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Vignette Assumption Story: (rate father in caregiver domain) Owen is a 12-year-old boy currently living with his father and his father's partner. Owen's father took him away from his mother when he was four due to physical and emotional abuse. His mother has problems with substance abuse and was very aggressive when she was drinking. Owen's father reports that Owen has been getting into a lot of trouble lately. He makes poor decisions that are interfering with his school functioning and seems to be hanging out with a 'bad group of kids.' He is very social and has lots of friends, but according to his father these friends are bad news and are responsible for a lot of Owen's behaviour. Last week Owen set the garbage can in the school bathroom on fire. When his father tried to get him to write an apology letter to the principal, Owen said that he didn't feel bad and he would do it again. Owen has trouble paying attention at school and finds it very boring to sit in the classroom. He loves sports and his favourite class is physical education. At home Owen sometimes has trouble falling asleep. When he can't sleep he will sneak back downstairs and play video games until very late at night. Owen's teacher reports that Owen only pays attention for the first five minutes of every lesson and then he is wiggling in his chair, trying to play games on his iPod, or impulsively shouting things out. Owen rarely finishes assignments because during independent work time he is up and wandering the classroom. At home Owen has been breaking the rules his father has outlined for him and is having a hard time following instruction at school as well. Owen's father has found iPods, headphones, and other valuable objects in Owen's bedroom, which he suspects Owen has stolen from other students at school. When he confronted Owen about this he said he bought them, but his father knows that Owen does not have money for this. Father was hoping this was just an odd phase, but after Owen's recent fire setting incident, he is seriously concerned. He wonders if Owen's mother is somewhat responsible for this but is mainly concerned with getting Owen help. Owen reports that he is still mad at his father for 'turning gay' and wishes that his dad's partner didn't have to live with them. Owen is not very close with his dad and doesn't share much with him. Owen has never presented as aggressive or dangerous until he recently set the fire at school. Before this he was mainly just stealing and occasionally vandalizing property with spray paint graffiti. Owen said that he was hoping to burn down the school so he wouldn't have to go anymore, but he didn't want to kill anyone. Owen's father is very strict with making sure that Owen completes his schoolwork. Owen will often start his homework but then give up as soon as it becomes difficult or he gets distracted. Owen is currently getting below average grades but he is passing. He is very disruptive in the classroom every day. At lunchtime Owen often gets himself into trouble, which is when he set the fire last week. Owen gets detentions often and has received one suspension. Most of Owen's behaviour issues have taken place this year. His father states that he believes Owen started stealing from other students about 8 months ago. Owen took a lighter from home in order to set the fire at school. His father wishes that Owen would make nicer friends at school. Owen is very athletic and is on the school's rugby team. He gets along with other students and has a group of friends. Owen says that his dad is 'nothing like him, and will never understand him.' When asked about his plans for the future Owen sometimes talks about being a mechanic, but at other times he seems completely uninterested and unmotivated. Owen's father is very worried about the path Owen is headed down. At home he keeps a close eye on Owen but Owen finds ways to get into trouble when at friends' houses or at school. He has tried different methods of disciplining Owen but just isn't sure what will work. Owen wishes his dad would 'mind his own business,' but he has taken time off work and arranged to meet with Owen's teacher and principle and his trying to get more help for Owen. He tries to tell Owen that he cares about him and just wants to help but he has a hard time getting this across to Owen. Father's partner has been helpful with supervising Owen but Owen shows very little respect for his father's partner. Owen's father would prefer if Owen no longer saw his mother, as he thinks that she is a bad influence on him. They often

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
• 0
• 1
• 2
• 3
• 1. Decision-Making Skills
• 0
• 1
• 2
• 3
• 2. Ability to Pay Attention
• 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

Emotional Regulation skills

• 0
• 1
• 2
• 3
• 1. Self-Management
• 0
• 1
• 2
• 3
• 2. Moodiness
• 0
• 1
• 2
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• 3. Anger Control
• 0
• 1
• 2
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• 4. Over-Reaction

