This document provides instructions for administering the Adolescent Drug Abuse Diagnosis (ADAD) interview. It outlines how to introduce the interview and rate responses using a severity scale. It also includes a sample client information form to collect details about medical issues, school, employment, social relationships, family, psychological concerns, legal matters, and substance use history. The interview is meant to assess treatment needs across different problem areas.
2009 Eligibility Application Copa 4 2009guest76ed23
This document contains an application for migrant and seasonal Head Start services. It collects information from the primary and secondary caregivers, including demographics, income sources, housing status, and languages spoken. Information is also collected for each eligible child, including languages, disabilities, and child care needs. Applicants sign to confirm the truth and accuracy of the information provided and acknowledge it is subject to verification.
This document contains a student registration form that collects information such as:
- The student's legal name, birthdate, gender, preferred name, address, grade, last school attended.
- Contact information for parents/guardians, emergency contacts, and medical information such as health conditions, medications, doctors.
- Demographic information like ethnicity, language spoken at home, homeless status.
- Permission forms for things like releasing student information, sharing immunization records, taking field trips, and conducting vision screenings.
The form collects important personal details about the student and family to register the student at the school and address any medical or academic needs.
This document collects health history information for children enrolled in the Telamon Corporation Migrant and Seasonal Head Start program. It includes sections on prenatal and birth history, medical conditions and illnesses, immunizations, dental health, nutrition, food allergies or restrictions, asthma/allergies, and medical coverage. The multi-page form is to be completed with details for each enrolled child to inform staff about their health needs.
1. The document provides guidance for students to conduct a home visit and interview with a learner's parents to understand factors influencing the learner's development.
2. Students are instructed to observe the learner's physical, social, emotional, and cognitive development and collect details about their family background.
3. The interview questions for parents cover topics like the learner's health, social behaviors, emotional needs, and study habits to understand how the home environment impacts the learner's experience in school.
1. The document provides guidance for students to conduct a home visit and interview with a learner's parents to understand factors influencing the learner's development.
2. Students are instructed to observe the learner's physical, social, emotional, and cognitive development and collect details about their family background.
3. The interview questions for parents cover topics like the learner's health, social behaviors, emotional needs, and study habits to understand how the home environment impacts the learner's experience in school.
The document provides instructions for filling out a registration form for Wasatch Early Learning Center/Refuge Academy. It outlines 15 steps to ensure all necessary information is provided, including emergency contacts, medical information, class registration, and payment details. Parents are asked to print clearly, fill out all areas, provide primary phone numbers and addresses, list emergency contacts, and sign to acknowledge their understanding of the center's policies.
This document is a student application form for a 3-day IT summer school program taking place from July 17-19, 2012 at the University of Greenwich. [END SUMMARY]
2009 Eligibility Application Copa 4 2009guest76ed23
This document contains an application for migrant and seasonal Head Start services. It collects information from the primary and secondary caregivers, including demographics, income sources, housing status, and languages spoken. Information is also collected for each eligible child, including languages, disabilities, and child care needs. Applicants sign to confirm the truth and accuracy of the information provided and acknowledge it is subject to verification.
This document contains a student registration form that collects information such as:
- The student's legal name, birthdate, gender, preferred name, address, grade, last school attended.
- Contact information for parents/guardians, emergency contacts, and medical information such as health conditions, medications, doctors.
- Demographic information like ethnicity, language spoken at home, homeless status.
- Permission forms for things like releasing student information, sharing immunization records, taking field trips, and conducting vision screenings.
The form collects important personal details about the student and family to register the student at the school and address any medical or academic needs.
This document collects health history information for children enrolled in the Telamon Corporation Migrant and Seasonal Head Start program. It includes sections on prenatal and birth history, medical conditions and illnesses, immunizations, dental health, nutrition, food allergies or restrictions, asthma/allergies, and medical coverage. The multi-page form is to be completed with details for each enrolled child to inform staff about their health needs.
1. The document provides guidance for students to conduct a home visit and interview with a learner's parents to understand factors influencing the learner's development.
2. Students are instructed to observe the learner's physical, social, emotional, and cognitive development and collect details about their family background.
3. The interview questions for parents cover topics like the learner's health, social behaviors, emotional needs, and study habits to understand how the home environment impacts the learner's experience in school.
1. The document provides guidance for students to conduct a home visit and interview with a learner's parents to understand factors influencing the learner's development.
2. Students are instructed to observe the learner's physical, social, emotional, and cognitive development and collect details about their family background.
3. The interview questions for parents cover topics like the learner's health, social behaviors, emotional needs, and study habits to understand how the home environment impacts the learner's experience in school.
The document provides instructions for filling out a registration form for Wasatch Early Learning Center/Refuge Academy. It outlines 15 steps to ensure all necessary information is provided, including emergency contacts, medical information, class registration, and payment details. Parents are asked to print clearly, fill out all areas, provide primary phone numbers and addresses, list emergency contacts, and sign to acknowledge their understanding of the center's policies.
This document is a student application form for a 3-day IT summer school program taking place from July 17-19, 2012 at the University of Greenwich. [END SUMMARY]
This document contains a child case history form that collects demographic and developmental information about a child. It requests information such as the child's name, date of birth, address, language spoken at home, medical history including pregnancy and birth details, developmental milestones, current education, and the relationship of the person completing the form. The purpose is to gather a comprehensive history to understand a child's speech or language problem and relevant family, medical, developmental context.
Assignment InstructionsCounselors have the responsibility of knsimisterchristen
The document provides instructions for a multi-part counseling ethics assignment. It explains that students pursuing licensure as a licensed professional counselor should evaluate the American Counseling Association (ACA) Code of Ethics as well as their state's rules and regulations.
The assignment has two parts: 1) Students must rewrite each section of their professional code(s) of ethics in their own words, providing an example for understanding. 2) Students must identify the specific license and state they are pursuing and compare the national code to their state's licensing standards, noting three similarities and three differences.
Learning about your child beginning of yearEsther Chau
This document is a letter from Ms. Chau, a second grade Mandarin teacher, to parents of her students. She explains that filling out a form with information about their child will help her better understand the students' individual needs and the parents' expectations. The form asks for details like the child's name, birthday, family, strengths/weaknesses, personality, fears, goals for the school year, and expectations for the teacher. Ms. Chau assures parents the information will remain confidential and thanks them in advance for taking the time to provide these details to help make the school year a success.
This assessment has three-parts. Click each of the items below to.docxhowardh5
This assessment has three-parts. Click each of the items below to complete this assessment.
Part I: Family Engagement
As you begin to consider how you will engage families at the start of the new school year, it is important to reflect upon why family engagement is necessary and beneficial for children, families, and early childhood programs. Review Document #1: Blue Stream Early Learning Center Overview.
Document #1: Blue Stream Early Learning Center Overview
Center Information
Founded in 1978
Five Different Classroom Levels
1. 6 weeks to 1 year old
1. 1 year old to 2 years old
1. 2 years old to 3 years old
1. 3 years old
1. 4 years old and 5 years old
Classroom Size: Up to 12 children
Teacher/Child Ratio: 1:4 to 1:12 (varies by level)
Current Enrollment: 46
No. of Teachers: 12
Student Demographics
Race/Ethnicity
White: 76%
Asian: 13%
Black: 3%
Hispanic: 8%
Gender
Female: 59%
Male: 41%
Household Income
Less than $25,000: 8%
$25,000 to $49,999: 23%
$50,000 to $74,999: 32%%
$75,000 to $99,999: 27%
$100,000 or more: 10%
Single-Income Household: 39%
Dual-Income Household: 61%
Household Type:
One-Parent: 17%
Two-Parent: 78%
Other (Grandparents, Relatives, etc.): 5%
In two to three pages, do the following:
· Explain why family engagement is important for the healthy development of children and why it is essential to creating a foundation for effective early childhood practice.
· Describe at least two strategies that you would use to engage families prior to the beginning of the school year.
· Explain why you chose these strategies and how each strategy can be used to promote a respectful, reciprocal, and responsive partnership with the families.
Part II: Individualized Family Communication Plans
Imagine that it is now the second week of the school year. You have received the completed Beginning of the Year Questionnaires that you sent to the children’s families as seen in the following documents:
Document #2: Jon Hall: Beginning of the Year Questionnaire
Document #2: John Hall: Beginning of the Year Questionnaire
Tell Me A Little Bit About Your Child
All information will be kept confidential.
Your Name: Stephanie Hall___________________________________________________________
Your Child’s Name: Jonathan Hall______________________________________________________
Nicknames: Jonny, Jon_______________________________________________________________
Does your child have allergies or any other health conditions we should be aware of?
He has illness-induced asthma and is allergic to strawberries._______________________________
_________________________________________________________________________________
What is the most important thing I should know about your child?
He is painfully shy around new children and adults, but he can be talkative once he gets__________ comfortable with someone. One-on-one interactions are the best way to get him out of his shell._
________________________________________________________________________.
The document provides instructions for administering a revised Early Childhood Development Checklist. It discusses testing considerations like physical conditions and standard procedures. It recommends building rapport with children by playing with them first before testing. The examiner should not teach answers or compare children. The document lists materials needed to test various skills in domains like gross motor, fine motor, language, and social-emotional development. Administration should take around 45 minutes. Scores are tallied in each domain and testing may be deferred if a child is unwell or unwilling to cooperate.
This document is an application for Camp Avanti, a summer camp for children with sensory processing disorders or other special needs. It requests medical, educational, and behavioral information to help determine what support each camper needs to have a successful experience. Parents are asked to provide details about their child's diagnoses, medications, allergies, physical limitations, communication issues, therapy history, school services, stress responses, and aggression incidents. The application deadline is March 18th and camp runs from July 3rd to 8th, with a $600 fee or option to apply for financial aid. Returning campers are also asked to provide feedback on areas of progress their child experienced after the previous year's camp session.
