DAWBA English Parent

The Development and Well-Being Assessment
Parent Interview
Childs Surname: Childs First Names: Age: Date of Birth: Male / Female Clinic/Study Number: Date of Interview: Person Interviewed: Interviewer:
The first step is to administer the P4-16 Strengths and Difficulties Questionnaire (SDQ) and then score the front page, ringing the scores below. Subtract the prosocial score from the peer score this will often be a negative number (because the prosocial score is usually higher than the peer score), but remember to show this as negative. Only positive scores of 2 or more are relevant to the DAWBA skip rule. SDQ Emotion Score SDQ Hyperactivity Score SDQ Conduct Score SDQ Peer Score SDQ Prosocial Score Peer minus Prosocial 0 0 0 0 0 1 1 1 1 1 2 2 3 || 4 3 4 4 4 4 5 6 7 7 7 7 7 8 8 8 8 8 9 9 9 9 9 10 10 10 10 10
5|| 6 5 5 5 6 6 6
2 || 3 2 2 3 3
(positive score reflects peer score > prosocial score) (negative score reflects peer score < prosocial score)
Social Aptitudes Score
(from Social Aptitudes Scale on page 2)
Social Aptitudes Scale

How does [Name] compare with other children/people of his/her age in the following situations: A lot worse than average SAS1 Able to laugh around with others, for example accepting light-hearted teasing and responding appropriately. Easy to chat with, even if it isnt on a topic that specially interests him/her. Able to compromise and be flexible Finds the right thing to say or do in order to defuse a tense or embarrassing situation Graceful when s/he doesnt win or get his/her own way. A good loser. Other people feel at ease around him/her. By reading between the lines of what people say, s/he can work out what they are really thinking and feeling. After doing something wrong, s/hes able to say sorry and sort it out so that there are no hard feelings. Can take the lead without others feeling they are being bossed about. Aware of what is and isnt appropriate in different social situations. 0 A bit worse than average 1 A bit better than average 3 A lot better than average 4
About average 2
SAS2
0 0
1 1
2 2
3 3
4 4
SAS3 SAS4
SAS5
SAS6
SAS7
SAS8
SAS9
SAS10
copyright Robert Goodman, 2001
Now score up the scale by adding all ten items, and enter the score on the first page.
Friendships Questionnaire
Fr1 What is [Name] like at making friends? Finds it harder than average 0 Fr2 What is [Name] like at keeping the friends s/he has made? Finds it harder than average 0 About average 1 About average 1 Finds it easier than average 2 Finds it easier than average 2
Fr3
At present, how many friends does s/he have that s/he fairly often spends time with, for example chatting, or doing things together, or going out as part of a group?
None 0 Next section
One 1
2-4
5-9
10+
2 3 4 1442443 Fr4
Fr4
Do [Name] and his/her friends have interests in common?
No 0
A little 1
A lot 2
Fr5
Do [Name] and his/her friends take part in joint activities such as playing sport together, playing computer games together, or shopping together?
No 0
A little 1
A lot 2
Fr6
If [Name] were very stressed or had some secret worry, do you think s/hed be able to talk about this with a friend and tell the friend how s/he was feeling?
No 0
Perhaps 1
Definitely 2
Fr 7
By and large, do you approve of his/her friends?
No 0
A little 1
A lot 2
Fr8
Are many of his/her friends the sorts of children/young people who often get into trouble for bad behaviour?
Not at all 0
A few are like that 1
Many are like that 2
All are like that 3
Development Section
R1 Thinking about his/her school work and about his/her ability to reason things out, is s/he about average for his/her age, ahead, or behind? Ahead Average Behind 2 R2
0 1 1442443 R3
R2
At present, roughly what sort of age level is s/he at in his/her school work and ability to reason things out? (Optional: For example like an average [insert an age 2 years younger than the childs chronological age] year old?) If under 12 month level, code as 0
years old
R3
Is his/her ability to use language to say what s/he means and to understand what other people are saying about average for his/her age, ahead or behind?
Ahead
Average
Behind 2 R4
0 1 1442443 R6
R4
At present, roughly what sort of age level is s/he at in his/her use and understanding of language? (Optional: For example like an average [insert an age 2 years younger than the childs chronological age] year old?) If under 12 month level, code as 0
years old
R5
Can s/he get round difficulties in explaining what s/he wants to say by other means, for example by using gestures, signs, facial expressions or acting things out?
No 0
A little 1
A lot 2
R6
Going back to his/her first 3 years of life, was there anything that seriously worried you or anyone else about: the way his/her speech developed? how s/he got on with people? the way his/her pretend or make-believe play developed? any odd rituals or unusual habits that were very hard to interrupt? his/her ability to learn and do new things things such as puzzles or helping get dressed?
No 0 0 0 0 0
Yes 1 1 1 1 1
a) b) c) d) e)
Only ask if R6a, R6b, R6c,R6d orR6e = Yes R7 Have the things that seriously worried you or someone else now cleared up completely?
Cleared up completely 0
Some continuing problems 1
Skip rule for the rest of this section Only continue if SAS score is 12 or less, if R7 = Some continuing problems, or if the SDQ peer problem score is 2 or more points higher than the prosocial score. Otherwise go to next section.
If R6a = Yes continue with R8, else skip to R10 R8 Could s/he use any real words other than mama or dada before the age of 2 years? (Baby words such as bikkie for biscuit do count. Exclude other words for mother or father)
No 0
Yes 1
R9
After using single words, children go on to join them up into phrases or short sentences like Go park see ducks or Mama give biscuits. Did [Name] join words together into phrases or short sentences before the age of 3 years? (Do not count set phrases like Thank you or Night night that the child uses as just one word)
No 0
Yes 1
R10
Toddlers often communicate through physical gestures such as waving goodbye, pointing to things, blowing a kiss, or bringing a finger to their mouth and saying Shh! When s/he was a toddler, did [Name] use these sorts of gestures as much as other children of the same age? About the same / More 0
A little less 1
A lot less 2
R11
Some children like playing nursery games like Ring a Ring a Roses, Round and Round the Garden, Peekaboo or Peepo. Did [Name] ever like these games? No 0 A little 1 A lot 2
R12
Young children often try to share their enjoyment or interests or achievements, for example by pointing out something that they think you will enjoy seeing or find interesting. As a toddler and young child, did [Name] want to share his/her enjoyment, interests or achievements with other people?
No 0
A little 1
A lot 2
R13
Some children spend a lot of their play time repeating the same action over and over again, for example spinning the wheels on a toy car, turning taps or light switches on and off, or opening and shutting doors. Has this ever been true of him/her? No 0 A little 1 A lot 2
R14
Children are sometimes very interested in unusual aspects of toys or other things. For example, rather than playing with a toy, they may spend their time sniffing it, or running their fingers over its surface, or holding it to their face to feel any vibration that it makes. Has this ever been true of him/her? No 0 A little 1 A lot 2
R15
Make-believe play is important to some children. This can include pretend games with other children games such as cops and robbers, or mummies and daddies. Even when they are by themselves, children may act out stories with dolls, action men or make-believe objects. If aged under 11: As a preschool child and more recently, has [Name] taken part in make-believe play? If aged 11 or more: Thinking about when s/he was younger (say between 5 and 10), did [Name] take part in make-believe play?
No 0
A little 1
A lot 2
R16
If aged under 11: At present, can [Name] make allowances according to who s/he is playing with? For example, not being too rough when playing with younger children, and not being too bossy when playing with older children. If aged 11 or more: When s/he was younger (say around 10), could [Name] make allowances according to who s/he was playing with? For example, not being too rough when playing with younger children, and not being too bossy when playing things with older children.
No
A little
A lot
R17
When s/hes with other children/teenagers, does s/he have difficulty taking turns, sharing or co-operating?
No 0
A little 1
A lot 2
R18
Some children/teenagers enjoy putting a lot of time into collecting things, or get a lot of pleasure out of focusing on just one topic, such as sport, cars or a particular pop group. In everyday language, we often say that these children/teenagers are obsessed by their interest, but this is not an unpleasant obsession this is something they like and usually enjoy talking about. Has [Name] had any long-lasting obsessions of this sort? No A little A lot 2 R19
0 1 1442443 R24
R19
Obsessions may be about common or unusual topics. For example, it is fairly common for an 8 year old to be obsessed by dinosaurs, but it is unusual for an 8 year old to be obsessed by Victorian fireplaces, bar codes or street lamps. Is or was the topic of his/her obsession unusual? No 0 A little 1 A lot 2
R20
Does or did the obsession dominate his/her life?
No 0
A little 1
A lot 2
R21
Does or did it tend to dominate his/her conversation with other people?
No 0
A little 1
A lot 2
R22
Does or did it stop him/her doing other important things in his/her life, such as playing, studying or going out?
No 0
A little 1
A lot 2
R23
Please describe the obsession:
.. .. ..
R24
Is [Name] able to start conversations with other people?
No 0
A little 1
A lot 2
R25
If other people start conversations with him/her, can [Name] keep the conversation going?
No 0
A little 1
A lot 2
R26
Is [Name] genuinely interested in chatting with other people in order to hear what they have to say about their experiences and interests even if those interests are different from his/her own interests?
No 0
A little 1
A lot 2
R27
Some children/teenagers have trouble adjusting their language to suit different social occasions. For example they may speak too casually to a teacher or too formally to other children. Does [Name] change the way s/he speaks according to whether it is a formal or informal situation?
No 0
A little 1
A lot 2
R28
It is relatively easy to tell what some children/teenagers are feeling by observing their facial expressions, their tone of voice and their body language. It is harder to tell with other children/teenagers, particularly if you dont know them very well. Do most people have difficulty knowing what [Name] is feeling by observing his/her face, body language or tone of voice? No 0 A little 1 A lot 2
R29
The other way round, children/teenagers vary in their ability to know what other people are feeling. Some children/ teenagers are good at recognising subtle clues in body language, facial expressions, or tone of voice. For example, they can immediately tell when their mother is starting to get a little cross, or when another child/teenager is feeling a bit embarrassed. Other children/teenagers find this much harder. Does [Name] have difficulty recognising the clues in other peoples facial expressions, body language and tone of voice?
No 0
A little 1
A lot 2
R30
When were talking with someone face-to-face, eye contact is very important. It generally makes us feel uneasy, or as if theres something wrong, if the other person makes too little eye contact, or too much, or makes it at the wrong time. Has [Name] ever been through a phase of making too little or too much eye contact, or making it in the wrong sort of way?
No 0
Perhaps 1
Definitely 2
R31
Many young children go through a phase of repeating what someone has just said to them. For example, if you said, Well be going home in a few minutes, they might parrot back Well be going home in a few minutes. Or they might echo back the last word, minutes, in your tone of voice. Some young people do this a lot. Has [Name] ever echoed or parroted speech in this way? No 0 A little 1 A lot 2
R32
Some children/teenagers ask the same questions over and over again. For example, When are we going to the park? or Whats for dinner? or Are we going swimming this weekend? They keep repeating these questions even though theyve already been told the answers many times. The questions that are repeated may not be exactly the same from week to week. Has [Name] ever tended to ask repetitive questions? No 0 A little 1 A lot 2
R33
Another way in which young people repeat themselves is by using the same catch-phrase or clich over and over again. For example, almost every sentence may begin If you want my opinion or Logically speaking Occasionally the phrase is appropriate, but it is used far more than is really needed. Has [Name] ever filled his/her speech with these fairly empty catch-phrases or clichs?
No 0
A little 1
A lot 2
R34
Some children enjoy routines and want things to be the same every day. For example, they may want to eat the same food off the same plate while sitting in the same chair every single day. Or there may be very fixed routines for dressing or undressing. Has [Name] ever had strong or unusual routines that s/he has insisted on because s/he enjoyed doing it that way?
No
A little
A lot 2 R35
0 1 1442443 R36 R35 Please describe the routines
.. .. ..
R36
Some children are easily upset by small changes in their routines. For example, they may be very upset by having to go to school a different way, by having to take a bath at a slightly different time, or by the furniture being moved around. Has [Name] ever been easily upset by changes in routine? No 0 A little 1 A lot 2
R37
Some preschool children go through a phase of flapping or waving their hands or arms up and down if they are excited or upset. Some continue doing this for years. Since [Name] has been going to school, has s/he tended to flap his/her arms when excited or upset?
No 0
A little 1
A lot 2
R38
You have answered a lot of questions about his/her pattern of development focusing particularly on language, play, routines and his/her ability to get along with other people. Are you concerned at present about any of these aspects of his/her development? No 0 Next section A little A lot
1 2 1442443 tick Development on the check list in M1 (p.55) and continue with R39
10
R39
Thinking about the last 12 months, have difficulties in any of the areas that we have covered resulted in him/her becoming upset or distressed?
Not at all 0
A little 1
A medium amount 2
A great deal 3
R40
Have difficulties with language, routines, play, or social ability interfered with... how well s/he gets on with you and the rest of the family? making and keeping friends? learning or class work? playing, hobbies, sports or other leisure activities?
Not at all 0 0 0 0
A little 1 1 1 1
A medium amount 2 2 2 2
A great deal 3 3 3 3
a)
b) c) d)
R41
Have these difficulties put a burden on you or the family as a whole?
Not at all 0
A little 1
A medium amount 2
A great deal 3
R42
Some childrens development is unusual from birth onwards. With hindsight, their parents realise that development was never quite normal. Thats not always the case, though. Sometimes parents are sure that development was completely normal for a while and then there was a relatively sudden change. Which was true for him/her? Always there to some extent 0 Next section Sudden change 1 R43
R43
How old was [Name] when this change happened? years old If during the first 12 months, code as 0
11
Section A Separation Anxiety

