This is content from AMASS!

This is an example of a page that has been cloned and customised from the original work by the AMASS team in Islington - to whom we are immensely grateful.

We have been trialling the use of the cards which have been adapted from the AIM as an assessment tool as part of the direct work/outreach work with the young person.

We would like these cards to become part of our assessment process within the AMASS Intervention Timeline and have started to integrate this into the core process for every young person working with AMASS.

Our Assistant Psychologist has identified a potential framework for incorporating it as a collaborative assessment tool and an outcome measure. It uses the Focal Ranking system followed by the Global Ranking system (please see AIM suggested interventions).

Suggested Framework:

• Have AIM card session in week 6. This enables parallel of ratings weeks and parent work (completion of Genogram, End Goals, Desired Changes) but also means time has been invested into developing trust between young person and worker.

• Explain to young person that these cards are strengths/challenges/difficulties that young people face as part of growing up. The session is aimed at trying to identify what particular strengths/challenges/difficulties are most relevant to them.

• See video produced by the AMASS team in Islington (@ambit-amass) showing how the cards can be used in a session with a young person:

Incorporation of Outcomes:

• A follow up session can reflect on what three/four cards the young person chose and this allows the worker and the young person to collaboratively discuss how to focus on these cards.

• The young person can rate the severity of the problem indicated on the card, how much it affects them using the numbers on the card.

• At the end of the intervention the AIM card session can be repeated and the ratings of the three/four cards can be compared from the pre-intervention AIM card session.

• Ratings can also be taken more frequently within the intervention and the ratings profile can be plotted on a graph which can be shared and reflected on with the young person at the rating points and/or the end of intervention.

Helpful Hints:

• BE FLEXIBLE: The framework can be adapted according to what suits the young person - (i.e. some young people may need to be doing another activity whilst the worker reads the cards and puts them in piles according to what the young person wants or the way in which the ranking happens may change according to young person's choice).

• LISTEN: The session allows an exploration of what the young person feels about themselves and any challenges/difficulties they are facing. You can explore and ask questions about what the young person talks brings to the session.

• COLLABORATION: The cards enable a Thinking Together process with the young person to plan for future sessions together and for the young person to feel part of the intervention/outreach process.