This document contains confidential information about a 14-year-old boy named Ali Jawaid who is being evaluated for possible autism spectrum disorder or Asperger syndrome. It includes his birth and medical history, developmental milestones, education history, and assessments of his oral structures, physiological speech factors, and associated motor behaviors. The forms were completed by his mother and provide background for his evaluation.
Main patient history-form-family-psychology-associatesVasileia Poupalou
This document contains a childhood history form collecting information about a child, including their name, address, birthdate, medical history, family history, school history, and the parents' concerns. It gathers details on pregnancy/birth, development, relationships, behaviors, and assessments. The form is signed by a parent or guardian and aims to provide a comprehensive overview of the child's background for evaluation purposes.
1. Can you think of any reasons why the Law of Demand might not ho.docxjackiewalcutt
1. Can you think of any reasons why the Law of Demand might not hold?
2. Would you expect most supply curves to have an upward slope? Why or why not?
3. Can you think of situations where the government would want to take actions that cause shortages?
4. In what markets and situations would you expect that the quantity demanded would not equal
the quantity supplied?
5. Can you think of an example where a good is sold below equilibrium price without government intervention causing excess demand? Which property of perfect competition is violated?
6. Give an example of a product where the long-run elasticity of demand is less than the short-run elasticity.
7. Why might a government prefer one type of sales tax (ad valorem or specific) to the other?
8. How can we analyze commodities that are “bads” (garbage, water pollution)?
9. Name pairs of goods that you consume that are perfect substitutes.
10. Name pairs of goods that you consume that are perfect complements.
11. What kind of experiment could a firm conduct to determine the demand curve it faces?
12. How can the firm use the information contained in an Engel Curve and government forecasts of income to predict future demand?
13. Create a Prisoner's Dilemma game in normal form.
14. Write out your Prisoner's Delimma game in extensive form.
15. How can you determine how risk averse someone is?
16. Define
a. Expected Value
b. Expected Utility
c. Variance.
d. Standard Deviation
17. Are both the standard deviation and beta measures of risk?
18. Why would a company offer a “money-back guarantee if not completely satisfied” if the firm knows that it is impossible to satisfy all consumers completely?
Chamberlain College of Nursing NR 305 Health Assessment
Discharge Teaching Plan:
Guidelines and Grading RubricPurpose
In addition to the information presented in the week 2 introduction threaded discussion for Red Yoder, our elderly patient male patient, the student will read an assigned case study and write a discharge teaching plan utilizing the information gained from both sources.Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #1: Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities. (PO #1)
CO #3: Utilize effective communication when performing a health assessment. (PO #3)
CO #4: Identify teaching/learning needs from the health history of an individual. (PO #2)
CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6)
Points
This assignment is worth a total of 100 points.
Due Date
The completed Discharge Teaching Plan form is to be submitted to the Dropbox by 11:59 p.m. MT Sunday of Week 2. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course P ...
This document is a notice and questionnaire for the School Crime Supplement survey conducted by the U.S. Census Bureau on behalf of the Bureau of Justice Statistics. It notes that responses are kept confidential under federal law and provides introductory text and questions about the respondent's school experiences over the current school year, including safety measures at their school and extracurricular activities.
This document contains an initial evaluation form for a physical therapy patient. It collects information about the patient's medical history, injury details, symptoms, treatment history, and goals. It asks about factors like pain levels, functional limitations, allergies, and family medical history. The form is used by Independence Physical Therapy to develop a treatment plan for new patients and ensure they have all relevant health information. It also outlines the clinic's policies regarding cancellations and missed appointments.
This document contains an initial evaluation form for a physical therapy patient. It collects information about the patient's medical history, injury details, symptoms, treatment history, limitations and goals. It asks about factors like pain levels, aggravating and alleviating factors. It also includes a review of systems and policies regarding cancellations and missed appointments. The purpose is to gather all relevant health information to inform the patient's physical therapy treatment plan and care.
Need of Children and Families Use chapter 10 of your textboo.docxgibbonshay
Need of Children and Families
Use chapter 10 of your textbook to answer the following questions.
1.
Family problems relate to a ______ level. Many factors in a community can shape a families norms and values.
☐ injustice
☐ maltreatment
☐ community
☐ invalid
2.
Children in _____ families struggle more and are four times more likely to be poor in 2012 than those in _____ families.
☐ single- parent; two-parent
☐ heterosexual; homosexual-parent
☐ homosexual-parent; heterosexual-parent
☐ working; non-working
3.
The most important factor that helps children get through a divorce is _____.
☐ making them mind
☐ ignoring them
☐ having someone who will listen to them and provide support
☐ having no friends
4.
Addiction and substance abuse have a significant impact on children and _____.
☐ neighbors
☐ families
☐ friends
☐ bosses
5.
The symptoms experienced by ________ have been compared to Post Traumatic Stress Disorder, a diagnosis of some individuals who have been exposed to severe trauma.
☐ battered women
☐ children
☐ teachers
☐ students
Services for Children and Families
Use chapter 11 of your textbook to answer the following questions.
6.
A key role of social services agencies and other community organizations is to provide _____.
☐ access to time
☐ natural support systems
☐ crisis promotion
☐ child care only
7.
In order to help children, it’s important to _____.
☐ reduce therapy for them
☐ see them only at school
☐ ignore their tantrums
☐ see the children in their natural setting
8.
Mandatory reporters must report _____ to the authorities.
☐ bad attitudes
☐ child maltreatment
☐ academic grades
☐ work status
9.
When a report is filed with Child Protective Services, CPS _____.
☐ closes off the home
☐ scolds the parent
☐ arrests the child
☐ determines whether the children is being maltreated
10.
Recently, child placement agencies have begun placing children with _____.
☐ school teachers
☐ co-workers
☐ friends
☐ relatives and kin
Critical Thinking Questions
Answer the following questions.
11.
Identify
and
Describe
in your own words a family preservation service.
Type answer here
12.
Explain
how family preservation services can be beneficial in keeping families together.
Type answer here
13.
Explain
why is it important for agencies like Child Protective Services to monitor the maltreatment of children.
Type answer here
14.
Identify
a support service for an at-risk family and
analyze
why its service is important to family strengthening.
Type answer here
15.
Identify
and
describe
a factor that can lead to child abuse and neglect.
Type answer here
16.
Explain
why it is important to identify the risk factor for child abuse you selected in the prior question.
Type answer here
Reflection
Reflect on what you have learned this week to help you respond to the questi.
jyoti psychiatric nursing for msc nursing.pptxelizakoirala3
The document summarizes a presentation on assessing the knowledge, attitude, practices, and concerns of parents regarding childhood seizures. It includes the following key points:
1) The objectives are to assess parents' KAPC regarding childhood seizures, examine relationships between KAPC and selected variables, and develop a set of frequently asked questions (FAQs) to address parents' doubts.
2) The study hypotheses predict significant associations between KAPC and selected variables as well as relationships between KAPC.
3) Data will be collected using questionnaires assessing parents' demographics, knowledge, attitudes, practices, and concerns. Knowledge will be categorized as very good, good, average, or below average based on scores.
This document contains a series of personal and family history questions meant to guide self-reflection. The questions cover topics like one's birthplace, childhood relationships with parents, losses experienced, education level, dreams, and how they have dealt with endings and losses in their life. The document suggests using ghost exorcism as a method for gaining closure on unfinished business from one's past in order to move forward in an anger-free life.
Personalized medicine - putting the 'Mind' insideHoward Moskowitz
The document discusses using vignettes and surveys to understand different mindsets and what messaging resonates with different groups. It provides examples of studies conducted to understand the perspectives of teens facing hospitals and teen girls with eating problems. The studies identified 3 distinct segments for each group based on their responses. For teens in hospitals, the segments were focused on staff always smiling, checking in on patients, and making patients feel special vs speaking honestly, seeming human, and communicating for future vs developing long-term bonds. For teen girls, the segments identified were "control seekers", "aware but don't care", and "low self-esteem". The surveys analyzed which statements best described each segment to understand what drives different emotional responses.
9/16/13 Rubric
https://blackboard.utdl.edu/webapps/blackboard/execute/manageRubrics?dispatch=view&context=course&rubricId=_3143_1&course_id=_70980_1 1/2
Rubric for Case Analysis
This rubric is intended for the Case Analysis grading.
Levels of Achievement
Criteria Novice Competent Proficient Expert
Formatting 70 %
Analysis
guidelines not
followed at all.
85 %
No evidence of
following the
analysis
guidelines.
90 %
Student
followed the
analysis
guidelines to
some extent.
100 %
Student
followed
precisely the
analysis
guidelines.
Organization 70 %
Analysis poorly
structured. No
evidence of
logical steps
for a clear and
proper
analysis.
85 %
The analysis is
not properly
organized.
Clearly
evidence of
"last minute"
writing. The
work does not
have structure.
90 %
The analysis
is somewhat
disorganized.
Problems and
solutions are
not arranged
clearly.
100 %
The analysis
is properly
arranged and
well
structured.
Student clearly
defined the
problems and
proposed
solutions.
Clarity 70 %
Flow of ideas
virtually
nonexistent.
Contradictory
ideas and
case analysis
not clear.
Ideas used
without
objectives.
85 %
Analysis poorly
addressed.
Ideas are
independent
and not
properly
integrated for a
good flow of
ideas.
90 %
The analysis
is somewhat
difficult to
follow.
Contradictory
ideas and/or
the flow of
ideas is
challenging.
100 %
The analysis
is very clear
and student
addressed it
on a very
structured
way. There is
a proper flow
of ideas.
Length 70 %
Student did not
meet the lower
page
requirement.
85 %
Student barely
surpassed the
lower limit of
the page
requirement.
90 %
Student barely
met the upper
limit of the
page
requirement.
100 %
Student met
the page limit
requirement
and/or went
beyond.
