Young person's Daily Life

[_] 01 Social activities

Young person is involved in non-mandatory organized school or community activities, such as sports, clubs, church groups, etc.

[_] 02 Attendance at Education, Employment or Training

Attendance at School, Emplyoment or Training courses. This is a measure of the extent of meaningful activity in the young person's life Behaviour and attainment are coded separately. Rate the attendance by the young person in the most recent academic, training or work environment, during the most recent 3-month period for which information is available.

[_] 03 Attainment in Education, Employment or Training

Functioning in school, employment or training; includes academic performance and behaviour. Since intellectual ability is recorded elsewhere, do not adjust this rating for perceived ability. Rate how the young person is functioning in the most recent academic or work environment, during the most recent 3-month period for which information is available.

[_] 04 Other talents and abilities

Skills/talents in activities such as athletics, art, music, mechanical, computers

[_] 05 Physical health condition

Includes major illnesses or injuries and chronic conditions such as diabetes, arthritis, side effects of medication, physical effects of alcohol/substance abuse. Excludes transient conditions e.g. influenza, sprained wrist.

[_] 06 Self care

The extent to which the young person performs tasks such as hygiene, dressing, eating, and attention to personal health needs in age-appropriate manner; if the young person has not been given the opportunity to learn a particular skill (e.g. tie shoes because he has no shoes with ties), do not penalize, and rate on overall functioning.

[_] 07 Physical impairment or disability

Rating of general impairment or disability from any cause that limits or prevents movement, or impairs sight or hearing, or otherwise interferes with personal functioning. Includes impairment resulting from congenital conditions, side effects of medication, physical disabilities resulting from accidents, etc. DO NOT SELECT THIS AS A KEY PROBLEM if the disability is not amenable to change.

[_] 08 Social development

Rate social development and maturity, in comparison with peers of the same culture and age. This item would cover (although is not limited to) the kinds of problems with social interaction that are commonly observed in pervasive developmental disorders such as the autistic spectrum. DO NOT SELECT THIS AS A KEY PROBLEM IF A DEVELOPMENTAL DEFICIT IS NOT AMENABLE TO CHANGE.

[_] 09 Social skills and interaction

Young person is engaging, likeable, interested in interacting with people. Social skills and interaction may be reduced for many reasons. For (lilfe-long) developmental problems in managing reciprocal relationships (such as autistic spectrum difficulties) see also item 08

The Family/Care setting

[_] 10 Provision of Stable Housing

Family's ability to provide stable, appropriate housing.

[_] 11 Income and Provision of Material Resources

Family's ability to provide concrete resources for the young person; e.g. financial stability, appropriate housing, clothing, etc.

[_] 12 Relationships

Quality of interaction and affection between members of the immediate family (parents and siblings and others living in the home). If variable, rate the best available relationship.

[_] 13 Conflict with young person

The ways anger, conflict, and negative feelings are expressed and managed in the relationship; rate the relationship between the young person and the immediate family member in which there is the most problematic conflict.

[_] 14 Parental discipline

Parent or caregiver's typical patterns of discipline, limits, and rule-setting for the young person; too harsh, inconsistent, or inadequate discipline may be a problem. If young person spends regular time in two households (e.g., divorced parents), and there are inconsistencies between discipline in the two, rate the effect of the combination of the two. If any indication of abuse, ensure that this is recorded in carefully in the history, and that Child Protection issues have been considered.

The Social context

[_] 15 Supportive adult relationships outside the family

Describes relationships with adults outside the family, such as teachers, coaches, neighbours, parents of friends, aunt or uncle, pastor, etc.

[_] 16 Peer friendships

The extent to which the young person seeks out, relates to, and becomes attached to peers.

[_] 17 Prosocial or antisocial peergroup

The extent to which the young person’s friendship group is identified as pro-social or antisocial.

Mental State and Behaviours

[_] 18 Cognitive ability

Extent to which the young person is bright, quick to learn, able to comprehend.

[_] 19 Anxiety

Includes irrational fears and phobias, general anxiety, worries, and panic-like symptoms, repeatedly asking questions and seeking reassurance, or restless, agitated behaviour if clearly associated with anxiety. These will often be provoked by new situations or people in milder forms, or more pervasive fears and inhibitions at higher levels of severity.

[_] 20 Obsessional Ideas and Compulsive Behaviour

Obsessional ideas are recurrent, persistent thoughts, impulses, or images that enter the mind despite the person's efforts to exclude them, often recognized by the person as unrealistic. Compulsive behaviours are repetitive and purposeful behaviours associated with a subjective sense that they must be carried out, e.g. checking, washing.

[_] 21 Post-traumatic intrusive experience

Recurrent trauma-related thoughts, images, feelings, or behaviours that have a highly charged, frightening, or overwhelming quality, are associated with emotional arousal, and which enter the person’s mind in a manner that is beyond voluntary control. Includes intrusive memories, nightmares, flashbacks, reenactments. Excludes depressive ideation, obsessional ideas, or ideation associated with specific phobias.

[_] 22 Attention and concentration

The extent to which the young person can focus on a task for appropriate periods of time without distraction or interruption of concentrated effort, without one-to-one supervision or other individual attention. Rate typical behaviour, not lapses in attention due to fatigue or situation-specific factors.

