For professionals supporting kids, tweens, and teens. Use the examples within your role, training, assessment, and service context.
Give the young person a role in the conversation
A useful check-in begins with a shared purpose. Explain what you hope to understand, how the information will be used, and the limits of confidentiality in language the young person can follow. Ask how they would prefer to respond: speaking, drawing, pointing, writing, or a combination. Invite them to identify one concern that matters to them, even when the caregiver's concern is different. NICE guidance supports adapting communication and involving children and young people in decisions about their care. [1]
Start with a recent moment
Rather than asking only whether someone feels anxious, invite a concrete example: 'Tell me about a moment this week when something felt difficult.' Explore where they were, what happened before and afterwards, what they noticed in their body, and what they did. Ask about moments that went better as well. The aim is to understand a pattern, not to obtain a perfect account. Offer a pause if the conversation becomes overwhelming.
Look at functioning and context
A brief check-in is one part of a broader assessment. The Canadian Paediatric Society describes the importance of medical, developmental, and mental health history, functioning, caregiver information, and observation. Screening responses require interpretation within that context. [2] In your role, explore changes in sleep, participation, relationships, learning, and daily routines. Consider physical health needs, bullying, discrimination, sensory or learning demands, and family pressures rather than assuming all avoidance is anxiety.
Hold different accounts side by side
A caregiver might report long school-morning arguments while the young person describes fear of being embarrassed in class. Record both accounts as perspectives to explore. Ask what each person has noticed, what they have already tried, and what helps even a little. Where appropriate to your setting, consent arrangements, and the young person's needs, offer time to speak separately. Do not promise secrecy that your professional obligations do not allow.
Agree on an observable next step
The following is an illustrative conversation structure, not a validated assessment instrument: identify one difficult situation, one existing strength, one support the young person wants, and a time to review. A goal might be 'ask a trusted teacher for clarification once this week' rather than 'stop worrying.' Ask what could make that step difficult and how the plan can be adjusted. Escalate safety or medical concerns through your usual assessment and referral procedures rather than treating a worksheet response as sufficient.
Document and review
Document the young person's words, relevant caregiver information, your assessment context, the agreed plan, and any follow-up responsibilities. At the next meeting, ask what happened and what the experience taught you both. A step that was not completed is information about the plan, the environment, or the support needed. Revisit the formulation rather than assigning blame. This framework complements professional judgement and appropriate assessment; it does not establish a diagnosis.
Related worksheet bundle
Explore a five-worksheet bundle to use as a conversation aid.
Related professional articles
- School Avoidance: Building a Coordinated Support Plan
- Using Worksheets in Youth Sessions: Choose, Adapt, and Review