Most children are particularly attached to a few key adults, looking to them for security and comfort, and turning to them when upset or hurt. A1 a) b) c) d) e) f) g) h) i) j) Is [Name] specially attached to the following adults? Mother (biological or adoptive) Father (biological or adoptive) Another mother figure (stepmother, foster mother, fathers partner) Another father figure (stepfather, foster father, mothers partner) One or more grandparents One or more other adult relatives (e.g. aunt, uncle, grown-up brother or sister) Childminder, nanny, au pair One or more teachers One or more other adult non-relatives (e.g. a family friend or neighbour) [ ] Not specially attached to any adult No or Not Applicable 0 0 0 0 0 0 0 0 0
Yes 1 1 1 1 1 1 1 1 1
If A1j was ticked, ask A1k and A1l; otherwise continue with A2 Is (Child ) specially attached to the following children or young people? k) l) m) One or more brothers, sisters or other young relatives One or more friends [ ] Not specially attached to anyone No or Not Applicable 0 0 Yes 1 1
if A1m is ticked, then skip to section B. Otherwise continue: A2 Youve just told me who [Name] is specially attached to: If you want, you can list all from A1a to A1i (or from A1k to A1l) that were answered Yes. From now on, I am going refer to these people as his/her attachment figures What Id like to know next is how much [Name] worries about being separated from his/her attachment figures. Most children have some worries of this sort, but Id like to know how [Name] compares with other children of his/her age. I am interested in how s/he is usually not on the occasional off day. Overall, in the last 4 weeks, has s/he been particularly worried about being separated from his/her attachment figures? No 0 If A2 = Yes or if SDQ emotion score is 4 then continue. If neither, then skip to section B.
12
Yes 1
A3
Over the last 4 weeks, and compared with other children of the same age...
No more than others (or Not applicable) 0
A little more than others 1
A lot more than others 2
a)
has s/he worried either about something unpleasant happening to his/her attachment figures, or about losing them? has s/he worried unrealistically that s/he might be taken away from his/her attachment figures, e.g. by being kidnapped, taken to hospital or killed? Has s/he not wanted to go to school in case something nasty happened to his/her attachment figures while s/he was away at school? (Do not include reluctance to go to school for other reasons e.g. fear of bullying or exams) has s/he worried about sleeping alone?
b)
c)
d) e)
0 has s/he come out of his/her bedroom at night to check on, or to sleep near, his/her attachment figures? has s/he worried about sleeping in a strange place? 0 g) (Only ask if aged under11) has s/he been afraid of being alone in a room at home without his/her attachment figures even if they are close by? (Only ask if aged 11 or more) has s/he been afraid of being alone at home if his/her attachment figures pop out for a moment? has s/he had repeated nightmares or bad dreams about being separated from his/her attachment figures? has s/he had headaches, stomach aches or felt sick when s/he had to leave his/her attachment figures or when s/he knew it was about to happen? has being apart from his/her attachment figures, or the thought of being apart from them led to worry, crying, tantrums, clinginess or misery? 0
1 1
2 2
f)
h)
i)
j)
k)
If any of the items in A3 have been answered A lot more than others then tick Separation Anxiety on the check list in M1 (p.55) and continue with A4. If not, skip to section B.
13
A4
Have his/her worries about separation been there for at least 4 weeks?
No 0
Yes 1
A5
How old was s/he when his/her worries about separation began? years old (if since birth, enter 0)
A6
How much have these worries upset or distressed Not at him/her? all 0
A little 1
A medium amount 2
A great deal 3
A7 a)
Have these worries interfered with ... how well s/he gets on with you and the rest of the family? making and keeping friends? learning or class work? playing, hobbies, sports or other leisure activities?
Not at all 0 0 0 0
A little 1 1 1 1
b) c) d)
A8
Have these worries put a burden on you or the family as a whole?
Not at all 0
A little 1
A medium amount 2
A great deal 3
14
Section B Fears of specific things or situations

This section of the interview is about some things or situations that children are often scared of, even though they arent really a danger to them. Id like to know what [Name] is afraid of. I am interested in how s/he is usually - not on the occasional 'off day'. Not all fears are covered in this section some are covered in other sections, e.g. fears of social situations, dirt, separation, crowds. B1 a) Is [Name] scared of any of the things or situations on this list? Animals: Dogs, spiders, bees and wasps, mice and rats, snakes, or any other animal, bird or insect Some aspect of the natural environment, e.g. storms, thunder, heights, water The dark Loud noises, e.g. fire alarms, fireworks Blood - injection - injury: Set off by the sight of blood or injury, or by an injection, or by other medical procedures Dentists or doctors Vomiting, choking or getting particular diseases, e.g. cancer or AIDS Using particular types of transport, e.g. cars, buses, boats, planes, ordinary trains, underground trains, bridges Small enclosed spaces, e.g. lifts, tunnels Using the toilet, e.g. at school or in someone elses house Specific types of people, e.g. clowns, people with beards, with crash-helmets, in fancy dress, dressed as Santa Claus Imaginary or supernatural beings, e.g. monsters, ghosts, aliens, witches Any other specific fear (Describe) ................................ ...................................................................................... If any of the items in B1 have been answered a lot, then continue with B2. Otherwise, go to section C. B2 Are these fears a real nuisance to him/her, to you, or to anyone else? No 0 Perhaps 1 Definitely 2 No 0 A little 1 A lot 2
b)
c) d) e)
0 0
1 1
2 2
f) g)
0 0
1 1
2 2
h)
i) j) k)
0 0 0
1 1 1
2 2 2
l)
m)
If B2 = Definitely or if SDQ emotion score is 4 then continue. If neither, then skip to section C.
15
B3
How long has this fear or the most severe of these fears been present?
Less than 1 month 0
1-5 months 1 A little
6 months or more 2 A lot 2 B5
B4
When [Name] comes up against the things s/he is afraid of, or when s/he thinks s/he is about to come up against them, does s/he become anxious or upset?
No
0 1 1442443 B7
B5
Does s/he become anxious or upset every time, or almost every time, s/he comes up against the things s/he is afraid of?
No 0
Yes 1 Many times a day 3
B6
How often do his/her fears result in his/her becoming upset like this? N.B. if [Name] is afraid of something that is only there for part of the year (e.g. wasps), this question is about that particular season.
Every now and then 0
Most weeks 1
Most days 2
B7
Do his/her fears lead to him/her avoiding the things s/he is afraid of?
No
A little
A lot 2 B8
0 1 1442443 B9 B8 Does this avoidance interfere with his/her daily life?
No 0 No
A little 1 Perhaps 1 1
A lot 2 Definitely 2 2
B9
Do you think that his/her fears are over the top or unreasonable? And what about him/her? Does s/he think that his/her fears are over the top or unreasonable?
0 0
B10
If B2 = Definitely or B4 = A lot or B7 = A lot, then tick Specific Phobia on check list in M1(p.55). B11 Have his/her fears put a burden on you or the family as a whole? Not at all 0 A little 1 A medium amount 2 A great deal 3
16
Section C Fear of social situations

