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Story:(rate biological father and stepmother in caregiver domain) Nadine is 15 years old, and lives with her father, stepmother, her older sister Tasha, and Tasha's 2-year-old son, Derry. Nadine does not have a good relationship with her family members. She loves her little nephew, but Tasha does not let Nadine supervise him on her own because she worries about Derry's safety. She has an explosive temper that causes a lot of problems and results in physical violence. Nadine has been into a lot of trouble lately with fighting, drugs, and vandalism. Tasha blames Nadine's new boyfriend. She says that Nadine has begun to dress provocatively and she knows that Nadine is having unprotected sex with her boyfriend and worries about Nadine getting an STI or becoming pregnant. . Two weeks ago Nadine punched her stepmother in the face and broke her nose. Nadine does not like it when people try to talk to her about her boyfriend, which is what her stepmother was doing when Nadine punched her. Nadine has been able to make friends in the past, but currently she does not have any. Most of the people at her school are afraid of her because she picks fights, vandalizes property and comes to school high. Most of her interactions at home and school are argumentative and aggressive. Nadine's father has been trying to mend the relationships in the family, but Nadine refuses to apologize for breaking her stepmother's nose and says that she deserved it. Nadine's father reports that Nadine refuses to follow all instructions. Any rules that he has tried to form have been broken. Nadine sneaks out at night and comes home drunk, she skips school, and she brings her boyfriend into her bedroom when he is not allowed over. Tasha reports that Nadine shoplifts regularly, and her teachers have reported her for vandalism of school property. She has also picked several fights at school. She has not seriously injured anyone at school, but all of the fights have been physical. Nadine's father has basically given up on disciplining Nadine, because she doesn't comply and only shouts at him. Tasha reports that she thinks Nadine needs to go to a treatment center of some sort. Tasha claims that she has tried to make herself useful: offering Nadine safe rides to parties, helping with school work, and relationship advice, but Nadine continues to drive drunk with her boyfriend, have unprotected sex, skip school, and bully her peers using violence. Nadine skips school about twice each week. She is failing most of her classes and does not seem to care about her grades. She has been suspended multiple times and is at risk for expulsion if her physical violence continues. Nadine behaves well in the classroom, but is violent during breaks and after school. Nadine engages in shoplifting and vandalism. She has never been arrested. Nadine has been doing this for about two years. Nadine is a very talented and creative writer, and enjoys writing poems. Nadine feels that she can express her anger with her family through her poetry, but she still feels like her family doesn't understand her. She is involved in the school's poetry club and sometimes performs at poetry slams, however her attendance is inconsistent. She gets along with other students in the club, but isn't really friends with any of them. Her teachers wish that Nadine would employ this creative ability in her school work, but she is unmotivated and sees school as 'useless.' When asked about the future, Nadine does not really have plans and seems rather pessimistic about her options. Nadine's father and stepmother have run out of ideas on how to discipline Nadine. They feel that Nadine is 'out of control, ' and they need her out of the house. They are worried that Nadine's behaviour will influence the toddler in the home, and do not want to set a poor example. Nadine is often not supervised at home because she does whatever she feels like doing without any regard for the rules. Nadine's father works as a mechanic's assistant and her stepmother works for the city. Nadine's aunt lives in the city, but they rarely see her.

Executive Functioning

• 0. No evidence of need. No action needed
• 1. Significant history or possible need that is not interfering with functioning. Watchful waiting/prevention/additional assessment
• 2. Need interferes with functioning. Action/intervention required
• 3. Need is dangerous or disabling. Immediate action/intensive action required
• 1. Decision-Making Skills
• O
• 2
• 3
• 2. Ability to Pay Attention
• O
• 2
• 3

Emotional Regulation Skills

• 0. No evidence of need. No action needed
• 1. Significant history or possible need that is not interfering with functioning. Watchful waiting/prevention/additional assessment
• 2. Need interferes with functioning. Action/intervention required
• 3. Need is dangerous or disabling. Immediate action/intensive action required
• 1. Self-Management
• 0
• 1
• 2
• 3
• 2. Moodiness
• 0
• 1
• 2
• 3
• 3. Anger Control
• 0
• 1
• 2
• 3
• 4. Over-Reaction
• 0
• 1
• 2
• 3