Quality of 70 % 85 % 90 % 100 %
Rubric
Name
Description
Rubric Detail
Weight
20.00%
Weight
20.00%
Weight
20.00%
Weight
15.00%
9/16/13 Rubric
https://blackboard.utdl.edu/webapps/blackboard/execute/manageRubrics?dispatch=view&context=course&rubricId=_3143_1&course_id=_70980_1 2/2
Quality of
Analysis
70 %
Poor analysis.
Student needs
to improve a
lot. Concepts
are not well
understood
and/or
mistakenly
applied.
85 %
Fair analysis.
Needs
improvement.
Concepts are
not properly
used.
90 %
Student
answered the
questions
properly.
Showed good
understanding
of concepts.
100 %
Deep
analysis.
Student went
beyond the
requirements.
Print Close Window
Weight
25.00%
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Items
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O
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Johnny
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X
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O
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O
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9
PCN-605 Case Study: Johnny
Johnny is a 9 y/o boy brought to the emergency room where you are employed as a crisis therapist. The patient was transported by a crisis mobile team who was called by the school. The evaluation by the ER physician as well as the urine drug screen is unremarkable: there are no acute or chronic concerns with this patient. In the chart you note the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Sym.
Parent Teacher Conference Form PrimaryRendra S.Sos
This document is a primary parent-teacher conference form for Peek A Boo & Vision School. It requests information from parents about their child's personal details, family, home life, strengths/weaknesses, independence, interests, medical conditions, and goals for development. The form notes that all information provided will remain strictly confidential. Parents are asked to fill it out completely to help teachers understand how best to serve their child.
This document contains a child case history form that collects demographic and developmental information about a child. It requests information such as the child's name, date of birth, address, language spoken at home, medical history including pregnancy and birth details, developmental milestones, current education, and the relationship of the person completing the form. The purpose is to gather a comprehensive history to understand a child's speech or language problem and relevant family, medical, developmental context.
Assignment InstructionsCounselors have the responsibility of knsimisterchristen
The document provides instructions for a multi-part counseling ethics assignment. It explains that students pursuing licensure as a licensed professional counselor should evaluate the American Counseling Association (ACA) Code of Ethics as well as their state's rules and regulations.
The assignment has two parts: 1) Students must rewrite each section of their professional code(s) of ethics in their own words, providing an example for understanding. 2) Students must identify the specific license and state they are pursuing and compare the national code to their state's licensing standards, noting three similarities and three differences.
Learning about your child beginning of yearEsther Chau
This document is a letter from Ms. Chau, a second grade Mandarin teacher, to parents of her students. She explains that filling out a form with information about their child will help her better understand the students' individual needs and the parents' expectations. The form asks for details like the child's name, birthday, family, strengths/weaknesses, personality, fears, goals for the school year, and expectations for the teacher. Ms. Chau assures parents the information will remain confidential and thanks them in advance for taking the time to provide these details to help make the school year a success.
This assessment has three-parts. Click each of the items below to.docxhowardh5
This assessment has three-parts. Click each of the items below to complete this assessment.
Part I: Family Engagement
As you begin to consider how you will engage families at the start of the new school year, it is important to reflect upon why family engagement is necessary and beneficial for children, families, and early childhood programs. Review Document #1: Blue Stream Early Learning Center Overview.
Document #1: Blue Stream Early Learning Center Overview
Center Information
Founded in 1978
Five Different Classroom Levels
1. 6 weeks to 1 year old
1. 1 year old to 2 years old
1. 2 years old to 3 years old
1. 3 years old
1. 4 years old and 5 years old
Classroom Size: Up to 12 children
Teacher/Child Ratio: 1:4 to 1:12 (varies by level)
Current Enrollment: 46
No. of Teachers: 12
Student Demographics
Race/Ethnicity
White: 76%
Asian: 13%
Black: 3%
Hispanic: 8%
Gender
Female: 59%
Male: 41%
Household Income
Less than $25,000: 8%
$25,000 to $49,999: 23%
$50,000 to $74,999: 32%%
$75,000 to $99,999: 27%
$100,000 or more: 10%
Single-Income Household: 39%
Dual-Income Household: 61%
Household Type:
One-Parent: 17%
Two-Parent: 78%
Other (Grandparents, Relatives, etc.): 5%
In two to three pages, do the following:
· Explain why family engagement is important for the healthy development of children and why it is essential to creating a foundation for effective early childhood practice.
· Describe at least two strategies that you would use to engage families prior to the beginning of the school year.
· Explain why you chose these strategies and how each strategy can be used to promote a respectful, reciprocal, and responsive partnership with the families.
Part II: Individualized Family Communication Plans
Imagine that it is now the second week of the school year. You have received the completed Beginning of the Year Questionnaires that you sent to the children’s families as seen in the following documents:
Document #2: Jon Hall: Beginning of the Year Questionnaire
Document #2: John Hall: Beginning of the Year Questionnaire
Tell Me A Little Bit About Your Child
All information will be kept confidential.
Your Name: Stephanie Hall___________________________________________________________
Your Child’s Name: Jonathan Hall______________________________________________________
Nicknames: Jonny, Jon_______________________________________________________________
Does your child have allergies or any other health conditions we should be aware of?
He has illness-induced asthma and is allergic to strawberries._______________________________
_________________________________________________________________________________
What is the most important thing I should know about your child?
He is painfully shy around new children and adults, but he can be talkative once he gets__________ comfortable with someone. One-on-one interactions are the best way to get him out of his shell._
________________________________________________________________________.
The document provides instructions for administering a revised Early Childhood Development Checklist. It discusses testing considerations like physical conditions and standard procedures. It recommends building rapport with children by playing with them first before testing. The examiner should not teach answers or compare children. The document lists materials needed to test various skills in domains like gross motor, fine motor, language, and social-emotional development. Administration should take around 45 minutes. Scores are tallied in each domain and testing may be deferred if a child is unwell or unwilling to cooperate.
This document is an application for Camp Avanti, a summer camp for children with sensory processing disorders or other special needs. It requests medical, educational, and behavioral information to help determine what support each camper needs to have a successful experience. Parents are asked to provide details about their child's diagnoses, medications, allergies, physical limitations, communication issues, therapy history, school services, stress responses, and aggression incidents. The application deadline is March 18th and camp runs from July 3rd to 8th, with a $600 fee or option to apply for financial aid. Returning campers are also asked to provide feedback on areas of progress their child experienced after the previous year's camp session.
This document contains confidential information about a 14-year-old boy named Ali Jawaid who is being evaluated for possible autism spectrum disorder or Asperger syndrome. It includes his birth and medical history, developmental milestones, education history, and assessments of his oral structures, physiological speech factors, and associated motor behaviors. The forms were completed by his mother and provide background for his evaluation.
Main patient history-form-family-psychology-associatesVasileia Poupalou
This document contains a childhood history form collecting information about a child, including their name, address, birthdate, medical history, family history, school history, and the parents' concerns. It gathers details on pregnancy/birth, development, relationships, behaviors, and assessments. The form is signed by a parent or guardian and aims to provide a comprehensive overview of the child's background for evaluation purposes.
1. Can you think of any reasons why the Law of Demand might not ho.docxjackiewalcutt
1. Can you think of any reasons why the Law of Demand might not hold?
2. Would you expect most supply curves to have an upward slope? Why or why not?
3. Can you think of situations where the government would want to take actions that cause shortages?
4. In what markets and situations would you expect that the quantity demanded would not equal
the quantity supplied?
5. Can you think of an example where a good is sold below equilibrium price without government intervention causing excess demand? Which property of perfect competition is violated?
6. Give an example of a product where the long-run elasticity of demand is less than the short-run elasticity.
7. Why might a government prefer one type of sales tax (ad valorem or specific) to the other?
8. How can we analyze commodities that are “bads” (garbage, water pollution)?
9. Name pairs of goods that you consume that are perfect substitutes.
10. Name pairs of goods that you consume that are perfect complements.
11. What kind of experiment could a firm conduct to determine the demand curve it faces?
12. How can the firm use the information contained in an Engel Curve and government forecasts of income to predict future demand?
13. Create a Prisoner's Dilemma game in normal form.
14. Write out your Prisoner's Delimma game in extensive form.
15. How can you determine how risk averse someone is?
16. Define
a. Expected Value
b. Expected Utility
c. Variance.
d. Standard Deviation
17. Are both the standard deviation and beta measures of risk?
18. Why would a company offer a “money-back guarantee if not completely satisfied” if the firm knows that it is impossible to satisfy all consumers completely?
Chamberlain College of Nursing NR 305 Health Assessment
Discharge Teaching Plan:
Guidelines and Grading RubricPurpose
In addition to the information presented in the week 2 introduction threaded discussion for Red Yoder, our elderly patient male patient, the student will read an assigned case study and write a discharge teaching plan utilizing the information gained from both sources.Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #1: Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities. (PO #1)
CO #3: Utilize effective communication when performing a health assessment. (PO #3)
CO #4: Identify teaching/learning needs from the health history of an individual. (PO #2)
CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6)
Points
This assignment is worth a total of 100 points.
Due Date
The completed Discharge Teaching Plan form is to be submitted to the Dropbox by 11:59 p.m. MT Sunday of Week 2. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course P ...
This document is a notice and questionnaire for the School Crime Supplement survey conducted by the U.S. Census Bureau on behalf of the Bureau of Justice Statistics. It notes that responses are kept confidential under federal law and provides introductory text and questions about the respondent's school experiences over the current school year, including safety measures at their school and extracurricular activities.
This document contains an initial evaluation form for a physical therapy patient. It collects information about the patient's medical history, injury details, symptoms, treatment history, and goals. It asks about factors like pain levels, functional limitations, allergies, and family medical history. The form is used by Independence Physical Therapy to develop a treatment plan for new patients and ensure they have all relevant health information. It also outlines the clinic's policies regarding cancellations and missed appointments.