I am interested in whether (Child ) is particularly afraid of social situations. This is as compared with other children of his/her age, and is not counting the occasional off day or ordinary shyness.
C1
Overall, does [Name] particularly fear or avoid social situations that involve a lot of people, meeting new people, or doing things in front of people?
No 0
Yes 1
If C1 = Yes or if SDQ emotion score is 4, then continue. If neither, then skip to section D.
C2
Has [Name] been particularly afraid of any of the following social situations over the last 4 weeks? Meeting new people? Meeting a lot of people, such as at a party? Eating in front of others? Speaking in class? Reading out loud in front of others? Writing in front of others?
No 0 0 0 0 0 0
A little 1 1 1 1 1 1
A lot 2 2 2 2 2 2
a) b) c) d) e) f)
If none of the items in C2 have been answered A lot, then skip to section D.
C3
Most children are attached to a few key adults, feeling more secure when they are around. Some children are only afraid of social situations if they don't have one of these key adults around. Other children are afraid of social situations even when they are with one of these key adults. Which is true for him/her? Mostly fine in social situations as long as key adults are around 0 Social fears are marked even when key adults are around 1
17
C4
Is [Name] just afraid with adults, or is s/he also afraid in situations that involve a lot of children, or meeting new children?
Just with adults 0
Just with children 1
With both adults and children 2
C5
Outside of these social situations, is [Name] able to get on well enough with the adults and children s/he knows best?
No 0
Yes 1
C6
Do you think his/her dislike of social situations is because s/he is afraid s/he will act in a way that will be embarrassing or show him/her up?
No 0
Perhaps 1
Definitely 2
C7
(Only ask if C2d = A lot, or C2e = A lot, or C2f = A lot) Is his/her dislike of social situations related to specific problems with speech, reading or writing?
No 0
Perhaps 1
Definitely 2
C8
How long has his/her fear of social situations been present?
Less than 1 month 0
1-5 months 1
6 months or more 2
C9
How old was s/he when this fear of social situations began? years old (if since birth, enter 0)
18
C10
When [Name] is in one of the social situations s/he fears, or when s/he thinks s/he is about to come up against one of these situations, does s/he become anxious or upset?
No
A little
A lot 2 C11
0 1 1442443 C12
C11
How often does his/her fear of social situations result in him/her becoming upset like this?
Every now and then 0
most weeks 1
most days 2
many times a day 3
C12
Does his/her fear lead to him/her avoiding social situations?
No
A little
A lot 2 C13
0 1 1442443 C14
C13
Does this avoidance interfere with his/her daily life?
No 0 No
A little 1 Perhaps 1
A lot 2 Definitely 2
C14
Does s/he think that this fear of social situations is over the top or unreasonable? Is s/he upset about having this fear?
C15
If C10 = A lot or C12 = A lot, then tick Social Phobia on check list in M1(p.55). C16 Has his/her fear of social situations put a burden on you or the family as a whole? Not at all 0 A little 1 A medium amount 2 A great deal 3
19
Section D Panic Attacks and Agoraphobia

Many children have times when they get very anxious or worked up about silly little things, but some children get severe panics that come out of the blue - they just dont seem to have any trigger at all.
D1
In the last 4 weeks, has [Name] had a panic attack when s/he suddenly became very panicky for no reason at all, without even a little thing to set him/her off?
No 0
Yes 1
If D1 = Yes then tick the box for Panic on the check list in M1 (p.55).
D2
Over the last 4 weeks, has [Name] been very afraid of, or tried to avoid, the following situations? Crowds Public Places Travelling alone (If s/he ever does so) Being far from home
No or Not Applicable 0 0 0
Yes 1 1 1
a) b) c)
d)
If any of the items in D2 have been answered Yes, then tick the box for Agoraphobia on the check list in M1 (p.55) and continue with D3. Otherwise skip to section E.
D3
Do you think this fear or avoidance of (Situation) is because s/he is afraid that if s/he had a panic attack, or something like that, s/he would find it difficult or embarrassing to get away, or wouldnt be able to get the help s/he needs?
No 0
Yes 1
20
Section E Post Traumatic Stress

The next section is about events or situations that are exceptionally stressful, and that would really upset almost anyone. For example being caught in a burning house, being abused, being in a serious car crash or seeing you being mugged at gunpoint. E1 During his/her lifetime has anything like this happened to him/her?
No 0
Yes 1
If E1 = Yes then continue. Otherwise skip to section F. E2 Has [Name] ever experienced any of the following? (use card) No Child involved in a disaster a) A serious and frightening accident, e.g. being run over by a car, being in a bad car or train crash, etc. b) c) A bad fire, e.g. trapped in a burning building Other disasters, e.g. kidnapping, earthquake, war 0 Yes 1
0 0
1 1
Violence to child d) A severe attack or threat, e.g. by a mugger or a gang e) Severe physical abuse that s/he still remembers
0 0
1 1
Sexual assault of child f) Sexual abuse g) Rape
0 0
1 1
Child witnessed something very upsetting h) Witnessed severe domestic violence, e.g. saw mother being badly beaten up at home i) Saw a family member or a friend severely attacked or threatened, e.g. by a mugger or a gang Witnessed a sudden death, a suicide, an overdose, a serious accident, a heart attack etc.
j)
Other severe trauma k) Some other severe trauma (Describe) 0 If any of the items in E2 have been answered Yes, then continue with E3. Otherwise, go to section F. 1
21
E3
At the time, was [Name] very distressed or did his/her behaviour change dramatically?
No 0
Yes 1 Yes 1 E4
E3A
At present, is it affecting his/her behaviour, feelings or concentration?
No 0 Section F
E4
Over the last 4 weeks, has [Name]... No A little 1 1 1 1 A lot 2 2 2 2
a) b) c) d)
relived the event with vivid memories (flashbacks) of it? had repeated distressing dreams of the event? got upset if anything happened that reminded him/her of it? tried to avoid thinking or talking about anything to do with the event? tried to avoid activities, places or people that remind him/her of the event? blocked out important details of the event from his/her memory? shown much less interest in activities s/he used to enjoy? felt cut off or distant from others? expressed a smaller range of feelings than in the past, e.g. no longer able to express loving feelings? felt less confidence in the future? had problems sleeping? felt irritable or angry? had difficulty concentrating? always been on the alert for possible dangers? jumped at little noises or been easily startled in other ways?
0 0 0 0
e)
f)
g) h) i)
0 0 0
1 1 1
2 2 2
j) k) l) m) n) o)
0 0 0 0 0 0
1 1 1 1 1 1
2 2 2 2 2 2
If any part of E4 is answered A lot, then tick the box for Post Traumatic Stress on the check list in M1 (p.55) and continue with E5. Otherwise, skip to section F.
22
E5
You have told me about (Definite Symptom/s). How long after the stressful event(s) did these other problems begin?
Within 6 months 0
More than 6 months after event 1
E6
How long has s/he been having these problems?
Less than 1 month 0
1 or 2 months 1
3 months or more 2
E7
How upset or distressed is s/he by the problems that the stressful event(s) triggered off?
Not at all 0
A little 1
A medium amount 2
A great deal 3
E8 a)
Have these problems interfered with ... how well s/he gets on with you and the rest of the family? making and keeping friends? learning or class work? playing, hobbies, sports or other leisure activities?
Not at all 0 0 0 0
A little 1 1 1 1
b) c) d)
E9
Have these problems put a burden on you or the family as a whole?
Not at all 0
A little 1
A medium amount 2
A great deal 3
23
Section F Compulsions and Obsessions

