actively commute to school tend to be more physically active overall, have greater cardio-respiratory fitness and have lower average BMIs.37-38 We asked youth at your school if they usually get to school actively (e.g. walk, bike, skateboard), inactively (e.g., car, bus, public transit) or mixed (actively and inactively). Typically youth who are of a healthy weight commute actively or using mixed methods to school. The
Commuting and Tobacco Use
Youth who are smokers tend to be less physically active than non- smokers.39 Research has shown that smokers are less likely than non- smokers to actively commute to school. The graph to the right shows that current smokers/triers at your schools are less likely to commute actively in comparison to non-smokers.
Your School Can encourage active commuting Remind students that active transportation can help them achieve their daily physical activity requirements, and is also environmentally friendly. Schools can encourage active transportation by providing a safe bike lock area for students and providing secure areas where students can leave equipment. Active & Safe Routes to School (www.saferoutestoschool.ca) is a national program that encourages students to use activeSMOKING modes of transportation AT ANYPLACE to and SCHOOL from school MAY 2010 Page 3 Screen Time, Reading Time and Tobacco Use
Sedentary behaviours such as watching television tend to be counterproductive to physical activity. Additionally, watching a lot of TV has been linked to higher rates of smoking uptake in youth.40 TV is incompatible with healthier, more active choices for leisure time activities. At your school, 44% of males compared to 39% of females exceeded the two hour maximum recommended guidelines. The graph to the right shows the amount of time youth at your school reported watching TV as compared to youth in your province. appears to be responsible for this difference.41 At Besides the number of hours your watching TV, youth are engaged in playing video games and playing/surfing on the computer in their leisure time. We asked youth about the amount of time they spend engaged in these activities as well as time spent reading for fun (not for school). The graph to the right shows the average number of hours per day youth at your school reported doing these activities.
In general, screen time tends to be higher among males when compared to females and playing video games school, 35% of males and 29% of females reported playing video games or surfing on the computer for more than 2 hours a day.
Quick Facts: Canada’s Report Card on Physical Activity for Children and Youth recommends restricting television (TV) or leisure-related screen time to no more than two hours per day.41 Children with higher screen time tend to be obese, have low fitness levels, and lower levels of self-efficacy for physical
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 16 HEALTHY EATING
Sufficient daily consumption of fruit and vegetables in childhood and adolescence is associated with: 41-46 Your School Can make a difference: Healthy body weight Currently, schools in Canada are involved in Prevention of certain types of promoting healthy eating through activities cancer such as: Continued healthy eating patterns in adulthood Replace “pizza day” or class pizza parties Reduced risk for cardiovascular with healthy alternatives disease Remove the sale of junk food and soda at the Improved growth and development during a time when nutrient needs school are especially high Provide school nourishment programs (SNPs) Canada’s Food Guide recommends 6-8 Host student forums to discuss healthy servings of fruits and vegetables eating per day for children aged 9-18 Invite chefs to teach about healthy cooking years.42. The graph below and to the Promote a fruit or vegetable of the month right shows the percentage of youth at your school who meet the Partner with local food producers to help Canada’s Food Guide recommendations youth learn about locally-grown foods. for fruit and vegetable consumption for a usual day.
Eating a regular and healthy breakfast in childhood and adolescence is associated with:47-48 Healthy body weight and decreased obesity Improved academic performance Better memory functioning Increased school attendance
Regular consumption of breakfast is related to better overall nutrition.47 Breakfast has a direct effect on academic performance, but youth tend to stop eating it as they transition from childhood to adolescence.49 Youth were asked how many times they ate breakfast within the last 7 days. The graph to the right shows that only 29% of females and 32% of males eat breakfast on a daily basis. Most youth eat breakfast 3 to 5 days in a week, but 17% of females and 21% of males only reported eating breakfast 0-2 days in the previous week.
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 2 SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 2 Healthy Eating and Academics
A healthy diet is important for school below show the self-reported academic performance. Research shows that youth who standing of youth at your school and how eat an adequate amount of fruit, many servings of fruit and vegetables they vegetables, protein, fibre and other consume per day as well as how many days beneficial dietary components, and those per week they eat breakfast. Youth who who eat breakfast daily perform better in have a less healthy diet report lower school than those grades.
# of days breakfast is eaten # of daily servings of Grades per week fruits & vegetables consumed 0-2 3-5 6-7 Grades days days days 0-2 3-5 6-8 or days days more Mostly 31% 49% 74% Mostly A’s and 27% 42% 78% B’s A’s and Mostly B’s 47% 41% 22% Mostly B’s and 56% 49% 18% C’s B’s and Lower C’s 22% 10% 4% than C’s Lower 17% 9% 4% who do not follow these guidelines.50 The than C’s tables
PLEASE NOTE: Mostly A’s and B’s is equivalent to 70% or higher and level 3 or 4; Mostly B’s and C’s is equivalent to 50-70% and level 2 or 3; and Lower than C’s is equivalent to <50% and level 1.