This document contains an initial evaluation form for a physical therapy patient. It collects information about the patient's medical history, injury details, symptoms, treatment history, limitations and goals. It asks about factors like pain levels, aggravating and alleviating factors. It also includes a review of systems and policies regarding cancellations and missed appointments. The purpose is to gather all relevant health information to inform the patient's physical therapy treatment plan and care.
Need of Children and Families Use chapter 10 of your textboo.docxgibbonshay
Need of Children and Families
Use chapter 10 of your textbook to answer the following questions.
1.
Family problems relate to a ______ level. Many factors in a community can shape a families norms and values.
☐ injustice
☐ maltreatment
☐ community
☐ invalid
2.
Children in _____ families struggle more and are four times more likely to be poor in 2012 than those in _____ families.
☐ single- parent; two-parent
☐ heterosexual; homosexual-parent
☐ homosexual-parent; heterosexual-parent
☐ working; non-working
3.
The most important factor that helps children get through a divorce is _____.
☐ making them mind
☐ ignoring them
☐ having someone who will listen to them and provide support
☐ having no friends
4.
Addiction and substance abuse have a significant impact on children and _____.
☐ neighbors
☐ families
☐ friends
☐ bosses
5.
The symptoms experienced by ________ have been compared to Post Traumatic Stress Disorder, a diagnosis of some individuals who have been exposed to severe trauma.
☐ battered women
☐ children
☐ teachers
☐ students
Services for Children and Families
Use chapter 11 of your textbook to answer the following questions.
6.
A key role of social services agencies and other community organizations is to provide _____.
☐ access to time
☐ natural support systems
☐ crisis promotion
☐ child care only
7.
In order to help children, it’s important to _____.
☐ reduce therapy for them
☐ see them only at school
☐ ignore their tantrums
☐ see the children in their natural setting
8.
Mandatory reporters must report _____ to the authorities.
☐ bad attitudes
☐ child maltreatment
☐ academic grades
☐ work status
9.
When a report is filed with Child Protective Services, CPS _____.
☐ closes off the home
☐ scolds the parent
☐ arrests the child
☐ determines whether the children is being maltreated
10.
Recently, child placement agencies have begun placing children with _____.
☐ school teachers
☐ co-workers
☐ friends
☐ relatives and kin
Critical Thinking Questions
Answer the following questions.
11.
Identify
and
Describe
in your own words a family preservation service.
Type answer here
12.
Explain
how family preservation services can be beneficial in keeping families together.
Type answer here
13.
Explain
why is it important for agencies like Child Protective Services to monitor the maltreatment of children.
Type answer here
14.
Identify
a support service for an at-risk family and
analyze
why its service is important to family strengthening.
Type answer here
15.
Identify
and
describe
a factor that can lead to child abuse and neglect.
Type answer here
16.
Explain
why it is important to identify the risk factor for child abuse you selected in the prior question.
Type answer here
Reflection
Reflect on what you have learned this week to help you respond to the questi.
jyoti psychiatric nursing for msc nursing.pptxelizakoirala3
The document summarizes a presentation on assessing the knowledge, attitude, practices, and concerns of parents regarding childhood seizures. It includes the following key points:
1) The objectives are to assess parents' KAPC regarding childhood seizures, examine relationships between KAPC and selected variables, and develop a set of frequently asked questions (FAQs) to address parents' doubts.
2) The study hypotheses predict significant associations between KAPC and selected variables as well as relationships between KAPC.
3) Data will be collected using questionnaires assessing parents' demographics, knowledge, attitudes, practices, and concerns. Knowledge will be categorized as very good, good, average, or below average based on scores.
This document contains a series of personal and family history questions meant to guide self-reflection. The questions cover topics like one's birthplace, childhood relationships with parents, losses experienced, education level, dreams, and how they have dealt with endings and losses in their life. The document suggests using ghost exorcism as a method for gaining closure on unfinished business from one's past in order to move forward in an anger-free life.
Personalized medicine - putting the 'Mind' insideHoward Moskowitz
The document discusses using vignettes and surveys to understand different mindsets and what messaging resonates with different groups. It provides examples of studies conducted to understand the perspectives of teens facing hospitals and teen girls with eating problems. The studies identified 3 distinct segments for each group based on their responses. For teens in hospitals, the segments were focused on staff always smiling, checking in on patients, and making patients feel special vs speaking honestly, seeming human, and communicating for future vs developing long-term bonds. For teen girls, the segments identified were "control seekers", "aware but don't care", and "low self-esteem". The surveys analyzed which statements best described each segment to understand what drives different emotional responses.
9/16/13 Rubric
https://blackboard.utdl.edu/webapps/blackboard/execute/manageRubrics?dispatch=view&context=course&rubricId=_3143_1&course_id=_70980_1 1/2
Rubric for Case Analysis
This rubric is intended for the Case Analysis grading.
Levels of Achievement
Criteria Novice Competent Proficient Expert
Formatting 70 %
Analysis
guidelines not
followed at all.
85 %
No evidence of
following the
analysis
guidelines.
90 %
Student
followed the
analysis
guidelines to
some extent.
100 %
Student
followed
precisely the
analysis
guidelines.
Organization 70 %
Analysis poorly
structured. No
evidence of
logical steps
for a clear and
proper
analysis.
85 %
The analysis is
not properly
organized.
Clearly
evidence of
"last minute"
writing. The
work does not
have structure.
90 %
The analysis
is somewhat
disorganized.
Problems and
solutions are
not arranged
clearly.
100 %
The analysis
is properly
arranged and
well
structured.
Student clearly
defined the
problems and
proposed
solutions.
Clarity 70 %
Flow of ideas
virtually
nonexistent.
Contradictory
ideas and
case analysis
not clear.
Ideas used
without
objectives.
85 %
Analysis poorly
addressed.
Ideas are
independent
and not
properly
integrated for a
good flow of
ideas.
90 %
The analysis
is somewhat
difficult to
follow.
Contradictory
ideas and/or
the flow of
ideas is
challenging.
100 %
The analysis
is very clear
and student
addressed it
on a very
structured
way. There is
a proper flow
of ideas.
Length 70 %
Student did not
meet the lower
page
requirement.
85 %
Student barely
surpassed the
lower limit of
the page
requirement.
90 %
Student barely
met the upper
limit of the
page
requirement.
100 %
Student met
the page limit
requirement
and/or went
beyond.
Quality of 70 % 85 % 90 % 100 %
Rubric
Name
Description
Rubric Detail
Weight
20.00%
Weight
20.00%
Weight
20.00%
Weight
15.00%
9/16/13 Rubric
https://blackboard.utdl.edu/webapps/blackboard/execute/manageRubrics?dispatch=view&context=course&rubricId=_3143_1&course_id=_70980_1 2/2
Quality of
Analysis
70 %
Poor analysis.
Student needs
to improve a
lot. Concepts
are not well
understood
and/or
mistakenly
applied.
85 %
Fair analysis.
Needs
improvement.
Concepts are
not properly
used.
90 %
Student
answered the
questions
properly.
Showed good
understanding
of concepts.
100 %
Deep
analysis.
Student went
beyond the
requirements.
Print Close Window
Weight
25.00%
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O
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MOTHER
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PCN-605 Case Study: Johnny
Johnny is a 9 y/o boy brought to the emergency room where you are employed as a crisis therapist. The patient was transported by a crisis mobile team who was called by the school. The evaluation by the ER physician as well as the urine drug screen is unremarkable: there are no acute or chronic concerns with this patient. In the chart you note the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Sym.
Parent Teacher Conference Form PrimaryRendra S.Sos
This document is a primary parent-teacher conference form for Peek A Boo & Vision School. It requests information from parents about their child's personal details, family, home life, strengths/weaknesses, independence, interests, medical conditions, and goals for development. The form notes that all information provided will remain strictly confidential. Parents are asked to fill it out completely to help teachers understand how best to serve their child.
PPT on Alternate Wetting and Drying presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
SDSS1335+0728: The awakening of a ∼ 106M⊙ black hole⋆Sérgio Sacani
Context. The early-type galaxy SDSS J133519.91+072807.4 (hereafter SDSS1335+0728), which had exhibited no prior optical variations during the preceding two decades, began showing significant nuclear variability in the Zwicky Transient Facility (ZTF) alert stream from December 2019 (as ZTF19acnskyy). This variability behaviour, coupled with the host-galaxy properties, suggests that SDSS1335+0728 hosts a ∼ 106M⊙ black hole (BH) that is currently in the process of ‘turning on’. Aims. We present a multi-wavelength photometric analysis and spectroscopic follow-up performed with the aim of better understanding the origin of the nuclear variations detected in SDSS1335+0728. Methods. We used archival photometry (from WISE, 2MASS, SDSS, GALEX, eROSITA) and spectroscopic data (from SDSS and LAMOST) to study the state of SDSS1335+0728 prior to December 2019, and new observations from Swift, SOAR/Goodman, VLT/X-shooter, and Keck/LRIS taken after its turn-on to characterise its current state. We analysed the variability of SDSS1335+0728 in the X-ray/UV/optical/mid-infrared range, modelled its spectral energy distribution prior to and after December 2019, and studied the evolution of its UV/optical spectra. Results. From our multi-wavelength photometric analysis, we find that: (a) since 2021, the UV flux (from Swift/UVOT observations) is four times brighter than the flux reported by GALEX in 2004; (b) since June 2022, the mid-infrared flux has risen more than two times, and the W1−W2 WISE colour has become redder; and (c) since February 2024, the source has begun showing X-ray emission. From our spectroscopic follow-up, we see that (i) the narrow emission line ratios are now consistent with a more energetic ionising continuum; (ii) broad emission lines are not detected; and (iii) the [OIII] line increased its flux ∼ 3.6 years after the first ZTF alert, which implies a relatively compact narrow-line-emitting region. Conclusions. We conclude that the variations observed in SDSS1335+0728 could be either explained by a ∼ 106M⊙ AGN that is just turning on or by an exotic tidal disruption event (TDE). If the former is true, SDSS1335+0728 is one of the strongest cases of an AGNobserved in the process of activating. If the latter were found to be the case, it would correspond to the longest and faintest TDE ever observed (or another class of still unknown nuclear transient). Future observations of SDSS1335+0728 are crucial to further understand its behaviour. Key words. galaxies: active– accretion, accretion discs– galaxies: individual: SDSS J133519.91+072807.4
ESA/ACT Science Coffee: Diego Blas - Gravitational wave detection with orbita...Advanced-Concepts-Team
Presentation in the Science Coffee of the Advanced Concepts Team of the European Space Agency on the 07.06.2024.