Many children have some rituals or superstitions, e.g. not stepping on the cracks in the pavement, having to go through a special goodnight ritual, having to wear lucky clothes for exams, or needing a lucky mascot for school sports matches. It is also common for children to go through phases when they seem obsessed by one particular subject or activity, e.g. cars, a pop group, a football team. But what I want to know is whether [Name] has any rituals or obsessions that go beyond this.
F1
Does [Name] have rituals or obsessions that upset him/her, waste a lot of his/her time, or interfere with his/her ability to get on with everyday life?
No 0
Yes 1
If F1 = Yes, or SDQ Emotion score is 4 then continue. If neither, then skip to section G.
F2
Over the last 4 weeks, has s/he had any of the following rituals (doing any of the following things over and over again even, though s/he has already done them or doesnt need to do them at all)? No A little 1 A lot 2
a)
Excessive cleaning: hand washing, baths, showers, toothbrushing etc. Other special measures to avoid dirt, germs or poisons Excessive checking: electric switches, gas taps, locks, doors, the oven Repeating the same simple activity many times in a row for no reason, e.g. repeatedly standing up or sitting down or going backwards and forwards through a doorway Touching things or people in particular ways Arranging things so they are just so, or exactly symmetrical Counting to particular lucky numbers or avoiding unlucky numbers
b)
c)
d)
e) f)
g)
24
F3
Over the last 4 weeks, has [Name] been obsessively worrying about dirt, germs or poisons not being able to get thoughts about them out of his/her mind?
No 0
A little 1
A lot 2
If any of the items in F2 or F3 have been answered A lot, then tick Obsessions and Compulsions on the check list in M1 (p.55). F4 Over the last 4 weeks, has [Name] been obsessed by the worry that something terrible will happen to him/her or to others, e.g. illnesses, accidents, fires?
No
A little
A lot 2 F6
0 1 144424443 Skip rule at the start of F7
F6
Is this obsession about something terrible happening to him/her or to others just one part of a general concern about being separated from his/her key attachment figures, or is it a problem in its own right?
Part of separation anxiety 0
A problem in its own right 1
If F6 = A problem in its own right then tick Obsessions and Compulsions on the check list in M1 (p.55).
F7
If the Obsessions and Compulsions box is ticked in M1, then continue. Otherwise skip to section G Have his/her rituals or obsessions been present on most days for a period of at least 2 weeks?
No 0
Yes 1
F8
Does s/he think that his/her rituals or obsessions are over the top or unreasonable?
No 0
Perhaps 1
Definitely 2
F9
Does s/he resist the rituals or obsessions? No 0 Perhaps 1 Definitely 2
25
F10
Do the rituals or obsessions upset him/her?
No, s/he enjoys them 0
Neutral, s/he neither enjoys them nor becomes upset 1
They upset him/her a little 2
They upset him/her a lot 3
F11
Do the rituals or obsessions use up at least an hour a day on average?
No 0
Yes 1
F12 a)
Have the rituals or obsessions interfered with how well s/he gets on with you and the rest of the family? making and keeping friends? learning or class work? playing, hobbies, sports or other leisure activities?
Not at all 0 0 0 0
A little 1 1 1 1
b) c) d)
F13
Have the rituals or obsessions put a burden on you or the family as a whole?
Not at all 0
A little 1
A medium amount 2
A great deal 3
26
Section G Generalized Anxiety

This section is about worrying
G2
Does [Name] ever worry?
No 0 Section H
Yes 1 Continue
G2A
Some children worry about just a few things, sometimes related to specific fears, obsessions or separation anxieties. Other children worry about many different aspects of their lives. They may have specific fears, obsessions or separation anxieties, but they also have a wide range of worries about many things. Is [Name] a worrier in general? No, s/he just has a few specific worries 0 Only continue if SDQ emotion score 4 Yes, s/he worries in general 1 Continue
G3
Over the last 6 months, has [Name] worried so much about so many things that it has really upset him/her or interfered with his/her life?
No 0
Perhaps 1
Definitely 2
If G3 = Perhaps or G3 = Definitely or SDQ emotion score is 4, then continue. If neither, then skip to section H.
27
G4
Over the last 6 months, and by comparison with other children of the same age, has [Name] worried about Past behaviour: Did I do that wrong? Have I upset someone? Have they forgiven me? School work, homework or examinations Disasters: Burglaries, muggings, fires, bombs etc. His/her own health Bad things happening to others: family, friends, pets, the world (e.g. wars). The future: e.g. changing school, moving house, getting a job, getting a boy/girlfriend Making and keeping friends Death and dying Being bullied or teased His/Her appearance or weight Other specific worry (Describe)
No more than others 0 0
A little more than others 1 1
A lot more than others 2 2
a)
b) c)
0 0 0
1 1 1
2 2 2
d) e)
f)
g) h) i) j) k)
0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
If 2 or more of these worries were answered a lot more than others then continue, else skip to section H G6 Over the last 6 months has s/he worried excessively on more days than not?
No 0
Yes 1
G7
Does s/he find it difficult to control the worry? No 0 Yes 1
If G6 = Yes or G7 = Yes then tick Generalized Anxiety on the check list in M1 (p.55) and continue. If neither are Yes then skip to section H.
28
G8
If any of the following questions are answered Yes, ask Has this been true for more days than not in the last 6 months? and record answer in second column. More days than not in last 6 months No Yes 0 1
In general No a) Does worrying lead to him/her feeling restless, keyed up, on edge, or unable to relax? Does worrying lead to him/her feeling tired or worn out more easily? Does worrying lead to difficulties in concentrating or his/her mind going blank? 0 Yes 1
b)
c)
d) e) f)
Does worrying lead to irritability? Does worrying lead to muscle tension? Does worrying interfere with his/her sleep, e.g. difficulty in falling or staying asleep, or restless, unsatisfying sleep?
0 0 0
1 1 1
0 0 0
1 1 1
G9
How upset or distressed is [Name] as a result of all his/her various worries?
Not at all 0
A little 1
A medium amount 2
A great deal 3
G10 a)
Have his/her worries interfered with... how well s/he gets on with you and the rest of the family? making and keeping friends? learning or class work? playing, hobbies, sports or other leisure activities?
Not at all 0 0 0 0
A little 1 1 1 1
b) c) d)
G11
Have these worries put a burden on you or the family as a whole?
Not at all 0
A little 1
A medium amount 2
A great deal 3
29
Section H Depression
This section of the interview is about his/her mood.
H1
In the last 4 weeks, have there been times when [Name] has been very sad, miserable, unhappy or tearful?
No 0 H7
Yes 1 H2
H2
Over the last 4 weeks, has there been a period when s/he has been really miserable nearly every day?
No 0
Yes 1
H3
During the time when s/he has been miserable, has s/he been really miserable for most of the day? (i.e. for more hours than not)
No 0
Yes 1
H4
When s/he has been miserable, could s/he be cheered up?
Easily 0
With difficulty/ only briefly 1
Not at all 2
H5
Over the last 4 weeks, the period of being really miserable has lasted:
Less than 2 weeks 0
2 weeks or more 1
If H1 = Yes and H2 = Yes and H3 = Yes, then tick Depression on check list in M1 (p.55).
30
H7
In the last 4 weeks, have there been times when [Name] has been grumpy or irritable in a way that has been out of character for him/her?
No 0 H13
Yes 1 H8
H8
Over the last 4 weeks, has there been a period when s/he has been really grumpy or irritable nearly every day?
No 0
Yes 1
H9
During the period when s/he has been grumpy or irritable, has s/he been like that for most of the day? (i.e. for more hours than not)
No 0
Yes 1
H10
Has the irritability been improved by particular activities, by friends coming round, or by anything else?
Easily 0
With difficulty/ only briefly 1
Not at all 2
H11
Over the last 4 weeks, the period of being really irritable has lasted:
Less than 2 weeks 0
2 weeks or more 1
If H7 = Yes and H8 = Yes and H9 = Yes, then tick Irritability on check list in M1 (p.55).
31
H13
In the last 4 weeks, have there been times when [Name] has lost interest in everything, or nearly everything, that s/he normally enjoys doing?
No 0 Skip rule at start of H18
Yes 1 H14
H14
Over the last 4 weeks, has there been a period when this lack of interest has been present nearly every day?
No 0
Yes 1
H15
During these days when s/he has lost interest in things, has s/he been like this for most of each day? (i.e. for more hours than not)
No 0
Yes 1
H16
Over the last 4 weeks, this loss of interest has lasted:
Less than 2 weeks 0
2 weeks or more 1
H17
If Depression or Irritability box has been checked, ask: Has this loss of interest been present during the same period when s/he has been really miserable or irritable for most of the time?
No 0
Yes 1
If H13 = Yes and H14 = Yes, then tick Loss of Interest on check list in M1 (p.55).
32
H18
If Depression or Irritability or Loss of Interest box has been ticked on the check list M1 (p.55), then continue. Otherwise skip to H22. During the period when [Name] was sad, irritable or lacking in interest
No 0 0 0 0 0 0 0 0 0 0
Yes 1 1 1 1 1 1 1 1 1 1
a) b) c) d) e) f) g) h) i) j)
did s/he lack energy or seem tired all the time? was s/he eating much more or much less than normal? did s/he either lose or gain a lot of weight? did s/he find it hard to get to sleep or to stay asleep? did s/he sleep too much? was s/he agitated or restless for much of the time? did s/he feel worthless or unnecessarily guilty for much of the time? did s/he find it unusually hard to concentrate or to think things out? did s/he think about death a lot? did s/he talk about harming himself/herself or killing himself/herself? did s/he try to harm himself/herself or kill himself/herself?
k)
H18L
Over the whole of his/her lifetime, has s/he ever tried to harm himself/herself or kill himself/herself?
No 0
Yes 1
H19
How much has his/her sadness, irritability or loss of interest upset or distressed him/her?
Not at all 0
A little 1
A medium amount 2
A great deal 3
33
H20
Has his/her sadness, irritability or loss of interest interfered with... how well s/he gets on with you and the rest of the family? making and keeping friends? learning or class work? playing, hobbies, sports or other leisure activities?
Not at all 0 0 0 0
A little 1 1 1 1
a)
b) c) d)
H21
Has his/her sadness, irritability or loss of interest put a burden on you or the family as a whole?
Not at all 0
A little 1
A medium amount 2
A great deal 3
Now go to section J. Do not ask H22 to H24 if you have already asked H18 i to l.
Deliberate Self-Harm No H22 Over the last 4 weeks, has s/he talked about deliberately harming or hurting himself/herself? Over the last 4 weeks, has s/he tried to harm or hurt himself/herself? Over the whole of his/her lifetime, has s/he ever tried to harm or hurt himself/herself? 0 0 Yes 1 1
H23 H24
If H22=Yes or H23=Yes or H24=Yes, then tick Deliberate Self-Harm on check list in M1 (p.55).
34
Section J Attention and Activity