[_] 23 Irritability

General level of response to frustration, disappointment, criticisms, or provocation. Includes irritability associated with manic states.

[_] 24 Sleep disturbance

Difficulties with sleep and arousal, including insomnia (difficulty initiating sleep), excessive daytime sleepiness, nightmares, night terrors, sleep apnoea, sleepwalking, and narcolepsy. Rated on the basis of how much distress and functional disturbance is associated with the problem, regardless of whether sleep is the primary concern.

[_] 25 Depression

Depression may be manifest in sadness, tearfulness, irritability, lethargy, boredom, etc.; one of the principal factors being an inability to take pleasure in normally pleasurable things. Lack of activity or withdrawal associated with negative symptoms of psychosis are not rated unless there is clear evidence of dysphoric mood.

[_] 26 Deliberate Self Harm

Includes purposeful and self-injurious behaviour; excludes suicidal behaviour, or unclearly motivated behaviours which can or do result in injury. Ambiguous behaviours (e.g. punching a wall) may be considered self-injurious if repeated after causing pain or injury. Self-tattooing/piercing are considered self-harm, but professional tattooing or piercing are not.

[_] 27 Eating problems

Includes all forms of eating disorders, whether restricting calories, binge eating with or without purging, pica etc. Increase or decrease in caloric intake as a result of depression or other problem is rated under Diet and/or Appetite. Includes not eating for reasons associated with delusional states e.g. belief that food is poisoned.

[_] 28 Substance misuse

Use of alcohol or illicit drugs (not cigarettes) without parental approval; culturally sanctioned use such as sips of parents' wine are not rated; in a restricted environment such as in young person unit or correctional facility, severity should be based on observations of attitude and interest expressed and apparent intentions regarding abstinence/treatment.

[_] 29 Suicidality

Suicidality is rated on the basis of both behaviour and ideation. There must be clear evidence of intention to cause self-harm to rate behaviour as a suicide attempt; accidental self-injury is not rated. Also, do not include injury or illness as a consequence of other symptomatic behaviour such as substance abuse or eating disorder, unless specific suicidal intent is expressed. Use the Risk Assessment and Care Plan if this scores >1

[_] 30 Defiance

A style of opposition, noncompliance, and/or refusal to follow directives from authority figures; some degree of defiance is normally expected, and behaviour should be rated as problematic only if it deviates from age and cultural norms.

[_] 31 Destruction of Property

Refers to deliberate destruction of the young person's own or other people's property, whether in rage episodes or not, such as graffiti, breaking windows, throwing things, etc.

[_] 32 Physical harm to others

Aggressive and/or sadistic behaviour that could or does result in harm to other people or animals; socially or culturally sanctioned forms of aggression (e.g. hunting, killing insects) are not considered, unless they are conducted in an unusually sadistic manner (e.g. taking pleasure in pulling the wings off butterflies). Use the Risk Assessment and Care Plan if this scores >1.

[_] 33 Problematic sexual behaviour

Rate preoccupations, anxieties and behaviours that cause distress, conflict, or risk to the young person or others. These may include acting out, such as promiscuity, abuse, or exhibitionism, or inhibitions, such as obsessive worrying about sexual matters or anxieties that inhibit social interactions. Gender identity issues are not rated here unless accompanied by problematic sexual anxieties or behaviours. Use the Risk Assessment and Care Plan if this scores >1

[_] 34 Psychotic experiences

Presence of psychotic symptoms, such as Delusions (firmly held false beliefs held without objective evidence, often impossible or highly improbable. Delusions are not affected by rational argument or evidence to the contrary, and are not a conventional belief in the context of the person's social or cultural background) or Hallucinations (any experience of objectively unrealistic perceptions, such as hearing, seeing, hallucinations of touch or smelling things that others do not, when NOT under the influence of intoxicating substances. Rate descriptively only, not based on presumed cause. Rate flashbacks only if they are experienced as real, rather than as intense memory.)

[_] 35 Elated mood

Mood which is unusually 'high', 'giddy', manic, unrealistically happy, out of proportion to real events. Irritability associated with manic states is rated separately.

[_] 36 Mentalizing Capacity

The capacity the young person has to show sensitive recognition of other people's changing mental states and the effect these have upon their actions, or to reflect thoughtfully upon affective states of their own. When present, the young person demonstrates 'mind-mindedness', but when absent there may be callous, unemotional traits or an incapacity to tolerate frustration and affective states without resorting to defensive or displacement activities.

Response to the Situation

[_] 37 Insight

The extent to which the young person demonstrates an age-appropriate awareness and understanding of his/her problems/difficulties.

[_] 38 Engagement with treatment and care

The extent to which the young person is successfully engaged in the development and carrying out of his or her treatment and care.

Complexity of the situation

[_] 39 Chronicity

The length of time the young person has experienced significant behavioural or emotional problems (not limited to the presenting problem)

[_] 40 Pervasiveness

The extent to which the major problems the young person presents are evident in multiple settings or domains of functioning e.g. family, education, psychological, physical, social-environmental.