Speaker: Diego Blas (IFAE/ICREA)
Title: Gravitational wave detection with orbital motion of Moon and artificial
Abstract:
In this talk I will describe some recent ideas to find gravitational waves from supermassive black holes or of primordial origin by studying their secular effect on the orbital motion of the Moon or satellites that are laser ranged.
Evidence of Jet Activity from the Secondary Black Hole in the OJ 287 Binary S...Sérgio Sacani
Wereport the study of a huge optical intraday flare on 2021 November 12 at 2 a.m. UT in the blazar OJ287. In the binary black hole model, it is associated with an impact of the secondary black hole on the accretion disk of the primary. Our multifrequency observing campaign was set up to search for such a signature of the impact based on a prediction made 8 yr earlier. The first I-band results of the flare have already been reported by Kishore et al. (2024). Here we combine these data with our monitoring in the R-band. There is a big change in the R–I spectral index by 1.0 ±0.1 between the normal background and the flare, suggesting a new component of radiation. The polarization variation during the rise of the flare suggests the same. The limits on the source size place it most reasonably in the jet of the secondary BH. We then ask why we have not seen this phenomenon before. We show that OJ287 was never before observed with sufficient sensitivity on the night when the flare should have happened according to the binary model. We also study the probability that this flare is just an oversized example of intraday variability using the Krakow data set of intense monitoring between 2015 and 2023. We find that the occurrence of a flare of this size and rapidity is unlikely. In machine-readable Tables 1 and 2, we give the full orbit-linked historical light curve of OJ287 as well as the dense monitoring sample of Krakow.
Mechanisms and Applications of Antiviral Neutralizing Antibodies - Creative B...Creative-Biolabs
Neutralizing antibodies, pivotal in immune defense, specifically bind and inhibit viral pathogens, thereby playing a crucial role in protecting against and mitigating infectious diseases. In this slide, we will introduce what antibodies and neutralizing antibodies are, the production and regulation of neutralizing antibodies, their mechanisms of action, classification and applications, as well as the challenges they face.
CLASS 12th CHEMISTRY SOLID STATE ppt (Animated)eitps1506
Description:
Dive into the fascinating realm of solid-state physics with our meticulously crafted online PowerPoint presentation. This immersive educational resource offers a comprehensive exploration of the fundamental concepts, theories, and applications within the realm of solid-state physics.
From crystalline structures to semiconductor devices, this presentation delves into the intricate principles governing the behavior of solids, providing clear explanations and illustrative examples to enhance understanding. Whether you're a student delving into the subject for the first time or a seasoned researcher seeking to deepen your knowledge, our presentation offers valuable insights and in-depth analyses to cater to various levels of expertise.
Key topics covered include:
Crystal Structures: Unravel the mysteries of crystalline arrangements and their significance in determining material properties.
Band Theory: Explore the electronic band structure of solids and understand how it influences their conductive properties.
Semiconductor Physics: Delve into the behavior of semiconductors, including doping, carrier transport, and device applications.
Magnetic Properties: Investigate the magnetic behavior of solids, including ferromagnetism, antiferromagnetism, and ferrimagnetism.
Optical Properties: Examine the interaction of light with solids, including absorption, reflection, and transmission phenomena.
With visually engaging slides, informative content, and interactive elements, our online PowerPoint presentation serves as a valuable resource for students, educators, and enthusiasts alike, facilitating a deeper understanding of the captivating world of solid-state physics. Explore the intricacies of solid-state materials and unlock the secrets behind their remarkable properties with our comprehensive presentation.
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...Leonel Morgado
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
Clinical periodontology and implant dentistry 2003.pdf
Adolescent
1. 1
ADOLESCENT DRUG ABUSE DIAGNOSIS
(ADAD)
GENERAL INSTRUCTIONS TO INTERVIEWER
• Please refer to the Adolescent Drug Abuse Diagnosis (ADAD) instruction Manual for a
detailed description of the administration procedures.
• The following paragraph can serve as a model for introducing the DAD interview:
"Now I am going to ask you some questions about different parts of your life, about problems
that you may have, and about problems in your family. The answers you give will help us
understand what kind of help you may need. The information about yourself will be strictly
confidential and not shared with anyone who is not connected with this treatment program."
• If it is clear that a client cannot understand or does not respond to a particular questions,
then enter an "X" on the response line of that item. Be sure to enter a "O" for all "No" or
"None" responses; leave no blanks.
• The Interview Severity Ratings are the interviewer's estimates of the client's need for
treatment in each problem area. They are not intended as estimates of the client's benefit
from treatment. Interviewers must familiarize themselves with the severity rating derivation
procedures detailed in the Instruction Manual.
0-1 No real problem.
2-3 Slight problem, treatment probably not necessary.
4-5 Moderate problem, some treatment indicated.
6-7 Considerable problem, treatment necessary.
8-9 Extreme problem, treatment absolutely necessary.
PROPERTY OF: Belmont Center for Comprehensive Treatment.
Research Center. 4081 Ford road.
Philadelphia, PA, 19131.
2. 2
INTERVIEWER SEVERITY RATINGS PROFILE
Problem 1 2 3 4 5 6 7 8 9
Medical
School
Employment
Social
Family
Psychological
Legal
Alcohol
Drug
• ID# ____________________________________________
• AGENCY _______________________________________
• ADMISSION DATE _______________________________
• INTERVIEW DATE _______________________________
TIME STARTED ________________ TIME ENDED ___________________________
OPTIONAL (Not required for research purposes)
Name _______________________________________________________________________
Phone _______________________________________________________________________
Address _____________________________________________________________________
City ______________________________ State _________________________________
Zip Code ________________________________
School ________________________________ Grade ________________________________
Nearest Relative / Person to notify in case of emergency:
Parent / Guardian ____________________________________________________________
Relationship ________________________________________________________________
Phone _____________________________________________________________________
Address _____________________________________________________________________
City ______________________________ State _________________________________
Zip Code ________________________________
3. 3
A. Date of birth: ______ Age: _____
B. Sex: 1 = Male2= Female ____
C. Race ____
1= White (Not of Hispanic Origin)
2= Black (Not of Hispanic Origin)
3= American Indian
4= Alaskan Native
5= Asian or pacific Islander
6= Hispanic/Mexican
7= Hispanic-Puerto Rican
8= Hispanic Cuban
9= Other Hispanic
D. Religious Preference: ____
1-Protestant 3-Jewish 5-Other
2-Catholic 4-Islamic 6-None
E. Marital Status: ____
1-Single 2-Married (or Remarried)
3-Separated 4-Divorced 5-Widowed
F. Marital & Life status of client's natural (biological) parents
(Check all that apply on left and enter the age of the client).
(DK = Don't Know) Age of Client
______ Never married (living apart)
______ Never married (living together)
______ Married
______ Separated _____
______ Divorced _____
______ Father deceased _____
______ Mother deceased _____
______ Father remarried _____
______ Mother remarried _____
G. Which of the following best describes your primary living
arrangements (Use code below)
1) Current (past month, etc.) _____
2) For past year _____
3) Since adulthood (age 18) _____
4) In your lifetime _____
H. How satisfied are you with your current living
arrangements?
0= Not alt all 2= A fair amount 3=A little 4= A lot
I. How many times have you moved in your lifetime (either
with or without your family) #___________
J. How many times have you runaway from home?
#___________
K. Who is the head of your current household? __________
L. What type of work or occupation does this person have?
_____________________________________
___________________________________________
Code Number ____________
M. Is this person currently employed? _____
0 = No 1 = Yes
N. What is the highest grade completed by your father?
Grade ____________
O. What is the highest grade completed by your mother?
Grade ____________
P. How many brothers /sisters do you have?_____
Q. What is your position according to age (birth order) in
your family, among your brothers / sisters? ______
R. How many people altogether live in your household?
_____
S. How many children do you have, if any? #_______
T. Who referred you here? _____
CODE
1= With both natural / adoptive parents
2= With mother & stepfather / parent figure
3= With mother only
4= With father & stepmother / parent figure
5= With father only
6= With adoptive parents
7= With other relatives
8= With foster family
9= Group living (group home, boarding school,
etc.)
10= Controlled environment (residential facility,
psychiatric unit, etc.)
11= Friends
12= With boy7girlfriend, husband/wife, partner
13= Alone
CODE
1= Natural (or adoptive) mother
2= Natural (or adoptive) father
3= Stepmother
4= Stepfather
5= Grandmother
6= Grandfather
7= Brother
8= Sister
9= Self
10= Other (specify) _________________
CODE
1= High. Exec., Large Props., Major Prof.
2= Bus. Mgr., Med. Props., Lesser Prof.
3= Adm. Pers., Small Props., Minor Prof.
4= Clerical/Sales Workers/Technicians
5= Skilled manual employee
6= Machine Operator, Semi-skilled employees
7= Unskilled Laborer
8= Disabled
9= Welfare
10= None, No work history
4. 4
I. MEDICAL STATUS
1. How many times in the past year have you had
medical (physical) problems needing a doctor's
attention or a visit to a clinic or hospital?
# of times _____
Are you sick often?
0 = No 1= Yes _____
3. Do you worry about your health?
0 = No 1= Yes _____
4. Have you been seriously ill?
0 = No 1= Yes _____
How would you rate your overall physical health?