This section of the interview is about his/her level of activity and concentration over the last 6 months. Nearly all children are overactive or lose concentration at times, but what I would like to know is how [Name] compares with other children of his/her own age. I am interested in how s/he is usually - not on the occasional 'off day'. J1 Allowing for his/her age, do you think that [Name] definitely has some problems with overactivity or poor concentration?
No 0
Yes 1
If J1 = Yes or if SDQ hyperactivity score is 6, then continue. If neither, then skip to section K. J2 I would now like to go through some more detailed questions about how [Name] has usually been over the last 6 months. I will start with questions about how active s/he has been. Over the last 6 months, and compared with other children of his/her age... No more than others 0 A little more than others 1 A lot more than others 2
a) b) c) d)
Does s/he often fidget? Is it hard for him/her to stay sitting down for long?
0 Does s/he run or climb about when s/he shouldn't? 0 Does s/he find it hard to play or take part in other leisure activities without making a lot of noise? If s/he is rushing about, does s/he find it hard to calm down when someone asks him/her to? 0
1 1 1
2 2 2
e)
J3
The next few questions are about impulsiveness. Over the last 6 months, and compared with other children of his/her own age No more than others 0 0 A little more than others 1 1 A lot more than others 2 2
a)
Does s/he often blurt out an answer before s/he had heard the question properly? Is it hard for him/her to wait his/her turn? Does s/he often butt in on other people's conversations or games? Does s/he often go on talking even if s/he has been asked to stop, or if no one is listening?
b) c)
d)
35
J4
The next set of questions are about attention. Over the last 6 months, and compared with other children his/her age No more than others 0 A little more than others 1 A lot more than others 2
a)
Does s/he often make careless mistakes or fail to pay attention to what s/he is supposed to be doing? Does s/he often seem to lose interest in what s/he is doing? Does s/he often not listen to what people are saying to him/her? Does s/he often not finish a job properly? Is it often hard for him/her to get himself/ herself organized to do something? Does s/he often try to get out of things s/he would have to think about, such as homework? Does s/he often lose things s/he needs for school or games? Is s/he easily distracted? Is s/he often forgetful?
b)
c)
0 0
1 1
2 2
d) e)
f)
g)
0 0 0
1 1 1
2 2 2
h) i)
J5
Have his/her teachers complained over the last 6 months of problems with... fidgetiness, restlessness or overactivity? poor concentration or being easily distracted?
No 0
A little 1
A lot 2
a) b) c)
0 acting without thinking about what s/he is doing, frequently butting in, or not waiting his/her turn? 0
1 1
2 2
If two or more of the items in J2, J3, or J4 have been answered A lot more than others, then tick the box for Hyperactivity on the check list in M1 (p.55) and continue to J6. If not, skip to section K.
36
J6
Have his/her difficulties with activity or concentration been there for at least 6 months?
No 0
Yes 1
J7
How old was s/he when his/her difficulties with activity or concentration began? (if since birth, enter 0)
years old
J8
How much have his/her difficulties with activity or concentration upset or distressed him/her?
Not at all 0
A little 1
A medium amount 2
A great deal 3
J9
Have his/her difficulties with activity or concentration interfered with... how well s/he gets on with you and the rest of the family? making and keeping friends? learning or class work? playing, hobbies, sports or other leisure activities?
Not at all 0 0 0 0
A little 1 1 1 1
a)
b) c) d)
J10
Have these difficulties with activity or concentration put a burden on you or the family as a whole?
Not at all 0
A little 1
A medium amount 2
A great deal 3
37
Section K Awkward and Troublesome Behaviour

This next section of the interview is about behaviour. Nearly all children are awkward and difficult at times not doing what they are told, being irritable or annoying, having temper outbursts, and so on. What I would like to know is how [Name] compares with other children of the same age. I am interested in how s/he is usually, and not just on occasional off days.
K1
Thinking about the last 6 months, how does his/her behaviour compare with other children of his/her age?
Less awkward or troublesome than average 0
About average 1
More awkward or troublesome than average 2
If K1 = More awkward or troublesome than average, or if SDQ conduct problems score is 3, then continue. If neither, then skip to section P. Some children are awkward or annoying with just one person - perhaps with yourself or just one brother or sister. Other children are troublesome with a range of adults or children. The following questions are about how [Name] is in general, and not just with one person. K2 Over the last 6 months, and as compared with other children of the same age, has s/he often No more than others 0 0 0 A little more than others 1 1 1 A lot more than others 2 2 2
a) b) c)
had temper outbursts? argued with grown-ups? taken no notice of rules, or refused to do as s/he is told? seemed to do things to annoy other people on purpose? blamed others for his/her own mistakes or bad behaviour? been touchy or easily annoyed? been angry and resentful? been spiteful? tried to get his/her own back on people?
d)
e)
f) g) h) i)
0 0 0 0
1 1 1 1
2 2 2 2
If any of the items in K2 have been answered A lot more than others, then tick Awkward Behaviour on the check list M1 (p.55) and continue with K3. If not, skip to K8.
38
K3
Have his/her teachers complained over the last 6 months of problems with this kind of awkward behaviour or disruptiveness in class?
No 0
A little 1
A lot 2
K4
Has his/her awkward behaviour been there for at least 6 months?
No 0
Yes 1
K5
How old was s/he when this sort of awkward behaviour began? years old (if since birth, enter 0)
K6
Has his/her awkward behaviour interfered with
Not at all 0
A little 1
A medium amount 2
A great deal 3
a)
how well s/he gets on with you and the rest of the family? making and keeping friends? learning or class work? playing, hobbies, sports or other leisure activities?
b) c) d)
0 0 0
1 1 1
2 2 2
3 3 3
K7
Has his/her awkward behaviour put a burden on you or the family as a whole?
Not at all 0
A little 1
A medium amount 2
A great deal 3
Continue with K8.
39
Behaviour that sometimes gets children into trouble. K8 Im now going to ask about behaviour that sometimes gets children into trouble, including dangerous, aggressive or antisocial behaviour. Please answer according to how s/he has been over the last year Im switching to the last 12 months for this next set of questions. If any of the following questions are answered Definitely ask Has this been going on for the last 6 months? and record answer in second column. Over the last 12 months As far as you know, over the last 12 months... has s/he often told lies in order to get things or favours from others, or to get out of having to do things s/he is supposed to do? has s/he often started fights? (Other than with brothers and sisters) has s/he often bullied or threatened people? 0 d) has s/he often stayed out after dark much later than s/he was supposed to? has s/he stolen from the house, or from other peoples houses, or from shops or school? (This doesnt include very minor thefts, e.g. stealing his/her brothers pencil or food from the fridge) has s/he run away from home more than once, or ever stayed away all night without your permission? has s/he often played truant (bunked off) from school? 0 1 1 2 2 0 0 1 1 No 0 Perhaps 1 Definitely 2
Last 6 months
No 0
Yes 1
a)
b)
c)
e)
f)
g)
If any of the items in K8 have been answered Definitely, then tick Troublesome Behaviour on the check list in M1 (p.55). K9 If 13 or older and definitely playing truant in the past year, ask this question. Otherwise go to the skip rule at the beginning of K10) Did s/he start playing truant (bunking off) from school before s/he was 13? No 0 Yes 1
40
K10
Only continue if check list M1 (p.55) has been ticked for Awkward Behaviour or Troublesome Behaviour. Otherwise skip to section P. May I now ask you about a list of less common but potentially more serious behaviours. I have to ask all people all questions even when they are not likely to apply. If any of the following questions are answered Yes then ask Has this happened in the last 6 months? and record answer in second column. As far as you know, have any of the following happened even once in the last 12 months? Over the last 12 months No Yes 0 1
Last 6 months No Yes 0 1
a)
Has s/he used a weapon or anything that could seriously hurt someone? (e.g. a bat, brick, broken bottle, knife, gun) Has s/he really hurt someone or been physically cruel to them? (e.g. has tied up, cut or burned someone). Has s/he been really cruel on purpose to animals and birds? Has s/he deliberately started a fire? (This is only if s/he intended to cause severe damage. This question is not about lighting campfires, or burning individual matches or pieces of paper) Has s/he deliberately destroyed someone elses property? (This question is not about fire setting or very minor acts, e.g. destroying sister's drawing. It does include behaviour such as smashing car windows or school vandalism) Has s/he been involved in stealing on the streets, e.g. snatching a handbag or mugging? Has s/he tried to force someone to have sexual activity against their will? Has s/he broken into a house, any other building or a car?
b)
c)
d)
e)
f)
g)
h)
If any of the items in K10 have been answered Yes, then tick Troublesome Behaviour on the check list in M1 (p.55).
41
K11
Have his/her teachers complained of troublesome behaviour over the last 6 months?
No 0
Yes 1
K11AA Has his/her troublesome behaviour been present for at least 6 months?
No 0
Yes 1
K11A
Has [Name] ever been in trouble with the police? (Describe) No ........................................................................................................... ........................................................................................................... 0 Yes 1
If K11A= Yes then tick Trouble With The Police on the check list in M1 (p.55).
If the check list in M1 (p.55) has been ticked for Troublesome Behaviour then continue. Otherwise skip to section P.
K12
Has his/her troublesome behaviour interfered with
Not at all 0
A little 1
A medium amount 2
A great deal 3
a)
how well s/he gets on with you and the rest of the family? making and keeping friends? learning or class work? playing, hobbies, sports or other leisure activities?
b) c) d)
0 0 0
1 1 1
2 2 2
3 3 3
K13
Has his/her troublesome behaviour put a burden on you or the family as a whole?
Not at all 0
A little 1
A medium amount 2
A great deal 3
42
Section P Dieting, weight and body shape