Healthy Eating and Smoking The first graph below to the left shows In adolescence, health risk behaviours that 28% of non-smokers consume the tend to be clustered. Unhealthy eating tends to be associated with other recommended amount of daily fruit and unhealthy choices including smoking and vegetables servings versus only 14% of binge drinking.8, 19 Compared to non- smokers. The second graph below to the smokers, youth smokers tend to consume right shows that 38% of smokers, in fewer fruits and vegetables and more snack comparison to 23% of non-smokers, report 51 foods and soft drinks. Additionally, eating breakfast as little as 0-2 days per youth smokers are less likely to eat week. breakfast on a daily basis than non- smokers.51-52
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 3 SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 19 RECOMMENDATION & RESOURCE SUMMARY
Schools are not alone in having interest and responsibility in the health and well-being of students. In fact, health-promoting schools’ frameworks suggest community connections (with parents, public health agencies, voluntary agencies, etc.) are critical to the success of schools to impact youth. Ensuring local partners are aware of your interest in the health and well-being of students, and the information you have (such as this Profile) will help guide the planning of positive changes in your community.
For information about your local (public health authority or proper name), visit (insert prov. website). STUDENT SUSCEPTIBILITY TO SMOKING Even when smoking rates are low, schools need to focus on preventing youth from becoming susceptible to and experimenting with smoking to reduce their risk of becoming addicted. In addition, established smokers need to be encouraged to quit to reduce the risk of serious long-term health problems. Schools can ensure there are consequences for smoking on school property, redesign smoking areas for more positive activities, and involve students in writing letters to local merchants reminding them that it is illegal to sell tobacco to minors.
For more information about tobacco control in Canada, visit: http://www.hc-sc.gc.ca/hc-ps/tobac-tabac/index-eng.php
(insert prov. Website if appl.) PEER AND FAMILY INFLUENCE
Schools can help students develop skills for resisting social pressures to smoke and provide an environment where smoking is not acceptable. Programs need to teach youth refusal skills and media literacy skills to educate them on how they are targeted by tobacco companies. Schools can also ensure designated smoking areas are not visible to other youth and are situated in an inconvenient location. Finally, schools need to provide parents with tips to keep a smoke-free environment to prevent their children from being exposed to second-hand smoke.
For more information about established programs to help children and youth quit smoking, visit: Kick the Nic: http://www.aadac.com/87_486.asp Teaming up for Tobacco-Free KIDS: http://www.tobaccostinks.com/home.html The Lung Association- Lungs are for Life: http://www.lungsareforlife.ca/ ACT school resources: http://www.actnl.com/index2.php#loadPage=00034
THE SCHOOL ENVIRONMENT
Youth are less likely to start smoking and engage in other risky behaviours when they feel connected to and cared for by their school and those at their school. To create a sense of school connectedness, schools can support extracurricular activities, provide opportunities for student involvement in activities, promote a non-judgmental and understanding classroom atmosphere, and minimize pressure by avoiding coercive tactics.
For more information about the Joint Consortium for School Health visit: http://eng.jcsh- cces.ca/
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 20 To complete the free online tool to help assess how well your school environment promotes health, visit: www.healthyschoolplanner.uwaterloo.ca
PHYSICAL ACTIVITY Schools can promote active living by posting Canada’s Physical Activity Guidelines and Food Guide in cafeterias and other youth gathering locations, setting class or school goals for physical fitness, providing and maintaining facilities to encourage physical activity, and incorporating a daily activity time into the class schedule. Schools can also provide opportunities for extracurricular physical activities before and after school and remind students about activities and programs to increase student awareness and participation. Finally, schools can encourage students to use active methods to get to and from school to help them achieve daily physical activity goals.
For information about Canada’s Physical Healthy Activity Guides for Children and Youth visit: http://www.phac-aspc.gc.ca/hp-ps/hl-mvs/pag-gap/index-eng.php
For more information about established programs to help encourage children and youth to use active modes of transportation, visit: Active and Safe Routes to School: www.saferoutestoschool.ca
HEALTHY EATING Schools can promote healthy eating through various activities, including providing healthy alternatives to unhealthy food rewards such as class pizza parties, removing vending machines that sell junk food, providing school nourishment programs such as breakfast or snack programs, encouraging student participation in discussions about healthy eating, and partnering with local food producers to help youth learn about locally-grown foods.
For more information about Canada’s Food Guide visit: http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php
For more information about national breakfast programs, visit: Breakfast for Learning: http://www.breakfastforlearning.ca Breakfast Clubs of Canada: http://www.breakfastclubscanada.org
(insert prov. Website if appl.)
For more information about a school food policy that has worked in the province of Ontario visit: http://www.edu.gov.on.ca/eng/teachers/healthyschools.html
To access an electronic copy of this Profile Parent and School Summaries contact the project contact person at your school (insert school contact name) or follow these steps:
1. Visit: www.yss.uwaterloo.ca
2. School Login:
Username: [insert username]
Password: Canada (unless changed by project contact at school)
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 20 THANK YOU AGAIN FOR PARTICIPATING IN THE 2010/2011 YOUTH SMOKING SURVEY.
SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 21 REFERENCES
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(2003). Differences in behavior, psychological factors, and environmental factors associated with participation in school sports and other activities in adolescence. The Journal of School Health, 73(3):113-20. 36 Brown, R. & Evans, W. P. (2002). Extracurricular activity and ethnicity: Creating greater school connection among diverse student populations. Urban Education, 37, 41-58. 37 Rosenberg, D. E., Sallis, J. F., Conway, T. L., Cain, K. L. & McKenzie, T. L. (2006). Active transportation to school over 2 years in relation to weight status and physical activity. Obesity, 14(10), 1171-1176. 38 Robert Wood Johnson Foundation. (2009). Walking and biking to school, physical activity and health outcomes. Active Living Research, May issue. 39 Robertson-Wilson, J. E., Leatherdale, S. T. & Wong, S. L. (2008). Social-ecological correlates of active commuting to school among high school students. 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L., Johnston, E. (2005). Dietary intake and risk factors for poor diet quality among children in Nova Scotia. Canadian Journal of Public Health, 96(3), 212-216. 47 Rampersaud, G. C., Pereira, M. A., Girard, B. L., Adams, J. & Metzl, J. D. (2005). Breakfast habits, nutritional status, body weight and academic performance in children and adolescents. Journal of the American Dietetic Association, 105(5), 743-760. 48 Florence, M. D., Asbridge, M. & Veuglers, P. J. (2008). Diet quality and academic performance. Journal of School Health, 78(4), 209- 215. 49 Timlin, M. T., Pereira, M. A., Story, M. & Neumark-Sztainer, D. (2008). Breakfast eating and weight change in a 5-year prospective analysis of adolescents: Project EAT (Eating Among Teens). Pediatrics, 121(3), 638-645. 50 Sorhaindo, A. & Feinstein, L. (2006). What is the relationship between child nutrition and school outcomes? Centre for Research on the Wider Benefits of Learning. Available online: http://www.learningbenefits.net/Publications/ResReps/ResRep18.pdf 51 Evers, S., Taylor, J., Manske, S. & Midgett, C. (2001). Eating and smoking behaviours of school children in Southwestern Ontario and Charlottetown, PEI. Canadian Journal of Public Health, 92(6), 433-436. 52 Cohen, B., Evers, S., Manske, S., Bercovitz, K. & Edward. H. G. (2003). Smoking, physical activity and breakfast consumption among
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SMOKING AT ANYPLACE SCHOOL MAY 2010 Page 23 Annex B Security Requirements Check List Annexe B Liste de vérification des exigences relatives à la sécurité
ANNEX C
FEDERAL CONTRACTORS PROGRAM FOR EMPLOYMENT EQUITY - CERTIFICATION
I, the Bidder, by submitting the present information to the Contracting Authority, certify that the information provided is true as of the date indicated below. The certifications provided to Canada are subject to verification at all times. I understand that Canada will declare a bid non-responsive, or will declare a contractor in default, if a certification is found to be untrue, whether during the bid evaluation period or during the contract period. Canada will have the right to ask for additional information to verify the Bidder's certifications. Failure to comply with such request by Canada will also render the bid non-responsive or will constitute a default under the Contract.
For further information on the Federal Contractors Program for Employment Equity visit HRSDC-Labour's website.
Date:______(YYYY/MM/DD) (If left blank, the date will be deemed to be the bid solicitation closing date.)
Complete both A and B.
A. Check only one of the following:
( ) A1. The Bidder certifies having no work force in Canada.
( ) A2. The Bidder certifies being a public sector employer.
( ) A3. The Bidder certifies being a federally regulated employer being subject to the Employment Equity Act.
( ) A4. The Bidder certifies having a combined work force in Canada of less than 100 employees (combined work force includes: permanent full-time, permanent part-time and temporary employees [temporary employees only includes those who have worked 12 weeks or more during a calendar year and who are not full-time students]).
A5. The Bidder has a combined workforce in Canada of 100 or more employees; and
( ) A5.1. The Bidder certifies already having a valid and current Agreement to Implement Employment Equity (AIEE) in place with HRSDC-Labour. OR
( ) A5.2. The Bidder certifies having submitted the Agreement to Implement Employment Equity (LAB1168) to HRSDC-Labour. As this is a condition to contract award, proceed to completing the form Agreement to Implement Employment Equity (LAB1168), duly signing it, and transmit it to HRSDC-Labour.
B. Check only one of the following:
( ) B1. The Bidder is not a Joint Venture.
OR
( ) B2. The Bidder is a Joint venture and each member of the Joint Venture must provide the Contracting Authority with a completed annex Federal Contractors Program for Employment Equity - Certification. (Refer to the Joint Venture section of the Standard Instructions)