Connexions APIR: Suggested issues to explore
IDENTITY & SELF-IMAGE
Self confidence
Self esteem
Self-image
Sense of self in relation to peers
Anxiety/depression
Sense of being valued
Feelings of belonging
Sense of being an individual
Feelings of acceptance
Sense of own culture
Evidence of bullying/discrimination
View of own self and abilities
Evidence of and reasons for self harm
Implications of learning difficulty/disability
Implications of race; gender; religion; sexuality
Ability to focus
Ability to show persistence
Motivating factors
Ability to show resilience
Personal confidence
Attitude towards the future
Ability to be appropriately assertive
Attitude towards current situation
Ability to self-promote
Necessary actions for short and long term
Ability to deal with rejection
Implications of learning difficulty/disability
Age appropriate friendships
Positive/negative relationships with peers
Implications of learning difficulty/disability
Age inappropriate friendships
Positive/negative relationships with adults
Parenting responsibilities
Stable and affectionate family relationships
Regular and appropriate socialising with peers
Caring responsibilities
Responses to relationships
Difficulty in maintaining relationships
Ability to show empathy
Experience of bullying/violent behaviour
Presence/absence of mentor/role model
Experience of victimisation, e.g. homophobia
Coping skills
Leisure activities
Caring skills
Involvement in school community
Living with birth parent(s)
Living with corporate parents
Young person feels secure
Parent(s)/carers:
Ensure appropriate living conditions
Ensure appropriate level of hygiene and diet
Ensure safety of young person
Meet emotional needs of young person
Have aspirations for the young person
Promote a stimulating environment
Demonstrate approval of education effort/achievement
Provide sufficient guidelines and boundaries
Ensure young person attends school
Provide a stable family environment
Support young person with school/work difficulties
Engage in secure and stable relationship with young person
Ensure young person has positive self-image/identity
Provide a listening and emotionally supportive environment
Take actions over bullying (where necessary)
Show physical warmth to young person
Provide role models
Provide an encouraging and stimulating environment
Ensure appropriate care for physical needs
Ensure appropriate medical and dental care
Is there evidence of maltreatment by parent(s)/carers?
Is there evidence of substance use by parent(s)/carers?
Parental strengths and difficulties (see Children in Need Assessment Framework)
Nature of the family household
Life experiences of parents
Education experiences of parents
Health experiences of parents
Child protection history within family
Caring responsibilities
Evidence of substance misuse within family
Implications of learning difficulty/disability
Significant changes in household
Evidence of physical/sexual abuse within family
Social care/children’s home history within family
Disadvantaged household/experience of poverty
Absent parent(s)/relations
Domestic violence/bullying directed at young person/others
Relationship between separated parents
Young person’s behaviour impacting on other family members
Sibling relationships
Restrictions on young person’s social/recreational time
Integration into family
Extended family/support from other family members
Refugee/asylum issues
Parenting responsibilities
Availability/accessibility of local facilities/services
Isolation within community
Quality of local facilities and services
Safety in the community
Uses of local facilities and services
Harassment within community
Leisure opportunities
Racism/discrimination within community
Quality of local learning/training facilities/services
Evidence of local drug culture
Use of local learning/training facilities/services
Evidence of local criminal culture
Transport facilities
Refugee/asylum issues
Language issues
Implications of learning difficulty/disability
Neighbourhood and community context
Parenting responsibilities
Social integration/acceptance
Caring responsibilities
PHYSICAL HEALTH
Current health needs
Registered with GP
Access to optical care
Issues relating to any disability
Registered with dentist
Sexual history and activity
Existing medical/genetic conditions
Developmental progress
Minor health issues for age group
Relevant family medical history
Access to advice on issues impacting physical health
Immunisations
Health threatening behaviours
Access to advice on substance issues and knowledge of services
Allergies
Physical exercise
Access to advice on sexual health issues and knowledge of services
Diet and hygiene
Involvement with health/emergency services
Young person’s attitude towards/awareness of above
Impact of issue(s) on young person's activities
Experience of bereavement
Issues around weight/food - patterns of eating designed to avoid weight gain or accelerate weight loss
Degree of emotional maturity
Experience of emotional problems
Ability to demonstrate emotional warmth
Experience of family break up/trauma
Experience of negative thoughts/feelings of uselessness/