_____
1= Poor 2= Fair
3= Good4= Excellent
How many times in your life have you been
hospitalized (stayed in the hospital) overnight for
medical problems? # of times _____
7. When was the last time you stayed in a hospital for
physical or medical problems?
# of times _____
Do you have any chronic medical problems that
you've had for a long time which continue to bother
you or interfere with your life?
0 = No 1 = Yes _____
9. If you do have a chronic or continuing medical /
health problem, what type of problem is it? (Write in
problem - Put code "N" if Non-Applicable)
____________________________________
10. Do you expect to be sick in the near future?
0 = No 1= Yes _____
NOW I WOULD LIKE TO ASK YOU SOME
QUESTIONS ABOUT HEALTH CONCERNS THAT
YOUNG PEOPLE MAY HAVE. PLEASE TELL ME
IF ANY APPLY TO YOU BY ANSWERING YES
OR NO.
0 = No 1 = Yes
(1) Dental problems _____
(2) Poor eyesight _____
(3) Hearing problem _____
(4) Allergies/Asthma _____
(5) Frequent colds _____
(6) Runny bowels _____
(7) Overweight _____
(8) Underweight _____
(9) Nausea/vomiting _____
(10) Eating problem _____
(11) Trouble breathing _____
(12) Pounding hearth _____
(13) Problems sleeping _____
(14) Frequent headaches _____
(15) Fainting spells _____
(16) Seizures/Epilepsy _____
(17) Venereal diseases _____
(18) Pregnancy _____
(19) Abortion/Miscarriage _____
(20) HIV/AIDS _____
How many days in the past 30 have you
experienced medical problems? # of days ______
How troubled or bothered have you been by these
medical problems in the past 30 days?
_____
How important to you is the treatment for these
medical problems? _____
INTERVIEWER SEVERITY RATING
15. How would you rate the client's need for medical
treatment? _____
CONFIDENCE RATING
Is the above information distorted by:
16. Client's misrepresentation
0 = No 1 = Yes _____
17. Client's inability to understand
0 = No 1 = Yes _____
CODE
1= Self.
2= Family
3= Friend
4= Helping Professional (doctor, social
worker, etc.)
5= School Official
6= Court, judge, Probation Officer
7= Other (specify) __________________
2
5
6
8
11
12
13
Client's rating scale
0 = None / Not at all 2= A fair amount
1= A little 3 = A lot
14
5. 5
II. SCHOOL HISTORY & STATUS
18. What was the highest grade you completed and
passed (GED = 12 years; 1 year of college completed = 13
years)?
Grade _____
19. Have you ever repeated a grade?
0 = No 1 = Yes _____
20. How many times were you suspended from school?
# of Suspensions
_____
21. How many times were you expelled?
# of Expulsions _____
Which of these school situations best describes
your current and most recent school status?
_____
(Adolescent clients are considered "still in school" while
they are on summer vacation in they are enrolled at school)
During the summer vacation, use the last month of the
most recent school year.
(N = Not applicable if not enrolled in school during the past
thirty days).
How many days in the past 30 have you been
absent? # of days _____
24. How many of those absences were due to illness?
# of days _____
How many of those absences were due to being
truant? # of days _____
26. Did you participate in extra-curricular school activities
(activities outside of classes) during the past school year?
0 = NO 1 = Yes _____
How were your grades during the past school
year?
1= Bellow average 2= Average
3= Above average _____
28. How worried or concerned were you about how well you
were doing in your classes during the past school year?
0 = None/not al all 1= A little
2= A fair amount 3= A lot _____
HERE ARE SCHOOL PROBLEMS THAT YOUNG
PEOPLE OFTEN HAVE. LET ME KNOW IF ANY
APPLY TO YOU EITHER NOW OR WHEN YOU
WERE LAST IN SCHOOL.
(N = Not applicable to clients 19 and older AND for those
who have been out of school for more than one year).
0 = No 1 = Yes
(1) _______ Failing in school
(2) _______ Cut too many classes
(3) _______ Bored to school
(4) _______ Classes too dificult
(5) _______ Not motivated to do well in school
(6) _______ School not enjoyable
(7) _______ Problems with teachers
(8) _______ Sent to or disciplined by principal
(9) _______ Trouble reading
(10) _______ Use(d) sickness to get out of
school
(11) _______ Felt too restricted in school
(12) _______ Disruptive in class
(13) _______ Don't do homework
(14) _______ Learning disability (attends
special classes)
22
1= Dropped out of school
2= Expelled from school (neither on roll nor
permitted to attend)
3= Suspended from school
4= Still in school (or a full-time trade or vo-tech
program which grants a diploma.
5= Graduated from high school or have a GED.
23
25
27
FOR CLIENTS NOT ENROLLED IN
SCHOOL - GRADES 1 TO 12
29. When did you last attend school ("regular school, up to
Grade 12)? _________
Have you taken (or are you taking) any of the
following types of education programs since you
left school?
(0 = NO 1= Yes)
(1) GED program ______
(2) Trade/Vocational
or technical school ______
(3) College ______
(4) Other (recognized legitimate
educational program) ______
IF CLIENT REPORTS MORE THAN ONE
PROGRAM ABOVE, USE THE CURRENT OR
MOST RECENT FOR THE NEXT TWO ITEMS
31
How many months have you spent (or did you
spend in this program?
(N = Not applicable)
# of months _________
32. How many hours per week do you or did you spend in
this program?
(N = Not applicable) _________
(1) 1 through 4 hours
(2) 5 through 10 hours
(3) 11 through 19 hours
(4) 20 hours or more
30
33
6. 6
34 A. Do you want help with school work or other
school problems that you have now?
N = Not applicable 0 = No 1 = Yes _____
B. (For clients not in school or any type of
educational program)
Do you want help to get into school or into some
type of educational program?
N = Not applicable 0 = No 1 = Yes _____
How many years of education / training do you
expect to complete? (High School = 12 years)
# of years _____
How troubled or bothered have you been in the
past thirty days by school problems (or by lack of
education)? _____
How important to you now is counseling for these
school problems? _____
INTERVIEWER SEVERITY RATING
38. How would you rate the client's need for school
counseling? _____
CONFIDENCE RATING
Is the above information distorted by:
39. Client's misrepresentation
0 = No 1 = Yes _____
40. Client's inability to understand
0 = No 1 = Yes _____
III. EMPLOYMENT SECTION
How many months did you work part-time in the
past six months? # of months _____
How many months did you work full-time in the past
six months? # of months _____
How many days were you paid for working during
the past month? # of days _____
What is the total amount of money you earned
legitimately from work during the past month?
$ ___________
45. What was the longest period of time you held one job?
# days ________ # weeks______ # months _________
Do you still have a trade, skill or profession?
0 = No 1 = Yes _____
How troubled or bothered have you been by
vocational or employment problems in the past 30
days? _____
How important to you now is vocational counseling,
or help to prepare a job? _____
INTERVIEWER SEVERITY RATING
53. How would you rate the client's need for school
counseling? _____
CONFIDENCE RATING
Is the above information distorted by:
54. Client's misrepresentation
0 = No 1 = Yes _____
55. Client's inability to understand
0 = No 1 = Yes _____
35
36
Client's rating scale
0 = None / Not at all 2= A fair amount
1= A little 3 = A lot
37
41
42
43
44
46
FOR CLIENTS WHO DO NOT HAVE A WORK
Do you want a job?
0 = No 1 = Yes ___
48
Did you look for a job in the past 30 days?
0 = No 1 = Yes ___
How much of a problem is your not having a job:
49
To you ___
50
To your parents / family ___
0 = Not at all 1 = A little
2 = A fair amount 3 = A lot
47
Client's rating scale
0 = None / Not at all 2= A fair amount
1= A little 3 = A lot
51
52
7. 7
IV. SOCIAL ACTIVITIES AND PEER
RELATIONS
HOW MUCH OF YOUR FREE OR LEISURE TIME
DO YOU SPEND WITH THE FOLLOWING
PERSONS?
(1) Your family _____
(2) Friends who use drugs _____
(3) Friends who do not use drugs _____
(4) Alone _____
57 A. How many really close friends do you have?
# __________
57 B. When you have a problem, do you have a friend
you can talk about it?
0 = No 1 = Yes _____
58 Of five friends you know the best, how many: (if a
client has less than five friends, indicate here the
actual number of friends the client considers ____:)
(1) Have been in trouble with the police because of
drugs / alcohol? # ____
(2) Have quit or plan to quit school? # ____
(3) Do things that might get them in trouble in
school? # ____
(4) Do your parents know? # ____
59 ON THE AVERAGE SCHOOL DAY OR WORK
DAY, HOW MANY HOURS DO YOU SPEND?
# of hours
(1) Listening to music ____________
(2) Reading (other than school work) ___________
(3) Watching television ____________
(4) Doing homework, studying ____________
(5) Sleeping during the day ____________
(6) Working/Doing chores around house ________
(7) In extra-curricular activities / hobbies ________
(8) Hanging out (on the street, at a mall, at a
school yard, etc.) ____________
60 HOW OFTEN DID YOU ENGAGE IN ANY OF THE
FOLLOWING ACTIVITIES DURING THE PAST
MONTH?
(1) Partying _____
(2) Going to club, bars, etc. _____
(3) Participating in sports _____
(4) In gang activity _____
61 Are you satisfied with your social life?
0 = No 1 = Yes _____
62 Are you satisfied with how you spend your free
time? 0 = No 1 = Yes _____
THE FOLLOWING TEN QUESTIONS APPLY TO
WHETHER YOU ARE GAY, BISEXUAL, OR
UNSURE OF YOUR SEXUAL ORIENTATION
63 Did you have a girlfriend or boyfriend during the
past three months?