Social Skills

• 0. No evidence of need. No action needed
• 1. Significant history or possible need that is not interfering with functioning. Watchful waiting/prevention/additional assessment
• 2. Need interferes with functioning. Action/intervention required
• 3. Need is dangerous or disabling. Immediate action/intensive action required
• 1. Social Functioning
• 0
• 1
• 2
• 3
• 2. Building Relationships
• 0
• 1
• 2
• 3
• 3. Empathy
• 0
• 1
• 2
• 3
• 4. Social Perception
• 0
• 1
• 2
• 3

Acculturation

• 0. No evidence of need. No action needed
• 1. Significant history or possible need that is not interfering with functioning. Watchful waiting/prevention/additional assessment
• 2. Need interferes with functioning. Action/intervention required
• 3. Need is dangerous or disabling. Immediate action/intensive action required
• 1. Language
• 0
• 1
• 2
• 3
• 2. Identity
• 0
• 1
• 2
• 3
• 3. Ritual
• 0
• 1
• 2
• 3
• 4. Parent/Caregiver's Cultural Stress
• 0
• 1
• 2
• 3

Mental Health Needs

• 0. No evidence of need. No action needed
• 1. Significant history or possible need that is not interfering with functioning. Watchful waiting/prevention/additional assessment
• 2. Need interferes with functioning. Action/intervention required
• 3. Need is dangerous or disabling. Immediate action/intensive action required
• 1. Psychosis
• 0
• 1
• 2
• 3
• 2. Anxiety
• 0
• 1
• 2
• 3
• 3. Mood Disturbance
• 0
• 1
• 2
• 3
• 4. Attention Deficit/Hyperactivity
• 0
• 1
• 2
• 3
• 5. Impulse Control
• 0
• 1
• 2
• 3
• 6. Eating Disturbance
• 0
• 1
• 2
• 3
• 7. Oppositional Behaviour (Compliance with Authority)
• 0
• 1
• 2
• 3
• 8. Conduct Behaviour (Compliance with Society's Rules)
• 0
• 1
• 2
• 3
• 9. Adjustment to Trauma/Traumatic Life Experiences
• 0
• 1
• 2
• 3
• 10. Attachment Difficulties
• 0
• 1
• 2
• 3
• 11. Substance Use
• 0
• 1
• 2
• 3
• 12. Autism Spectrum/PDD
• 0
• 1
• 2
• 3
• 13. Parent-Child/Youth Relational Problems
• 0
• 1
• 2
• 3

Risk Behaviours

• 0. No evidence of need. No action needed
• 1. Significant history or possible need that is not interfering with functioning. Watchful waiting/prevention/additional assessment
• 2. Need interferes with functioning. Action/intervention required
• 3. Need is dangerous or disabling. Immediate action/intensive action required
• 1. Suicide Risk
• 0
• 1
• 2
• 3
• 2. Self-Injuring Behaviors'
• 0
• 1
• 2
• 3
• 3. Other Self-Harm
• 0
• 1
• 2
• 3
• 4. Aggression Towards Objects
• 0
• 1
• 2
• 3
• 5. Cruelty to Animals
• 0
• 1
• 2
• 3
• 6. Danger to Others
• 0
• 1
• 2
• 3
• 7. Sexual Aggression
• 0
• 1
• 2
• 3
• 8. Elopement/Runaway
• 0
• 1
• 2
• 3
• 9. Delinquent Behavioral.
• 0
• 1
• 2
• 3
• 10. Fire Setting
• 0
• 1
• 2
• 3
• 11. Intentional Misbehavior
• 0
• 1
• 2
• 3
• 12. Bullying
• 0
• 1
• 2
• 3

Educational Needs

• 0. No evidence of need. No action needed
• 1. Significant history or possible need that is not interfering with functioning. Watchful waiting/prevention/additional assessment
• 2. Need interferes with functioning. Action/intervention required
• 3. Need is dangerous or disabling. Immediate action/intensive action required
• 1. School Attendance
• 0
• 1
• 2
• 3
• 2. Classroom Behavioral
• 0
• 1
• 2
• 3
• 3. Non-Classroom Behavioral
• 0
• 1
• 2
• 3
• 4. Compliance to School Discipline
• 0
• 1
• 2
• 3
• 5. Academic Achievement
• 0
• 1
• 2
• 3
• 6. Academic Persistence
• 0
• 1
• 2
• 3
• 7. Learning Disability
• 0
• 1
• 2
• 3
• 8. Special Education
• 0
• 1
• 2
• 3
• 9. Intellectual
• 0
• 1
• 2
• 3