Number and degree of attachments to others
Experience of abuse or bullying inadequacy/guilt
History of involvement with mental health services
Experience of mood swings/poor anger management
Feelings of aggression
How young person's behaviour/social activity is impacted
Experience of self-harm Impulsiveness
Young person's awareness of issue(s)
Experience of behavioural difficulties
Evidence of suicidal thoughts/acts
Experience of feelings of vulnerability
Attention problems
Evidence of withdrawal
History of offending
Evidence of protective factors
Reason for offending
Evidence of risk factors (e.g. exclusion, substance use)
Offending behaviours
Evidence of a pattern of criminality
Evidence of living in criminal environment
Attitude towards offending history
Use of alcohol
Role of peers in substance use
History of alcohol use (how long, how often, where used, who with, how funded, reasons for use)
Role of parents/carers in substance use
Use of solvents & other volatile substances
Role of environment in substance use
History of solvents & volatile substance use (how long, how often, where used, who with, how funded, reasons for use)
History of involvement with specialist services
Use of illegal drugs
Attitudes towards substance use - own use and use by others
History of illegal use (how long, how often, where used, who with, how funded, reasons for use)
Poly/chaotic substance use
Protective factors relating to substance use
History of poly/chaotic substance use (how long, how often, where used, who with, how funded, reasons for use)
Knowledge of risks of substance use
Current educational status
History of temporary/permanent exclusion
Frequency of attendance
Parenting responsibilities
Record of attendance
Caring responsibilities
Reasons for non-attendance
Evidence of bullying/discrimination
Behaviour in school/college/WBL
Implications of learning difficulty/disability
Current educational attainment
Periods of long term unemployment
Current vocational attainment
Behavioural problems in education
Qualifications
Behavioural problems in training/work
Current attainment in other areas
Occupational awareness
Experience of college/training
Implications of learning difficulty/disability
Experience of work
Educational potential
Current opportunities
Vocational potential
Suggested issues to explore
Reading ability
Implications of learning difficulty/disability
Writing ability
Evidence of unmet learning difficulty
Numeracy
English as an additional language
Communication skills
History of dyslexia
KEY SKILLS
Access to IT
Attitude to authority
Level of communication skills
Ability to learn new things and to improve performance
Level of IT skills and experience
Ability to cope with job interviews/work experience
Ability to solve problems
Ability to take responsibility for self
Ability to organise self without supervision
Ability to deal with people
Ability to follow instructions
Ability to concentrate
Ability to check quality and accuracy
Implications of learning difficulty/disability
Ability to work under pressure
Self-presentation skills
Ability to undertake routine tasks (e.g. journey to work; prepare meals; use telephone)
Personal appearance and hygiene
Intellectual effectiveness - ability to plan, prioritise, cope with variation and think ahead
Self confidence
Non-intellectual effectiveness - ability to demonstrate foresight, initiative and adaptability to change
Ability to negotiate/compromise
Behaviour in school/work setting - evidence of inappropriate/violent behaviour
Social skills
Emotional/behavioural development
Relationships with others
Attendance and punctuality
Level of independence
Where the young person is a parent, evidence of parenting ability
Coping skills
Readiness/maturity to make decisions
Implications of learning difficulty/disability
Current educational aspirations
Aspirations of peer group
Current vocational aspirations
Implications of learning difficulty/disability
Attitude towards school/training/learning
Impact of cultural/racial/gender/disability stereotyping
Level of realism in aspirations
Educational potential
Occupational awareness
Vocational potential
Ability to plan for future
Who young person lives with
Basic amenities/facilities
History of rough sleeping
History of running away
Adaptations required to meet young person’s needs
History of living in social/residential care
Stability/permanence of housing
Living in secure accommodation
Safety of housing situation
Living in temporary accommodation
Quality of housing situation
Housing suitable to meet parenting responsibilities/needs of other dependant(s) (in supported accommodation if lone parent under the age of 18)
Quality of living conditions
Sufficient space to study
Housing benefit claimant
Income available over a sustained period of time
In receipt of all benefit entitlements (e.g. income support; disability related living costs; childcare benefits)
History of involvement with BA, ES or other benefits
Sufficiency of income to meet needs
Level of financial difficulty/debt
How young person obtains income
How young person uses income
Parenting/caring responsibilities
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