0 = No 1 = Yes _____
64 Are you satisfied with this relationship? _____
65 Do your parents se any problem in or worry about
this relationship? _____
66 Does your girl/boyfriend (husband/wife):
Drink? _____
Use drugs? _____
67 If you don't have a girl/boyfriend now, how much
does it bother you?
N = Not applicable (have a girlfriend/boyfriend now)
0= Not at all
1= A little
2= A fair amount
3= A lot _____
68 Are you sexually active?
0 = No 1 = Yes _____
56
CODE
0 = None / Not at all 2= A fair amount
1= A little 3 = A lot
CODE
0 = Never 2= Sometimes
1= Seldom 3 = Often
Use for items 64-66
0 = No 1= Yes
N = Not applicable (not involved with anyone)
8. 8
(A) Do you use birth control or
protection/condoms to prevent pregnancy
or sexually transmitted diseases (STD's)
0 = No 1 = Yes 2= Not applicable ____
(B) Are you experiencing any problems with
your sexual relationship?
0 = No 1 = Yes _____
69 Have you ever been pregnant or have you ever
gotten anyone pregnant?
0 = No 1 = Yes _____
70 If you are not having a sexual relationship(s) are
you unhappy or worried about this situation?
0 = No 1 = Yes _____
71 Do you want or need information about sex, birth
control or STD's?
0 = No 1 = Yes _____
72 HOW MANY DAYS OF THE PAST MONTH HAVE
YOU HAD A (SERIOUS) PROBLEM WITH: (N =
Not applicable)
(1) Your girl/boyfriend # of days ____
(2) Other close friends # of days ____
(3) Other young people (either at school or in
the neighborhood) # of days ____
73 How troubled or bothered have you been in the
past 30 days by social problems (That is, either
problems with friends or problems due to lack of
friends) _____
74 How important to you to get counseling or help for
social problems? _____
INTERVIEWER SEVERITY RATING
75. How would you rate the client's need for counseling for
social problems (include adjustment to social and
community norms? _____
CONFIDENCE RATING
Is the above information distorted by:
76. Client's misrepresentation
0 = No 1 = Yes _____
77. Client's inability to understand
0 = No 1 = Yes _____
V. FAMILY BACKGROUND AND
RELATIONSHIPS
THE TERMS "MOTHER" AND "FATHER" APPLY TO STEP
PARENTS AND PARENT SUBSTITUTES IN THIS
SECTION
78 Does anyone in your immediate family have:
N = Not applicable 0 = No 1 = Yes
Mother Father Brother/Sister
(1) Drug Problem _____ _____ ________
(2) Alcohol Problem _____ _____ ________
(3) Mental Health
Problems _____ _____ ________
(4) Illness/Injury/Handicap _____ _____ ________
79 How much conflict is there in your family? _____
80 How much would you say that your parents argue
and fight? _____
81 How much conflict is there in your family over
money and finances? _____
82 How much would you say your family suffered
financial hardships in the past year? _____
83 How much fun or how pleasant is your family to live
with? _____
84 HAVE YOU DONE ANY OF THE FOLLOWING
TASKS AND BEHAVIORS AT LEAST ONCE WITH
YOUR FAMILY IN THE PAST MONTH?
(1) Wash dishes/clean table after meals _____
(2) Housekeeping (clean, make bed,
laundry, etc.) _____
(3) Do the family shopping (groceries, clothes)
_____
(4) Build or repair things around the house _____
(5) Work in the garden or yard _____
(6) Get into arguments/fights with other family
members _____
(7) Mislead or lie to other family members _____
Client's rating scale
0 = None / Not at all 2= A fair amount
1= A little 3 = A lot
CODE
(Use for items 79-83)
N = Not Applicable 0 = None/Not at all
1 = A little 2= A fair amount
3= A lot
CODE
0 = None 1 = Yes
N = Not applicable/not living with family
9. 9
(8) Resist doing what others in the family want, go
against their wishes _____
(9) "Mess up" the house or break things _____
(10) Steal or take things that belong to other
family members _____
85 How well you get along with the family members of
your family? _____
(1) Mother (figure) _____
(2) Father (figure) _____
(3) Sister(s) _____
(4) Brother(s) _____
(5) Other family members or relatives _____
86 How satisfied are you with how well you get along
with your family? _____
87 How difficult do you find it to talk to your mother
about things that bother you? _____
88 How difficult do you find it to talk to your father
about things that bother you? _____
89 How close do you feel to your mother? _____
90 How close do you feel to your father? _____
91 How much do you feel you can rely on what you
mother tells you? _____
92 How much do you feel you can rely on what your
father tells you? _____
93 HERE ARE SOME REACTIONS THAT YOUNG
PEOPLE OFTEN EXPERIENCE FROM THEIR
PARENT(S). AS I READ EACH ONE, TELL ME
WHICH APPLY TO YOUR RELATIONSHIPS WITH
YOUR MOTHER (MOTHER FIGURE) AND
WHICH APPLY TO YOUR RELATIONSHIPS WITH
YOUR FATHER (FATHER FIGURE)
Mother Father
(1) Is disappointed in you _____ _____
(2) Criticizes you _____ _____
Mother Father
(3) Intrudes too much in your
personal life or tries to control
you too much _____ _____
(4) Favors other sister or brother _____ _____
(5) Unfair with you about money
or financial matters _____ _____
(6) Does not listen to what you have to say
to her/him _____ _____
(7) is angry with you _____ _____
(8) Is not close to you _____ _____
(9) Does not give you good advice
when you need it _____ _____
(10) Doesn't set a good example _____ _____
(11) Threatens you too much _____ _____
(12) Is too strict _____ _____
(13) Is not strict or firm enough _____ _____
(14) Expects you to do too much
around the house _____ _____
(15) Doesn't understand you _____ _____
(16) Doesn't trust you _____ _____
(17) Is dissatisfied with your overall
behavior/attitude _____ _____
(18) Is dissatisfied with how you do
chores around the house _____ _____
94 How often, if ever, have you been physically
abused (beaten, injured, etc.) by either a parent or
parent substitute?
0 = Never 1 = Seldom
2= Fairly often 3= Very often _____
95 How troubled or bothered have you been in the
past 30 days by family problems? _____
96 How important to you to get counseling or
treatment for family problems? _____
CODE
(Use for items 85-92)
N = Not Applicable 0 = None/Not at all
1 = A little 2= A fair amount
3= A lot
CODE
0 = None 1 = Yes
N = Not applicable/not living with family
Client's rating scale
0 = None / Not at all 2= A fair amount
1= A little 3 = A lot
10. 10
INTERVIEWER SEVERITY RATING
97. How would you rate the client's need for counseling for
family problems? _____
CONFIDENCE RATING
Is the above information distorted by:
98. Client's misrepresentation
0 = No 1 = Yes _____
99. Client's inability to understand
0 = No 1 = Yes _____
VI. PSYCHOLOGICAL STATUS AND
PROBLEMS
100 HOW MANY TIMES HAVE YOU RECEIVED
TREATMENT OR COUNSELING FOR
EMOTIONAL OR PSYCHOLOGICAL
PROBLEMS? (Number of treatment episodes, not
the number of visits/sessions).
(a) As an outpatient or private client/patient?
# ___________
(b) As an inpatient in a hospital # ___________
101 HERE ARE SOME FEELINGS AND REACTIONS
THAT YOUNG PEOPLE SOMETIMES
EXPERIENCE. TELL ME IF ANY OF THEM
APPLY TO YOU.
0 = No 1= Yes
(1) _____ Lack of confidence in yourself
(2) _____ Feel you lack problem solving or
decision making skills
(3) _____ Feel you are too shy
(4) _____ Feel you don't belong or fit in
(5) _____ Feel lonely
(6) _____ Feel easily discouraged
(7) _____ Feel you are not as smart as others
(8) _____ Daydream a lot
(9) _____ Feel blue or are depressed
(10) _____ Feel anxious or worried a lot
(11) _____ Feel you have no interest in things
(12) _____ Feel bored
(13) _____ Get into arguments/fight easily
(14) _____ Can't go to sleep without drugs
(15) _____ Have nightmares
(16) _____ Feel people can not be trusted
(17) _____ Feel you are watched or talked about
others
(18) _____ Have difficulty expressing your feelings
(19) _____ Do angry things you can't control
(20) _____ Feel like injuring/hurting yourself
(21) _____ Feel afraid you will hurt someone
physically
(22) _____ Are always telling lies
(23) _____ Feel like you'd be better off dead
(24) _____ Feel like your head is going to burst
(25) _____ Get crazy ideas in your head
(26) _____ Feels that something inside you makes
you do things you don't want to do
(27) _____ Feel lonely even when you are with
people.
(28) _____ Feel others are against you or out to get
you.
(29) _____ Feel that you should be punished for
your sins.
(30) _____ Feel that someone is wrong with your
mind.
(31) Feel afraid of losing control of your behavior or
actions.
(32) _____ Feel that things are not real.
(33) _____ React by slamming doors, ..
(34) _____ Have thoughts of ending your life.
(35) _____ Feel hopeless about the future.
(36) _____ Your feelings are easily hurt.
(37) _____ Feel people are unfriendly/dislike you.
(38) _____ Feel inferior to others.
(39) _____ Have feelings of worthlessness.
(40) _____ Feel very self conscious (uneasy about
yourself when with others)
(41) _____ Feel like killing someone
102 A. Have you ever had a significant period of a week
or more /that was not a direct result of drug/alcohol
use), in which you have:
B. Did any of these periods occur in the past
30 days?
0 = No 1= Yes
(A) In your (B)Last
Lifetime 30 days
(1) Experienced serious
depression _____ _____
(2) Experienced serious
anxiety or tension _____ _____
(3) Experienced trouble
understanding, concentrating
or remembering _____ _____
11. 11
(A) In your (B)Last
Lifetime 30 days
(4) Experienced trouble controlling
violent behavior _____ _____
(5) Experienced serious thoughts
of suicide _____ _____
(6) Attempted suicide _____ _____
(a) Number of attempts ·# _____ #____
(7) Experienced hallucinations (saw or
heard things that may
be not here) _____ _____
(8) Have you taken prescribed meds
for psychological or
emotional problems _____ _____
103 How many days in the past 30 have you
experienced any psychological or emotional
problems?
