National guide to a preventive health assessment for Aboriginal and Torres Strait Islander people


Appendix
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☰ Table of contents


Appendix 1. Stages of adolescent development1

 

Early

(10–13 years)

Middle

(14–17 years)

Late

(18–21 years)

Central question

‘Am I normal?’

‘Who am I?’

‘Where do I belong?’

‘Where am I going?’

Major developmental issues

  • Coming to terms with puberty
  • Struggle for autonomy commences
  • Same-sex peer
  • relationships all important
  • Mood swings
  • New intellectual powers
  • New sexual drives
  • Experimentation and risk taking
  • Relationships have self-centred quality
  • Need for peer group acceptance
  • Emergence of sexual identity
  • Independence from parents
  • Realistic body image
  • Acceptance of sexual identity
  • Clear educational and vocational goals, own value system
  • Developing mutually caring and responsible relationships

Main concerns

  • Anxieties about body shape and changes
  • Comparison with peers
  • Tensions between family and adolescent over independence
  • Balancing demands of family and peers
  • Prone to fad behaviour and risk taking
  • Strong need for privacy
  • Maintaining ethnic identity while striving to fit in with dominant culture
  • Self-responsibility
  • Achieving economic independence
  • Deciding on career/vocation options
  • Developing intimate relationships

Cognitive development

  • Still fairly concrete thinkers
  • Less able to understand subtlety
  • Daydreaming common
  • Difficulty identifying how their immediate behaviour impacts on the future
  • Able to think more rationally
  • Concerned about individual freedom and rights
  • Able to accept more responsibility for consequences of own behaviour
  • Begins to take on greater responsibility within family as part of cultural identity
  • Longer attention span
  • Ability to think more abstractly
  • More able to synthesise information and apply it to themselves
  • Able to think into the future and anticipate consequences of their actions

Reproduced from Chown P, Kang M, Sanci L, Newnham V, Bennett DL. Adolescent health GP resource kit: Enhancing the skills of general practitioners in caring for young people from culturally diverse backgrounds. 2nd edn. Westmead, NSW: NSW Centre for the Advancement of Adolescent Health and Transcultural Mental Health Centre, 2008. [Accessed 20 November 2017].

 

Appendix 2. HEEADSSS assessment28,99

Assessment area

Questions

H – Home

Explore home situation, family life, relationships and stability

Where do you live? Who lives at home with you?

Who is in your family (parents, siblings, extended family)?

What is your/your family’s cultural background?

What language is spoken at home?

Does the family have friends from outside its own cultural group/from the same cultural group?

Do you have your own room?

Have there been any recent changes in your family/home recently (moves, departures, etc)?

How do you get along with your mum and dad and other members of your family?

Are there any fights at home? If so, what do you and/or your family argue about the most?

Who are you closest to in your family?

Who could you go to if you needed help with a problem?

E – Education/

employment

Explore sense of belonging at school/work and relationships with teachers/peers/workmates, changes in performance


What do you like/not like about school/work? What are you good at/not good at?

How do you get along with teachers/other students/workmates?

How do you usually perform in different subjects?

What problems do you experience at school/work?

Some young people experience bullying at school, have you ever had to put up with this?

What are your goals for future education/employment?

Any recent changes in education/employment?

E – Eating/ exercise

Explore how they look after themselves, eating and sleeping patterns


What do you usually eat for breakfast/lunch/dinner?

Sometimes when people are stressed they can overeat, or under-eat. Do you ever find yourself doing either of these?

Have there been any recent changes in your weight? In your dietary habits?

What do you like/not like about your body?

If screening more specifically for eating disorders, you may ask about body image, the use of laxatives, diuretics, vomiting, excessive exercise, and rigid dietary restrictions to control weight.

What do you do for exercise?

How much exercise do you get in an average day/week?

A – Activities/peer relationships

Explore their social and interpersonal relationships, risk-taking behaviour, as well as their attitudes about themselves



What sort of things do you do in your free time out of school/work?

What do you like to do for fun?

Who are your main friends (at school/out of school)?

Do you have friends from outside your own cultural group/from the same cultural group?

How do you get on with others your own age?

How do you think your friends would describe you?

What are some of the things you like about yourself?

What sort of things do you like to do with your friends? How much television do you watch each night? What’s your favourite music?

Are you involved in sports/hobbies/clubs/other activities?

D – Drug use/ cigarettes/ alcohol

Explore the context of substance use (if any) and risk-taking behaviours



Many young people at your age are starting to experiment with cigarettes/drugs/alcohol. Have any of your friends tried these or other drugs such as marijuana, injecting drugs, other substances?

