Pathways Courses - The ABCs of Bullying

The ABCs of Bullying
Addressing, Blocking, and Curbing School Aggression

Module 4: Screening and Assessment - Page 8 of 22

Understanding the Nature and Scope of Problems

What specific areas and topics should be addressed in an assessment? The answer depends on the current status of various aspects of a student's daily life. One approach to the interview has been developed by Dr. Henry Berman of the University of California, Los Angeles (UCLA) Department of Psychology. It is known as HEADS (Home, Education, Activities, Drugs, Sexuality).ref

HEADS provides a way to start the interview or assessment; it is not a diagnostic tool. It gives a mental health professional a place to start in an interview. Problem areas discovered can be explored in more detail. The interview examines questions such as:

Home/Health Education

Activities Drugs Sexuality

Home/Health

Place of residence:

Where does the student live and with whom?
Physical conditions at the home?
Family status, relationships, and problems (separation, loss, conflict, abuse, lack of supervision, victimization)?

Physical health:

Developmental problems?
Somatic complaints?
Accident proneness?
Indications of physical or sexual abuse?
Indications of an eating disorder?
Recent physical injury/trauma?

Emotional health:

Anxieties? Fears? Anger? Frustration?
Frequent and extreme mood swings?
Self-image (degree of perceived sense of competence, self-worth, control over daily events, gender concern, self-acceptance)?
Isolation or recent loss?
Hopes and expectations for the future?
If unhappy, is he/she depressed?
If depressed, is he/she suicidal?

Education

School functioning:

Grade, special placement?
Learning (level of skills)?
Performance (daily effort and functioning, grades)?
Motivation (interests, attendance)?

Relationships at school:

Behavior (cooperation and responsiveness to demands and limits)?
Special relationships with any school staff?
Plans for future education?

Activities

Types of interests:

How does the student spend time?
Interest or involvement in music?
Art?
Sports?
Religion?
Culture?
Gang membership?

Responsibilities:

Caring for siblings?
Chores?
Job?

Relationships with peers:

Any close friends?
Separation/loss?
Conflict?
Abuse? Neglect?
Victimization?
Alienation?

Relationships with other adults:

Positive role models?
Supportive community?
Supportive home?

The following categories also should be included for students in upper middle school and high school:

Drugs

Substance use or abuse?

Sexuality

Active sexually?
Considering becoming active sexually?
Is, has been, or wants to be pregnant?
Problems with identity?