# of days____
104 How much have you been troubled or bothered by
psychological or emotional problems in the past 30
days? _____
105 How important to you is treatment or counseling for
personal, emotional or psychological problems?
_____
THE FOLLOWING ITEMS ARE TO BE COMPLETED BY
THE INTERVIEWER
0 = No 1 = Yes
106 At the time of this interview, is the client:
(1) Obviously withdraws/depressed _____
(2) Obviously hostile _____
(3) Obviously nervous/anxious _____
(4) Having trouble comprehending
concentrating, remembering _____
(5) Having evidence of mental
confusion, incoherence, or disorientation _____
(6) Having trouble with reality testing, thought
disorders, paranoid thinking _____
(7) Having suicidal attempts _____
(8) Having trouble controlling violent or
destructive behavior _____
INTERVIEWER SEVERITY RATING
107. How would you rate the client's need for
psychiatric/psychological treatment? _____
CONFIDENCE RATING
Is the above information distorted by:
108. Client's misrepresentation
0 = No 1 = Yes _____
109. Client's inability to understand
0 = No 1 = Yes _____
NOTES
VII. DELINQUENT/CRIMINAL BEHAVIOR
110 How many times in your life have you been picked
up by the police? # ___________
111 Are you on probation or parole?
0 = No 1 = Yes _____
112 What for? (Write in offense or code N = Not
applicable)
________________________________________________
113 How many times, if any, have you violated
probation? Violated probation # __________
114 How many times in the past three months have you
been locked up or detained? # ___________
115 What was the longest time you were in jail? _____
0 = Never in jail
1 = Less than 24 hours - overnight
2 = 2 days to 14 days (up two weeks)
3 = 15 days to 30 days (up to 1 month)
4 = More than 30 days
116 What for? (Write in offense or code N = Not
applicable)
________________________________________________
117 Are you presenting waiting for charges, trial, or
sentence?
0 = No 1 = Yes _____
118 What for? (Write in offense or code N = Not
applicable)
________________________________________________
Client's rating scale
0 = None / Not at all 2= A fair amount
1= A little 3 = A lot
12. 12
119 A NOW I AM GOING TO ASK YOU ABOUT
YOUR INVOLVEMENT IN VARIOUS ACTIVITIES.
PLEASE TELL ME THE NUMBER OF TIMES YOU
HAVE DONE EACH OF THESE IN THE PAST
THREE MONTHS.
B HOW MANY TIMES HAVE YOU BEEN
ARRESTED FOR EACH OF THE FOLLOWING
OFFENSES IN YOUR LIFE?
# Offenses #
in past three months Arrests
(1) Truancy ____ ____
(2) Graffiti writing ____ ____
(3) Curfew violation ____ ____
(4) Shoplifting ____ ____
(5) Drug sales/trafficking ____ ____
(6) Disorderly conduct ____ ____
(7) Driving while intoxicated ____ ____
(8) Other major driving violations ____ ____
(9) Auto theft ____ ____
(10) Vandalism ____ ____
(11) Burglary, larceny, receiving
stolen goods breaking and entering____ ____
(12) Robbery ____ ____
(13) Assault ____ ____
(14) Possession of a weapon ____ ____
(15) Car jacking ____ ____
(16) Rape ____ ____
(17) Arson ____ ____
(18) Attempted Homicide ____ ____
(19) Homicide / Manslaughter ____ ____
120 How much money did you make from illegal
activities, such a drug sales, stealing, etc. during
the past year?
0 = None 3= $501 - $1000
1= Under $100 4= Over $1000
2= $101 - $500 _____
121 How many days in the past 30 have you engaged
in illegal activities?
# of days ___________
122 How much have you been troubled or bothered by
your illegal behavior?
_____
123 A How important to you is treatment or counseling for
your illegal and delinquent behavior problems?
_____
B How serious do you feel your present legal
problems are (your problems with the law)?
_____
INTERVIEWER SEVERITY RATING
124. How would you rate the client's need for counseling of
illegal, delinquent, and antisocial behavior? _____
CONFIDENCE RATING
Is the above information distorted by:
125. Client's misrepresentation
0 = No 1 = Yes _____
126. Client's inability to understand
0 = No 1 = Yes _____
NOTES
Client's rating scale
0 = None / Not at all 2= A fair amount
1= A little 3 = A lot
13. 13
VIII. DRUG AND ALCOHOL ABUSE
127 A NOW I AM GOING TO ASK YOU ABOUT ALL OF
THE DRUGS AND ALCOHOL YOU EVER USED.
DID YOU EVER USE ANY ALCOHOL
(MARIJUANA, ETC.)?. (IF YES, ASK) ON THE
AVERAGE, HOW OFTEN DO YOU DRINK (USE
MARIJUANA, ETC.)?. (IF NO, PROCEED TO THE
NEXT SUBSTANCE).
B HOW OFTEN WERE YOU USING (SUBSTANCE),
DURING THE ONE MONTH YOU USED IT THE
MOST? (USE CODE FOR PEAK/MAXIMUM USE
FREQUENCY).
C HOW LONG HAVE YOU USED (SUBSTANCE)?
(ENTER DURATION IN NUMBER OF MONTHS
USED).
(A) (B) (C)
Average Peak Duration
Frequency Frequency Of use
Past Month For 1 Month Months
Alcohol ___ ____ _____
Marijuana ___ ____ _____
Amphetamines ___ ____ _____
(Uppers/Speed)
Tranquilizers/
Sedatives/Hypnotics
(Valium/Librium/
Dalmane) ___ ____ _____
Barbiturates
(Tuinal/Seconal/
Downs) ___ ____ _____
Cocaine (coke) ___ ____ _____
Cocaine (Solid Form
(Crack/Rock) ___ ____ _____
Hallucinogens (LSD,/ Acid /
Mushrooms) ___ ____ _____
Phencyclidine (PCP/
Angel dust) ___ ____ _____
Inhalants (Glue/Gasoline)___ ____ _____
Heroin ___ ____ _____
Other Opiates/
Analgesics (Dilaudid/
Demerol/Percodan
Codeine) ___ ____ _____
Non-Prescription/
Other ___ ____ _____
Tobacco ___ ____ _____
128 Did you inject (mainline/shoot up) any of the
following drugs?
0 = No 1 = Yes
(1) Amphetamines _____
(2) Barbiturates _____
(3) Cocaine _____
(4) Heroin _____
(5) Opiates _____
(6) PCP _____
(7) Other/Unknown substance _____
129 How much did you usually drink per day in the past
month on the days you drank alcohol?
Code A _____
130 How many times have you gotten drunk in the past
month?
Code B _____
131 How many times have you "blacked out" while
using alcohol?
# ____________
132 How many days have you used more than one
substance (including or combined with alcohol) in
the past month?
# days ____________
SUBSTANCE USE FREQUENCY CODE
0 = Never used 6 = 4-6 times per month
1 = No current (past month) use 7= Once a day
2= Once per month 8= Twice a day
3= Once every 2-3 weeks 9= 3 or more times a day
4= Once per week
5= 2-3 times per week
CODE A
One drink = 1 beer, or 1 glass of wine, or 1 mixed drink
0 = No alcohol 3= 4 - 6 drinks
1= 1 drink 4= 7 or more drinks
2= 2 - 3 drinks
CODE B
0 = 0 2= 6 - 10 times
1= 1 - 5 times 3= Over 10 times
14. 14
FOR INTERVIEWER TO ANSWER (ITEM # 133)
133 Which major substance is the clients major
problem? (Write in the substance of use/abuse).
When not clear, ask the client.
________________________________________________
Major substance
134 Did you ever stop using that drug (the major
substance) for a period of one month or more?
0 = No 1= Yes _____
135 For how many months did you stop using (the
major substance), the last time you stopped using
it? (N = Not applicable).
# of Months _____
136 Did you ever find that you need larger and larger
amounts of a particular drug to get high?
0 = No 1= Yes _____
137 Have you ever tried to cut down on any drugs but
found you couldn't do it?
0 = No 1= Yes _____
138 How many times have you received
treatment/counseling for drug or alcohol abuse
problems (treatment episodes, not number of
sessions/visits):
(1) In a clinic or outpatient setting? _____
(2) In a hospital residential setting or
rehabilitation center? _____
139 How much money would you say you spent during
the past 30 days?
On drugs $ _______ On alcohol $ ________
140 Have you used drugs in or during school within the
past month? _____
0 = No 1= Yes N= Not applicable
141 Have you gotten in trouble in school due to
alcohol/drugs within the past month?
0 = No 1= Yes N= Not applicable
142 Have you sold drugs at school within the past
month?
0 = No 1= Yes N= Not applicable
143 Of five friends you know the best, how many use:
Alcohol_____ Marijuana_____ Other drugs___
144 Have you gotten in trouble with your parents over
alcohol/drugs within the past month?
0 = No 1= Yes N= Not applicable
145 How much do you think it will harm you (your
physical health, etc.) if you continue to use
drugs/alcohol as you have in the past several
months?
____________
146 How troubled or bothered have you been in the
past 30 days by:
Drug problems ______ Alcohol problems
147 How important to you is treatment for these:
Drug problems ______ Alcohol problems
INTERVIEWER SEVERITY RATING
148. How would you rate the client's need for
counseling/treatment for:
Drug Abuse______ Alcohol Abuse_____
CONFIDENCE RATING
Is the above information distorted by:
149. Client's misrepresentation
0 = No 1 = Yes _____
126. Client's inability to understand
0 = No 1 = Yes _____
COMMENTS
Client's rating scale
0 = None / Not at all 2= A fair amount
1= A little 3 = A lot