Youth Justice

• 0. No evidence of need. No action needed
• 1. Significant history or possible need that is not interfering with functioning. Watchful waiting/prevention/additional assessment
• 2. Need interferes with functioning. Action/intervention required
• 3. Need is dangerous or disabling. Immediate action/intensive action required
• 1. Seriousness
• 0
• 1
• 2
• 3
• 2. History
• 0
• 1
• 2
• 3
• 3. Arrests
• 0
• 1
• 2
• 3
• 4. Planning
• 0
• 1
• 2
• 3
• 5. Community Safety
• 0
• 1
• 2
• 3
• 6. Legal Compliance
• 0
• 1
• 2
• 3
• 7. Peer Influences
• 0
• 1
• 2
• 3
• 8. Parental Criminal Behavioral
• 0
• 1
• 2
• 3
• 9. Environmental Influences
• 0
• 1
• 2
• 3

Child/Youth Individual Strengths

• 0. Centerpiece strength. Central to planning
• 1. Strength present. Useful in planning
• 2. Identified strength. Build or develop strength
• 3. No strength identified. Strength creation or identification may be indicated
• 1. Talents/Interests
• 0
• 1
• 2
• 3
• 2. Extra-Curricular Activities
• 0
• 1
• 2
• 3
• 3. Optimism
• 0
• 1
• 2
• 3
• 4. Leadership
• 0
• 1
• 2
• 3
• 5. Creativity/Imagination
• 0
• 1
• 2
• 3
• 6. Peer Relations
• 0
• 1
• 2
• 3
• 7. Self Expression
• 0
• 1
• 2
• 3
• 8. Flexibility/Adaptability to Change
• 0
• 1
• 2
• 3
• 9. Life Skills
• 0
• 1
• 2
• 3
• 10. Resiliency
• O
• 1
• 2
• 3

Child/Youth Environmental Strengths

• 0. Centerpiece strength. Central to planning
• 1. Strength present. Useful in planning
• 2. Identified strength. Build or develop strength
• 3. No strength identified. Strength creation or identification may be indicated
• 1. Family
• 0
• 1
• 2
• 3
• 2. Natural Supports
• 0
• 1
• 2
• 3
• 3. Community Involvement
• 0
• 1
• 2
• 3
• 4. Cultural Identity
• 0
• 1
• 2
• 3
• 5. Resourcefulness
• 0
• 1
• 2
• 3

Parent/Family/Caregiver Needs and Strengths

• 0. No evidence of need. No action needed
• 1. Significant history or possible need that is not interfering with functioning. Watchful waiting/prevention/additional assessment
• 2. Need interferes with functioning. Action/intervention required
• 3. Need is dangerous or disabling. Immediate action/intensive action required
• 1. Discipline/Parenting Skills
• 0
• 1
• 2
• 3
• 2. Supervision
• 0
• 1
• 2
• 3
• 3. Problem Solving
• 0
• 1
• 2
• 3
• 4. Organization
• 0
• 1
• 2
• 3
• 5. Knowledge of Child
• 0
• 1
• 2
• 3
• 6. Parental Responsiveness
• 0
• 1
• 2
• 3
• 7. Ability to Listen
• 0
• 1
• 2
• 3
• 8. Ability to Communicate
• 0
• 1
• 2
• 3
• 9. Understanding Impact of Own Behavioral on Child/Youth
• 0
• 1
• 2
• 3
• 10. Involvement with Care
• 0
• 1
• 2
• 3
• 11. Knowledge of Service Options
• 0
• 1
• 2
• 3
• Family needs and Strengths
• 0. No evidence of need. No action needed
• 1. Significant history or possible need that is not interfering with functioning. Watchful waiting/prevention/additional assessment
• 2. Need interferes with functioning. Action/intervention required
• 3. Need is dangerous or disabling. Immediate action/intensive action required
• 1. Family Functioning
• 0
• 1
• 2
• 3
• 2. Family Nurturance
• 0
• 1
• 2
• 3
• 3. Family Stress
• 0
• 1
• 2
• 3
• 4. Social Resources/Natural Supports
• 0
• 1
• 2
• 3
• 5. Safety
• 0
• 1
• 2
• 3
• 6. Stable Living Situation
• 0
• 1
• 2
• 3
• 7. Financial Resources
• 0
• 1
• 2
• 3