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
• 0
• 1
• 2
• 3
• 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
• 0
• 1
• 2
• 3
• 1. Language
• 0
• 1
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• 2. Identity
• 0
• 1
• 2
• 3
• 3. Ritual
• 0
• 1
• 2
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• 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
• 0
• 1
• 2
• 3
• 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
• 0
• 1
• 2
• 3
• 1. Suicide Risk
• 0
• 1
• 2
• 3
• 2. Self-Injuring Behaviours
• 0
• 1
• 2
• 3
• 3. Other Self-Harm
• 0
• 1
• 2
• 3
• 4. Aggression Towards Objects
• 0
• 1
• 2
• 3
• 5. Cruelty to Animals
• 6. Danger to Others
• 7. Sexual Aggression
• 0
• 1
• 2
• 3
• 8. Elopement/Runaway
• 1
• 2
• 3
• 9. Delinquent Behaviour
• 0
• 1
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• 3
• 10. Fire Setting
• 0
• 1
• 2
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• 11. Intentional Misbehaviour
• 0
• 1
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• 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
• 0
• 1
• 2
• 3
• 1. School Attendance
• 0
• 1
• 2
• 3
• 2. Classroom Behaviour
• 0
• 1
• 2
• 3
• 3. Non-Classroom Behaviour
• 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
• o
• 1
• 2
• 3
• 9. Intellectual
• 0
• 1
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• 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
• 0
• 1
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• 3
• 1. Seriousness
• 0
• 1
• 2
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• 2. History
• 0
• 1
• 2
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• 3. Arrests
• 0
• 1
• 2
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• 4. Planning
• 0
• 1
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• 5. Community Safety
• 0
• 1
• 2
• 3
• 6. Legal Compliance
• 0
• 1
• 2
• 3
• 7. Peer Influences
• 0
• 1
• 2
• 3
• 8. Parental Criminal Behaviour
• 0
• 1
• 2
• 3
• 9. Environmental Influences
• 0
• 1
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• 3

hild/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
• 0
• 1
• 2
• 3
• 1. Talents/Interests
• 0
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• 2. Extra-Curricular Activities
• 0
• 1
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• 3
• 3. Optimism
• 0
• 1
• 2
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• 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
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• 3
• 9. Life Skills
• 0
• 1
• 2
• 3
• 10. Resiliency
• 0
• 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
• 0
• 1
• 2
• 3
• 1. Family
• o
• 1
• 2
• 3
• 2. Natural Supports
• o
• 1
• 2
• 3
• 3. Community Involvement
• o
• 1
• 2
• 3
• 4. Cultural Identity
• o
• 1
• 2
• 3
• 5. Resourcefulness
• o
• 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
• 0
• 1
• 2
• 3
• 1. Discipline/Parenting Skills
• o
• 1
• 2
• 3
• 2. Supervision
• o
• 1
• 2
• 3
• 3. Problem Solving
• o
• 1
• 2
• 3
• 4. Organizatio
• o
• 1
• 2
• 3
• 5. Knowledge of Child
• o
• 1
• 2
• 3
• 6. Parental Responsiveness
• o
• 1
• 2
• 3
• 7. Ability to Listen
• o
• 1
• 2
• 3
• 8. Ability to Communicate
• o
• 1
• 2
• 3
• 9. Understanding Impact of Own Behaviour on Child/Youth
• o
• 1
• 2
• 3
• 10. Involvement with Care
• o
• 1
• 2
• 3
• 11. Knowledge of Service Options
• o
• 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
• 0
• 1
• 2
• 3
• 1. Family Functioning
• o
• 1
• 2
• 3
• 2. Family Nurturance
• o
• 1
• 2
• 3
• 3. Family Stress
• o
• 1
• 2
• 3
• 4. Social Resources/Natural Supports
• o
• 1
• 2
• 3
• 5. Safety
• o
• 1
• 2
• 3
• 6. Stable Living Situation
• o
• 1
• 2
• 3
• 7. Financial Resources
• 0
• 1
• 2
• 3