How about you, have you tried any?

If ‘Yes’, explore further.

How much do you use and how often?

How do you (and your friends) take/use them?

Explore safe/unsafe use, binge drinking and so on.

What effects do drug taking/smoking/alcohol have on you?

Has your use increased recently?

What sort of things do you (and your friends) do when you take drugs/drink?

How do you pay for the drugs/alcohol?

Have you had any problems as a result of your alcohol/drug use (with police, school, family, friends)? Do other family members take drugs/drink?

S – Sexuality

Explore their knowledge, understanding, experience, sexual orientation and sexual practices – look for risk-taking behaviour/abuse



Many young people your age become interested in romance and sometimes sexual relationships. Have you been in any romantic relationships or been dating anyone?

Have you ever had a sexual relationship with a boy or a girl (or both)?

If ‘Yes’, explore further.

[If sexually active] What do you use to protect yourself (condoms, contraception)?

What do you know about contraception and protection against STIs?

How do you feel about relationships in general or about your own sexuality?

[For older adolescents] Do you identify yourself as being heterosexual or gay, lesbian, bisexual, transgender or questioning?

Have you ever felt pressured or uncomfortable about having sex?

S – Suicide/ self harm/ depression/ mood

Explore risk of mental health problems, strategies for coping and available support



Sometimes when people feel really down they feel like hurting themselves, or even killing themselves. Have you ever felt that way?

Have you ever deliberately harmed or injured yourself (cutting, burning or putting yourself in unsafe situations – eg unsafe sex)?

What prevented you from going ahead with it?

How did you try to harm/kill yourself?

What happened to you after this?

What do you do if you are feeling sad, angry or hurt?

Do you feel sad or down more than usual? How long have you felt that way?

Have you lost interest in things you usually like?

How do you feel in yourself at the moment on a scale of 1 to 10?

Who can you talk to when you’re feeling down?

How often do you feel this way?

How well do you usually sleep?

It’s normal to feel anxious in certain situations. Do you ever feel very anxious, nervous or stressed (eg in social situations)?

Have you ever felt really anxious all of a sudden? For a particular reason?

Do you worry about your body or your weight? Do you do things to try and manage your weight (eg dieting)? Sometimes, especially when feeling really stressed, people can hear or see things that others don’t seem to hear or see. Has this ever happened to you?

Have you ever found yourself feeling really high energy or racy, or feeling like you can take on the whole world?

S – Safety

S – Spirituality

Explore sunscreen protection, immunisation, bullying, abuse, traumatic experiences, risky behaviours; and beliefs, religion



What helps you relax, escape?

What gives you a sense of meaning?

Appendix 3a. Aboriginal and Torres Strait Islander Youth Social Emotional Wellbeing (SEW) assessment27

Original HEEADSSS

‘domain’ and description

Social emotional wellbeing topic and description

Comments

 

General

We want to find out about the young person’s background, beliefs, experiences and connection to culture. We also want to hear about their hopes or plans for the future. This is an important part of the assessment and may overlap with the other areas

Non-Indigenous health professionals must not engage in the cultural aspects of this discussion unless they have good local Aboriginal and/or Torres Strait Islander knowledge and connections and excellent rapport with the young person

Home

Explore the home situation, family life, relationships and stability

Home

We want to find out about where the young person is living and with whom; family life, relationships and stability We want to know if the young person feels safe in their environment

We also want to identify any overcrowding that is causing problems

There are social and wellbeing benefits to living with a supportive network of people. Therefore, it is important to ask about overcrowding that is causing problems, rather than assuming that it is a problem by definition

Education/employment

Explore sense of belonging at school/work and relationships with teachers/ peers/workmates, changes in performance

Learning/work

  • We want to find out about:
  • How the young person is going at school and/or work
  • Relationships with teachers/peers/workmates
  • Whether there have been big changes in how they are going at school or work
  • Whether they feel safe at school/work
  • Whether they have any plans for when they finish school or for their career
 

Eating/exercise

Explore how they look after themselves, eating and sleeping patterns

Eating/exercise

  • We want to find out about:
  • Food and eating habits, whether they eat bush tucker, whether they are getting enough to eat
  • Who does the food shopping and cooking
  • What kind of exercise they get during a week, how often and how much. This can include playing sports, going to a gym, walking to the shops or bus stop, walking/riding a bicycle to school or work
  • Whether there has been any recent change in weight and if this is something the young person had planned or not

Food insecurity is recognised as a determinant of poor health in the Aboriginal and Torres Strait Islander population100,101