P1 a) Has [Name] ever thought s/he was fat even when other people said s/he was very thin? Would [Name] be ashamed if other people knew how much s/he eats? Has [Name] ever deliberately made him/herself vomit (throw up)? Do worries about eating (what? where? how much?) really interfere with his/her life? If [Name] eats too much, does s/he blame him/herself a lot? No 0 Yes 1
b) c) d)
0 0 0
1 1 1
e)
If two or more of the P1 questions is answered Yes continue. Otherwise skip to next section
P2a
How tall is [Name]? (approximately)
cms feet + inches
P2b
How much does [Name] weigh at present? (approximately)
kg pounds stones + pounds
P2c
What was his/her lowest weight in the last 12 months?
P2d
What was his/her highest weight ever? (excluding pregnancy)
43
P3
At present, would you describe him/her as very thin, thin, average, plump or fat?
Very thin 0 P4
Thin 1
Average
Plump
Fat
2 3 4 144424443 Skip to P5
P4
Comparing how s/he is this year with how s/he has been in previous years, would you say s/he was even thinner in previous years, always this thin, a little thinner this year than in previous years, or a lot thinner this year than in previous years?
Even thinner in previous years 0
Always this thin 1
A little thinner this year than in previous years 2
A lot thinner this year than in previous years 3
P5
At present, would s/he describe him/herself as very thin, thin, average, plump or fat?
Very thin 0
Thin 1
Average 2
Plump 3
Fat 4
If P3 = Very thin or P5 = Very thin, then tick Very Thin on the check list in M1 (p.55). P6 Have you or other people family, a friend, a doctor been seriously concerned that his/her weight has been bad for his/her physical health?
No 0
Yes 1
P7
What does [Name] think? Does s/he think that his/her weight has been bad for his/her physical health?
No 0
Yes 1
P8
Is [Name] afraid of gaining weight or getting fat?
No
A little
A lot 2 P9
0 1 144424443 P10
P9
Does the thought of gaining weight or getting fat really terrify him/her?
No 0
Yes 1
44
P10
If a doctor told him/her that s/he needed to put on five pounds (two kilograms) for the sake of her health, would s/he find this easy, difficult or impossible to accept? (If a child has physical problems that make it hard for him/her to put on weight, the question is whether s/he is willing to try, not whether s/he can succeed.)
Easy 0
Difficult 1
Impossible 2
P11
Does [Name] avoid the sorts of food that s/he things will make him/her fat?
No
A little
A lot 2 P12
0 1 144424443 P13 P12 How often does [Name] succeed in this? (i.e. avoiding fattening food) Most of the time 2
Never 0
Sometimes 1
Always 3
P13
Does [Name] spend a lot of his/her time thinking about food?
No 0
Yes 1
P14
Sometimes people say that they have such a strong desire for food, and that this desire is so hard to resist, that it is like the way an addict feels about drugs or alcohol. Does this apply to him/her? No 0 A little 1 A lot 2
If P9 = Yes or P10 = Impossible or P14 = A lot, then tick Focus on Weight and Food on the check list in M1 (p.55). P15 Sometimes people lose control over what they eat, and then they eat a very large amount of food in a short time. For example, they may open the fridge and eat as much as they can find eating and eating until they feel physically ill. This usually happens when people are by themselves. Does this happen to him/her? No 0 P18 Yes 1 Tick Loss of Control on the check list in M1 (p.55) and continue with P16
45
P16
Over the last three months, how often on average has this happened?
Hasnt happened 0
Occasionally 1
About once a week 2
Twice a week or more 3
P17
When this happens, does [Name] have a sense of having lost control over his/her eating?
No 0
Yes 1
P17a) Please describe how much s/he typically eats during one of his/her episodes of eating too much (binge):
P18
Over the last three months, has [Name] done any of the following to avoid putting on weight: (When No check if the child tries but is not allowed) Tries to but not allowed 1 1 1 1 1 1 1
No 0 0 0 0 0 0 0
A little 2 2 2 2 2 2 2
A lot 3 3 3 3 3 3 3
a) b) c) d) e) f) g)
Eating less at meals Skipping meals Going without food for long periods, e.g. all day or most of the day Hiding or throwing away food that others give him/her Exercising more Making him/herself vomit (throw up) Taking pills or medicines in order to lose weight Please describe: .
h)
Doing other things (e.g. not taking insulin if diabetic). Please describe:
. If the answer to any of the parts of P18 is a lot, tick Avoidance of Weight Gain on the check list in M1 (p.55). If the Loss of Control checkbox is also ticked, then continue with P19. Otherwise skip to P20 for females or P26 for males.
46
P19
You told me earlier about the times when [Name] loses control and eats too much. After s/he does this, does s/he normally then (restrict eating/ exercise/ vomit/ take pills or medicine) to stop him/herself putting on weight?
No 0
Yes 1
Skip to P26 for males. P20 Has she had any periods in the last three months? No 0 P21 Yes 1 P22
P21
Has she ever had any periods?
No 0 P26
Yes 1 P23
P22
Is she taking any hormone pills or injections? (including contraceptives)
No
Yes
0 1 Continue with P23 in all cases P23) Please describe how her periods have been in general, and how they have been recently.
If P20 was No and P21 was Yes, ask: P24) Why do you think she has not had any periods in the last 3 months?
If P22 was Yes, ask: P25) Please describe what effects the hormone pills or injections have on her periods.
47
P26
Skip rule before starting P26: If Very Thin or Focus on Weight and Food or Loss of Control or Avoidance of Weight Gain has been ticked on the check list M1 (p.55), then continue. Otherwise skip to the next section. You have told me about his/her eating pattern and concern about weight or body shape. How upset or distressed is s/he by this? Not at all 0 A little 1 A medium amount 2 A great deal 3
P27
How much have his/her eating pattern or concern about weight and body shape interfered with... how well s/he gets on with you and the rest of the family? making and keeping friends? learning or class work? playing, hobbies, sports or other leisure activities?
Not at all 0 0 0 0
A little 1 1 1 1
a)
b) c) d)
P28
Has her eating pattern or concern about weight or body shape put a burden on you or the family as a whole?
Not at all 0
A little 1
A medium amount 2
A great deal 3
48
Section Q Tics
Q1 Over the last 12 months, has [Name] had any tic movements that s/he couldnt seem to control such as excessive eye blinking, facial grimaces, nose twitches or head nodding? No 0 Yes 1
Q2
Over the last 12 months, has [Name] had any tic sounds that s/he couldnt seem to control such as excessive sniffing, coughing or throat clearing?
No 0
Yes 1
If Q1 = Yes or Q2 = Yes then continue. If both are No, then skip the rest of this section
Q3
What doctors mean by motor tics are repeated movements that are sudden and rapid, that follow more or less the same pattern every time, and that occur without the person really wanting them to. Thinking about the whole of his/her life, has s/he ever had motor tics involving any of the following types of repeated movement?
No 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Yes 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
a) b) c) d) e) f) g) h) i) j) k) l) m) n) o)
Excessive blinking of eyes Raising of eyebrows Screwing up eyes Rolling eyes up, down or sideways Twitching of nose Flaring of nostrils Pouting of mouth (as if giving a kiss) Stretching mouth wide open Nodding of head Screwing up of face Touching chin to shoulder Stretching neck Shrugging shoulder Jerking movement of arm or leg Other motor tics (Describe:) ...
. .
If any of the parts of Q3 are answered Yes then tick Motor Tics on the check list in M1 (p.55) and continue with the following, otherwise skip to Q6
49
Q4
Sometimes, movements that look like tics turn out to have some other explanation. For example, some children squint because they need to wear glasses or change to stronger glasses. Similarly some children have nose and eye problems during the hay fever season. Do you think that some or all of his/her movements could have been caused by other things?
No 0 Q6
Yes 1 Q5
Q5 Please describe what other things might have caused his/her movements Q6 We are now going to move on from motor tics to vocal tics. These are sounds that come from the mouth, nose or throat. They are sudden and rapid, they follow more or less the same pattern every time, and they occur without the person really wanting them to. Thinking about the whole of his/her life, has s/he ever had vocal tics involving any of the following types of repeated sounds? a) b) c) d) e) f) g) h) i) j) k) Throat clearing Excessive sniffing Coughing as a habit Gulping High-pitched squeaks Making little noises, e.g. Ah, Eh, Eee Sucking noises Burping, not just when eating or drinking A word said repeatedly and out of context Swearing, without meaning to and without being annoyed Other vocal tics (Describe:) ..
.
No 0 0 0 0 0 0 0 0 0 0 0
Yes 1 1 1 1 1 1 1 1 1 1 1
If any of the parts of Q6 are answered Yes then tick Vocal Tics on the check list in M1 (p.55) and continue with the following, otherwise skip to Q9
50
Q7
Sometimes, sounds that seem like tics turn out to have some other explanation. For example, some children clear their throat when they are nervous or cough a lot because they have a tickly throat with a cold or hay fever. Do you think that some or all of his/her sounds could have been caused by other things?
No 0 Q9
Yes 1 Q8
Q8 Please describe what other things might have caused his/her sounds
Skip rule before Q9: Only continue if either Motor or Vocal Tics has been ticked in M1. Otherwise, skip the rest of this section. Q9 Do the tics go away when s/he is asleep? No 0 Yes 1
Q10
Do the tics sometimes worsen when s/he relaxes, e.g. while watching TV after a busy day at school?
No 0
Yes 1
Q11
If [Name] tries really hard, can s/he stop the tics from happening?
No 0 Q13
Yes 1 Q12
Q12
If s/he uses her will power to keep the tics under control for a while, does s/he get a rebound later, e.g. fewer tics when visitors come, but an extra burst of them later when theyve gone?
No 0
Yes 1
51
Q13
How old was s/he when the tics first began? years old (if since birth, enter 0)
Q14
I am going to be asking next about bad weeks for tics. What I mean by a bad week for tics is one when the tics are happening many times a day, either every day that week or most days that week. Over the last year, has [Name] had any bad weeks for tics? No (Optional:) Just to remind you, that means at least one week when s/he had many tics a day, either every day that week, or most days that week. 0 Go to next section Yes 1 Q15
Q15
When did [Name] first start having bad weeks for tics?
Less than a month ago 0 Q21
1-11 months ago
At least a year ago
1 2 144424443 Q16
Q16
Over the last year, roughly how many weeks have been bad weeks for tics?
Well under half of them 0
About half of them 1
Well over half of them 2
All or nearly all of them 3
Q17
Over the last year, has [Name] had a period of at least 4 weeks in a row that were bad weeks for tics?
No 0 Q19
Yes 1 Q18
Q18
Have the last 4 weeks been bad weeks for tics?
No 0
Yes 1
52
Q19
Some children/young people have tics week in, week out though the pattern and number of tics isnt necessarily the same every week. Other children/young people have weeks or months when the tics go away completely Over the last year, has [Name] had any tic-free periods lasting weeks or months? No 0 Q21 Yes 1 Q20
Q20
What has been the longest tic-free period this year?
Up to 2 months 0
3 months 1
More than 3 months 2
Q21
How upset or distressed is [Name] as a result of all his/her tics?
Not at all 0
A little 1
A medium amount 2
A great deal 3
Q22 a)
Have his/her tics interfered with... how well s/he gets on with you and the rest of the family? making and keeping friends? learning or class work? playing, hobbies, sports or other leisure activities?
Not at all 0 0 0 0
A little 1 1 1 1
b) c) d)
Q23
Have the tics put a burden on you or the family as a whole?
Not at all 0
A little 1
A medium amount 2
A great deal 3
53
Section L Other concerns