The One21seventy child health audit includes evidence of concern regarding food security102

Activities/peer relationships

Explore their social and interpersonal relationships, risk-taking behaviour, as well as their attitudes about themselves

Hobbies, interests and friendships We want to find out about:

  • How the young person gets along with other young people
  • How they are socialising
  • What kind of interests they have
  • Whether they do things safely (eg wears a bicycle helmet, puts on a seat belt, uses sunscreen and wears sunglasses)
  • Whether they are taking part in any high-risk behaviours, including gambling

If there are risk-taking behaviours/ activities, we need to:

  • Check whether the young person has broken the law or been involved with the juvenile justice system
  • Refer for youth-specific counselling

If the young person seems to be socially isolated, we need to conduct a mental health assessment

Drug use/cigarettes/ alcohol

Explore the context of substance use (if any) and risk-taking behaviours

Substance use, including cigarettes, alcohol and other drugs

We want to find out if the young person is smoking, drinking alcohol or using other drugs If so, we want to find out about:

  • Whether they are being pressured into it
  • What they are using, how and when they use, how much they are smoking/drinking/using, how often, if there have been any problems
  • If the people they spend time with smoke, drink or use substances
 

Suicide/self-arm/ depression/mood

Explore risk of mental health problems, strategies for coping and available support

Mental health

We want to find out about the young person’s mood, whether there is ongoing stress in their life, whether there has been anything hurtful or traumatic happen to them recently or in the past

If the young person has a mood problem, you must assess if they are at risk of self-harm or suicide

 

Sexuality

Explore their knowledge, understanding, experience, sexual orientation and sexual practices. Look for risktaking behaviour/abuse

Sexual health and sexuality

We want to discuss the young person’s sexual health, whether they have had or are having sex, what their sexual orientation is and how they feel about themselves

If the young person has had or is having sex, we want to know if:

  • They are using any kind of protection or contraception
  • They are consenting to it or being pressured
 

Safety and spirituality Explore sunscreen protection, immunisation, bullying, abuse, traumatic experiences, risky behaviours Explore beliefs, religion:

  • What helps them relax, escape?
  • What gives them a sense of meaning?

Immunisation status is usually checked as part of ongoing clinical care. Ask about it only if it is not already known

Safety issues have been considered across all areas and not as a separate topic

Spirituality has been considered as part of cultural connectedness

 

Finishing off

We complete this assessment by checking with the young person if there is anything else they wish to talk about

 

Appendix 3b: Aboriginal and Torres Strait Islander Youth Social Emotional Wellbeing (SEW) assessment: Question guide27

Topic area

Possible questions

General

Explore background, beliefs, experiences and connection to culture

  • Can you tell me about yourself?
  • Where’s country for you? Where are you from? Where is your family from?
  • Do you visit country or your family’s country?
  • Do you like where you are from?
  • Do you feel connected with your culture? How close do you feel to your culture?
  • Do you feel connected with your community? How close do you feel to your community?
  • Do you take part in any cultural and/or community activities (eg NAIDOC events, ceremonies, hunting, art and crafts)? If so, how often?
  • Do you speak any Aboriginal and/or Torres Strait Islander languages?
  • Do you have any beliefs that are important to you (religious or spiritual)?
  • Have you been through ceremony? [Do not ask this question unless you have good local Aboriginal and/or Torres Strait Islander knowledge and connections and excellent rapport with the young person]
  • What do you hope for in your life?
  • Have you faced, or do you face, prejudice or racism? [If ‘Yes’, explore details]

Home

Explore the home situation, family life, relationships and stability. We also want to identify any overcrowding that is causing problems

  • Can you tell me about where you live?
  • Where do you live? (What type of place, how many rooms, is this where you live all
    the time? Is there any chance you will need to move?)
    Do you stay at more than one place? [If ‘Yes’] What is it like for you moving around?
  • Do you have your own room?
  • Can you tell me about your family/the people you are living with?
  • How many people live with you at the moment?
  • How are things going at home or where you live?
  • Who are you closest to in your family?
  • Do you get along with your family? Do your family members get along with each other?
  • Do you have any worries about your family or friends?
  • Do you have children? (What age?)
    Do you feel safe at home or where you are staying?
  • Are there ever times you feel like leaving home?
  • Have there been any changes at home lately (moves, departures, travelling to and
    from home/community etc)?