Do NOT ask if you are including the Development section (p.4 onwards) in this interview Ll In his/her first 3 years of life, was there anything that seriously worried you about... No a) b) c) the way his/her speech developed? how s/he got on with other people? any odd rituals or unusual habits that were very hard to interrupt? 0 0 0
Yes 1 1 1
Do NOT ask unless L1a, L1b or L1c = Yes) L2 Have all these early delays or difficulties now cleared up completely?
Completely cleared up 0
Some continuing problems 1
Do NOT ask if you are including the Tics section (p.49 onwards) in this interview L3 Does s/he have any tics or twitches that s/he cant seem to control? No 0
Yes 1
Do NOT ask if you are including the Eating Disorders section (p.43 onwards) in this interview L4 Have you been concerned about him/her being too thin or dieting too much? No Yes 0 ASK in all cases L5 Apart from the things you have already told me about, are there any other aspects of his/her psychological development that really concern you? 1
No 0
Yes 1
ASK in all cases L6 Apart from the things you have already told me about, are there any other aspects of his/her psychological development that really concern his/her teachers?
No 0
Yes 1
If L2 = "Some continuing problems", or L3 = "Yes" or L4 = "Yes" or L5 = Yes or L6 = Yes then tick Other Concerns on the check list in M1 (p.55).
54
Section M Areas of Difficulty

M1 Check list of difficulties Dev [ ] Development = difficulties with language, routines, play, or social ability A [ ] Separation anxiety = fear of being separated from (list from A1)
B [ ] Specific phobia = fear of (from B1) C [ ] Social phobia = fear of (from C2) D [ ] Panic = panic attacks [ ] Agoraphobia = avoidance of crowds, being out alone etc. (from D2). [ ] Post traumatic stress = distress triggered by his/her experience of (from E2)
F [ ] Obsessions and compulsions = rituals or obsessions involving (from F2, F 3 and F4) G [ ] Generalized anxiety = excessive worrying about (from G4) Depression Irritability Loss of interest Deliberate self-harm
H [] [] [] [] J K
[ ] Hyperactivity = difficulties with activities and attention such as (from J2, J3 and J4) [ ] Awkward behaviour = awkward behaviours such as ( from K2) [ ] Troublesome behaviour = troublesome behaviour such as (from K8 and K10) [ ] Trouble with the Police [] [] [] [] Very thin Focus on weight and food Loss of control Avoidance of weight gain
[ ] Motor tics [ ] Vocal tics [ ] Other concerns = Concerns about (from L2, L3 L4 L5 and L6 )
55
M2 Getting a description of the childs difficulties in the parents own words If none of the boxes in M1 are ticked, skip to section N. Whenever you have checked a box for one of the sections in M1, you should make sure that you get answers to the corresponding open-ended questions about that section. These open-ended questions are listed below as suggestions, but you can use your initiative to add extra questions or explain the existing questions more clearly. You have a choice you can ask the open-ended questions as you go along, or you can ask them after you have finished sections A to L. For example, if you tick the box for section A, then you could ask the extra questions before going on to section B, or you could wait until you have finished all the sections from A to L. If you are asking all the open-ended questions at the end, then it is often a good idea to let the parents choose which order to take the different topics in, starting with the area that concerns them most. Whichever you decide to do, it is usually a good idea to note down the parents spontaneous comments when they make them. That way, you will have less need to ask them to repeat themselves in this section. But do check before the end of the interview to make sure all questions have been covered for each area of difficulty. When parents provide a vague or generalized answer, then ask them for specific examples. For example, if they say, he worries about everything, then ask What sorts of worries? Or if they say, he never does what he is told, then ask Can you tell me about a recent occasion when he caused problems by not doing what he was told? Dont feel that you need to keep your answers short just because theres only a small space on this form write small and use extra paper if necessary! Introducing the open-ended questions: You have already told me about his/her difficulties. Id now like to hear a bit more about these in your own words.
M2R: Development If M1Dev is ticked for development, ask: M2R1 Please describe any aspects of his/her language, routines, play, or social ability that have concerned you at some point in his/her life.
M2R2 Are any of these difficulties interfering with his/her everyday life at present? If so, please describe what the current difficulties are, and how they are interfering with his/her life.
56
M2R3 Have these difficulties ever been given a diagnosis or label? If so, who suggested the diagnosis or label, and what was it?
M2R4 What help, if any, has s/he had for these difficulties?
M2A: Separation anxiety If M1A is ticked for separation anxiety, ask M2A1) Please describe his/her current worries about separation. How do these worries show themselves?
M2A2) How often does this worrying lead to difficulties?
M2A3) How severe are the difficulties at their worst? M2A4) How long has he or she had these worries about separation?
M2A5) Are these worries interfering with his or her quality of life? If so, how?
M2A6) What do you think the worries are due to?
M2A7) Have you tried to do anything about these worries? If so, please describe what you've tried to do, any help that you have had, and whether this has made a difference.
M2B: Specific phobia