Learning/work

Explore how the young person is going at school/work and relationships with teachers/peers/ workmates; whether there have been significant changes

  • Do you go to school/study or work?
  • What year are you in/what job do you do?
  • How are you going at school/work? Or Are you happy at school/work? [Explore] If
    not, why?
  • Have you been missing or not going to school/work, or often turning up late?
  • Are you keeping up with your schoolwork? Do you need any help? How are your
    grades? Or What are your school reports like?
  • Do you get along with your teachers/boss and other students/workmates? [Explore]
    How are your friends or other students or workmates treating you? Or Do you have
    any problems at school/work, like getting bullied?
  • Do you feel safe at school/work?
  • Does your family encourage or help you with your studies/sport/work?
  • What would you like to do when you leave school/you’re older? Or What job/career
    plans do you have?

Eating/Exercise

Explore food and eating habits and physical activity

  • What do you usually eat and drink over a whole day? Or Tell me what you ate yesterday? [Explore type of food and amount, bush tucker]
  • What do you like to eat?
  • Do you get enough to eat?
  • Who shops for the food/groceries? Who does the cooking?
  • Has your weight or diet changed lately?
  • How do you feel about the way you look? [Explore the possibility of eating disorders]
    During a usual or typical week, what kind of exercise do you do?
  • Do you play sport or do any exercise? [Explore what kind, including traditional dance,
    how often and for how long]
    Do you ride your bike or walk to get around? [Explore informal physical activity]

Hobbies, interests and friendships

Explore relationships with other young people, how they are socialising, whether they are engaging in any high-risk behaviours

  • Who do you hang around with? (Brothers, sisters, cousins, aunties, uncles or friends
    from school?) [Explore for social isolation]
  • Do you like your friends, and how much time do you spend hanging out with them?
  • Have you ever been pressured into anything by your peers?
  • What do you (and your friends) do in your free/spare time? What do you do on the weekend?
  • Do you wear bike helmets, seatbelts? Do you use sunglasses and sunscreen?
  • Do you do anything that gets you into trouble, or could get you into trouble? Have you ever been in trouble with the police?
  • Do you play the pokies, cards or bet online? [If ‘Yes’] How do you pay for it? Or What do you spend your money on?

Substance use, including cigarettes

Explore use, type, amount, frequency, consequences. Explore if the people they spend time with smoke, drink or use substances

  • Do people around you smoke or drink?
  • Do you smoke or drink? How much and how often?
  • What about drugs?
  • Are people around you doing drugs? What type and how often?
  • Have you tried drugs before? [If ‘Yes’] Are you still taking them? What type and how often?
  • [If currently using] Does this affect relationships, school, work or other responsibilities? How are you paying for it? Has this ever got you into trouble (getting into fights or in trouble with the police)?
  • Are you, or have you been, pressured into it?

Mental health

Explore mood, stress, and trauma. Assess suicide risk if there are mood problems

  • How have you been feeling lately?
  • Have you been feeling sad, stressed, nervous or worried? [This question is not necessary if the young person has filled out a mental health tool such as the Kessler Psychological Distress Scale (K-10) or K-5 questionnaire.]103 Are you still enjoying things as much as usual?
  • How have you been sleeping? How much sleep do you get each night?
  • Has your eating been OK?
  • Has anything traumatic or hurtful happened to you lately or in the past?
  • Do you have thoughts about hurting yourself? Have you ever tried to hurt yourself? [If ‘Yes’, explore how serious the injury was] Have you had any thoughts about suicide? [If ‘Yes’] Have you tried to end your own life? [Try to find out if this is a current problem] [Do not ask this question routinely. Ask this only if the young person has risk factors for suicide.*]

Sexual health and sexuality

  • [If the young person appears not to have not gone through puberty] Have you noticed any body changes?
  • [For females] Are you having periods? Is everything going OK with your monthly or period?
  • Do you have a boyfriend or girlfriend?
  • Have you ever slept with them or had sexual intercourse? How about with other people (boys/girls or males/females)?
  • What do you use for protection?
  • [For females] Do you take anything to stop you from getting pregnant (eg pill or Implanon)?
  • Are you attracted to boys/males or girls/females, or are you unsure? Do you feel comfortable with your sexuality or feelings?
  • Has anyone ever taken advantage of you or used you? Have you ever felt uncomfortable or pressured about having sexual intercourse?
Finishing off
  • Do you have any other concerns? Or Is there anything else you want to talk about? Or Is there anything else that is worrying you that we have not talked about?
*Risk factors for suicide: past history of intentional self-harm; history of mood or mental health problems; hazardous alcohol consumption or use of other recreational drugs.
National guide to a preventive health assessment for Aboriginal and Torres Strait Islander people

 





 
 
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