57
If M1B is ticked for specific phobia, ask M2B1) Please describe any fears that are a real nuisance, that seriously upset him or her, or that lead to him or her not doing things that he or she would otherwise want to do.
M2B2) How often are his or her fears a nuisance or upsetting for him or her?
M2B3) How severe are the fears at their worst?
M2B4) Are his or her fears interfering with his or her quality of life? If so, how?
M2B5) Have you tried to do anything about these fears? If so, please describe what you've tried to do, any help that you have had, and whether this has made a difference.
M2C: Social phobia If M2C is ticked for social phobia, ask M2C1) Please describe any social fears that are a real nuisance, that seriously upset him or her, or that lead to him or her not doing things that he or she would otherwise want to do.
M2C2) How often do his or her social fears cause difficulties or upset him or her?
M2C3) How severe are these social fears at their worst?
M2C4) Are his or her social fears interfering with his or her quality of life? If so, how?
58
M2C5) Have you tried to do anything about these social fears? If so, please describe what you've tried to do, any help that you have had, and whether this has made a difference.
M2D: Panic/agoraphobia If M1D is ticked for panic or agoraphobia, ask one or both of the following (according to whether the child has panic attacks or avoidance, or both) M2D1) Please describe as fully as possible what these panic attacks are like, how often they occur, when they started, and what effect they have on his/her life.
M2D2) Wed like to hear more about his/her fear or avoidance of crowds, public places, travelling alone, or being far from home. Please describe this as fully as possible. Please also tell us how often this occurs, when it started, and what effect it has on his or her life.
M2E: Post traumatic stress If M1E is ticked for post traumatic stress, ask M2E1) What was the extremely stressful event? We're very sorry if asking about this is upsetting for you too. You only need to tell us enough details for us to make sense of his/her current symptoms.
M2E2) Please describe the symptoms that [Name] still has as a result of his or her very stressful experience.
59
M2E3) How often do these symptoms cause difficulties or upset him or her?
M2E4) How severe are the symptoms at their worst?
M2E5) Are the symptoms interfering with his or her quality of life? If so, how?
M2E6) Have you tried to do anything about these symptoms? If so, please describe what you've tried to do, any help that you have had, and whether this has made a difference.
M2F: Obsessions and compulsions If M1F is ticked for obsessions and compulsions, ask M2F1) Please describe all of his/her rituals or obsessions.
M2F2) How often do these rituals or obsessions cause difficulties or upset him or her?
M2F3) How severe are the rituals or obsessions at their worst?
M2F4) How long have they been present?
M2F5) Are they interfering with his or her quality of life? If so, how?
M2F6) Have you tried to do anything about these rituals or obsessions? If so, please describe what you've tried to do, any help that you have had, and whether this has made a difference.
60
M2G: Generalized anxiety If M1G is ticked for generalized anxiety, ask M2G1) Please describe what it is that [Name] worries about?
M2G2) How often does this worrying lead to difficulties?
M2G3) How severe are the worries at their worst?
M2G4) How long has he or she worried a lot about things?
M2G5) Are his or her worries interfering with his or her quality of life? If so, how?
M2G6) Have you tried to do anything about these worries? If so, please describe what you've tried to do, any help that you have had, and whether this has made a difference.
M2H: Depression If M1H is ticked for depression, irritability or loss of interest, ask M2H1) Please describe his/her mood (sadness, irritability) and his or her level of interest in things.
M2H2) What else has changed at the same time as his or her mood and level of interest? If relevant, tell us about energy, appetite, sleep, self-confidence, blaming him or herself, hopelessness about the future, thoughts of death, self-harm etc.
61
M2H3) Over the last 4 weeks, how much of the time has he or she been like this?
M2H4) Over the last 4 weeks, how severe have the difficulties been at their worst?
M2H5) When did this episode of low mood, irritability or loss of interest begin?
M2H6) What do you think triggered this episode off?
M2H7) Has he or she had similar episodes in the past? If so, please describe.
M2H8) Has he or she had episodes in the past when he or she has gone 'high' instead of 'low'? If so, please describe.
M2H9) Is his or her mood or loss of interest interfering with his or her quality of life? If so, how?
M2H10) Have you tried to do anything about his or her mood or loss of interest? If so, please describe what you've tried to do, any help that you have had, and whether this has made a difference.
M2H2: Deliberate self-harm If M1H is ticked for deliberate self-harm, ask M2H11) It would help us to hear more about his/her harming or hurting himself/herself , or at least talking about doing so.
M2J: Hyperactivity If M1J is ticked for hyperactivity, ask M2J1) Please describe difficulties that [Name] has with overactivity, lack of attention or impulsiveness.
62
M2J2) How often does his or her level of activity or his or her lack of attention lead to difficulties?
M2J3) How severe are the difficulties at their worst?
M2J4) How long has he or she been like this?
M2J5) Is his or her level of activity or his or her lack of attention interfering with his or her quality of life? If so, how?
M2J6) Have you tried to do anything about his or her overactivity, lack of attention or impulsiveness? If so, please describe what you've tried to do, any help that you have had, and whether this has made a difference.
M2K: Awkward and troublesome behaviour If M1K is ticked for awkward or troublesome behaviour, ask M2K1) Please describe his/her awkward and troublesome behaviour.
M2K2) How often does this behaviour lead to difficulties?
M2K3) How severe are the difficulties at their worst?
63
M2K4) How long has he or she been like this?
M2K5) Is his or her awkward and troublesome behaviour interfering with his or her quality of life? If so, how?
M2K6) Have you tried to do anything about his or her behaviour? If so, please describe what you've tried to do, any help that you have had, and whether this has made a difference.
M2P: Dieting, weight and body shape If M1P is ticked for very thin, focus on weight and food, loss of control, or avoidance of weight gain, ask: M2P1) Please describe any current concerns about his/her eating pattern, weight or body shape.
M2P2) Are the difficulties with food or weight due to a medical condition? If so, what is the condition?
M2P3) When did these concerns about food or weight start?
M2P4) Thinking about a typical day, please tell us what [Name] eats, what s/he avoids eating, and any calorie limit or rules that s/he uses to decide what to eat.
M2P5) Has his/her eating pattern or concern about his/her weight affected other aspects of his/her life? For example, reducing his/her interest in things that other people of his/her age enjoy, or affecting how well s/he gets on with family or friends.
64
M2P6) Has s/he, or have you or anyone else in the family, asked a doctor or a psychologist to help him/her with food or with his/her weight? If yes, what advice or help did you get? Did it help?
M2P7) Has [Name] had any medical problems related to his/her eating patterns, to his/her weight, or to the ways s/he controls his/her weight? (Include bleeding after vomiting, fainting, excessive weakness, constipation, visits to Accident and Emergency Departments, dental problems, etc.)
M2Q: Tics If M1H is ticked for motor tics or vocal tics, ask: M2Q1) Please describe his/her tics in your own words
M2Q2) How frequent and severe are they at their worst?
M2Q3) When and how did they start?
M2Q4) Are the tics interfering with his or her quality of life? If so, how?
M2Q5) Have you tried to do anything about the tics? If so, please describe what you've tried to do, any help that you have had, and whether this has made a difference.
M2L: Other concerns If M1L is ticked for less common difficulties, ask whichever of the following apply:
M2L1) We would like to hear more about the sorts of difficulties that [Name] has with language, getting on with people, odd habits or unusual rituals.
65
M2L2) We would like to hear more about his or her tics or twitches.
M2L3) We would like to hear more about your concerns about his or her weight or dieting.
M2L4) We would like to hear more about the other things that you are concerned about.
M2L5) We would like to hear more about his or her teachers' concerns.
M2X: The interview in general: M2X1) Finally, this is your opportunity as an interviewer to comment on the interview in general, e.g. to describe the level of motivation or understanding of the respondent, or to record your observations about the childs activity level while you were interviewing the childs parent.
66
Section N Strengths
I have been asking you a lot of questions about his/her difficulties and problems. I now want to ask you about his/her good points or strengths. N1 a) b) c) d) e) f) g) h) i) j) k) l) Do the following descriptions apply to him/her? Generous Lively Keen to learn Affectionate Reliable and responsible Easy going Good fun, good sense of humour Interested in many things Caring, kind-hearted Bounces back quickly after setbacks Grateful, appreciative of what s/he gets Independent No 0 0 0 0 0 0 0 0 0 0 0 0 A little 1 1 1 1 1 1 1 1 1 1 1 1 A lot 2 2 2 2 2 2 2 2 2 2 2 2
N2 a) b) c) d) e) f) g) h) i) j) k) l)
What are the things s/he does that really please you? Helps around the home Gets on well with the rest of the family Does homework without needing to be reminded Creative activities: art, acting, music, making things Likes to be involved in family activities Takes care of his appearance Good at school work Polite Good at sport Keeps his/her bedroom tidy Good with friends Well behaved
No 0 0 0 0 0 0 0 0 0 0 0 0
A little 1 1 1 1 1 1 1 1 1 1 1 1
A lot 2 2 2 2 2 2 2 2 2 2 2 2
N3 Does [Name] have any other good points you particularly want to mention?
..
67

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What is the purpose of the Strengths and Difficulties Questionnaire (SDQ)?

What is the purpose of the Strengths and Difficulties Questionnaire (SDQ)?

What does the Social Aptitudes Scale measure?

What does the Social Aptitudes Scale measure?

The Development and Well-Being Assessment

Social Aptitudes Score

(from Social Aptitudes Scale on page 2)

Social Aptitudes Scale

copyright Robert Goodman, 2001

None 0 Next section

Do [Name] and his/her friends have interests in common?

By and large, do you approve of his/her friends?

A few are like that 1

Many are like that 2

All are like that 3

Some continuing problems 1

Does or did the obsession dominate his/her life?

Does or did it tend to dominate his/her conversation with other people?

Please describe the obsession:

Is [Name] able to start conversations with other people?

0 1 1442443 R36 R35 Please describe the routines

Have these difficulties put a burden on you or the family as a whole?

Section A Separation Anxiety

No more than others (or Not applicable) 0

A little more than others 1

A lot more than others 2

Have these worries put a burden on you or the family as a whole?

Section B Fears of specific things or situations

Less than 1 month 0

1-5 months 1 A little

6 months or more 2 A lot 2 B5

Yes 1 Many times a day 3

Every now and then 0

0 1 1442443 B9 B8 Does this avoidance interfere with his/her daily life?

Section C Fear of social situations

Just with adults 0

Just with children 1

With both adults and children 2

How long has his/her fear of social situations been present?

Less than 1 month 0

Every now and then 0

many times a day 3

Does his/her fear lead to him/her avoiding social situations?

Does this avoidance interfere with his/her daily life?

Section D Panic Attacks and Agoraphobia

Section E Post Traumatic Stress

Sexual assault of child f) Sexual abuse g) Rape

At present, is it affecting his/her behaviour, feelings or concentration?

Over the last 4 weeks, has [Name]... No A little 1 1 1 1 A lot 2 2 2 2

More than 6 months after event 1

How long has s/he been having these problems?

Less than 1 month 0

Have these problems put a burden on you or the family as a whole?

Section F Compulsions and Obsessions

0 1 144424443 Skip rule at the start of F7

Part of separation anxiety 0

A problem in its own right 1

Does s/he resist the rituals or obsessions? No 0 Perhaps 1 Definitely 2

Do the rituals or obsessions upset him/her?

No, s/he enjoys them 0