Child Strengths Domain (Items 20-30)

These ratings describe a range of assets that children and adolescents and their environments may possess that can facilitate healthy development. An absence of a strength is not necessarily a need but an indication that strength building activities are indicated. In general strengths are more trait-like, stable characteristics; however, the 30 day rating window still applies unless overridden by the action levels as described below.

For Child’s Strengths, the following categories and action levels are used:

0 | indicates a domain where strengths exist that can be used as a centerpiece for a strength-based plan.

1 | indicates a domain where strengths exist but require some strength-building efforts in order for them to serve as a focus of a strength-based plan.

2 | indicates a domain where strengths have been identified but require significant strength-building efforts before they can be effectively utilized as a focus of a strength-based plan.

3 | indicates a domain in which efforts are needed in order to identify potential strengths on which to build.

N/A | this selection should only be used when rating a child who is non-communicative due to age or developmental disability and no adult can sufficiently answer the item.

NU Quick Tip

Remember, the action levels for strengths are unique from the rest of the CANS. A score of 0 is NOT a default score in this domain, but rather an exceptional positive. Scores of 0 and 1 are the focus of this section for building usable strengths into service plans. Notes should be left for all items scored 0 or 1. Strengths with scores of 2 or 3 have not been developed or have not been identified.

20. Family

Family refers to all family members as defined by the youth, or biological relatives and significant others with whom the child is still in contact. Is the family (as defined by the child) a support and strength to the child?

0 | Significant family strengths. There is at least one family member who has a strong loving relationship with the child and is able to provide significant emotional or concrete support.

1 | Moderate level of family strengths. There is at least one family member with a strong loving relationship who is able to provide limited emotional or concrete support.

2 | Mild level of family strengths. Family members are known, but currently none are able to provide emotional or concrete support.

3 | This level indicates a child with no known family strengths. There are no known family members.

N/A | N/A should never be used for this item.

**LOOK OUT**

This item is rating the level of emotional support the child receives from family. Family does not have to be just parents, but could also include extended or fictive family.

21. Interpersonal

This rating refers to the interpersonal skills of the child or youth both with peers and adults.

0 | Significant interpersonal strengths. Child has close friends and is friendly with others.

1 | Moderate level of interpersonal strengths. Child may have a history of forming positive relationships with peers and/or non-caregivers Child may have at least one healthy relationship, is friendly with others.

2 | Mild level of interpersonal strengths. Child has some social skills that facilitate positive relationships with peers and adults but may not have any current healthy friendships.

3 | Very limited ability to make and maintain positive relationships. Child lacks social skills and has no history of positive relationships with peer and adults.

N/A | Not applicable

22. Educational Setting

This rating refers to the strengths of the school system or the child’s preschool setting, and may or may not reflect any specific educational skills possessed by the child or youth.

0 | This level indicates a child who is in school and is involved with an educational plan (or IEP) that appears to exceed expectations. School works exceptionally well with family and caregivers to create a special learning environment that meets the child’s needs. Someone at the school goes above and beyond to take a healthy interest in the educational success of the child.

1 | This level indicates a child who is in school and has a plan that appears to be effective. School works fairly well with family and caregivers to ensure appropriate educational development.

2 | This level indicates a child who is in school but has a plan that does not appear to be effective.

3 | This level indicates a child who is either not in school or is in a school setting that does not further his/her education.

N/A | Not applicable

**LOOK OUT**

This item is rating if the school setting is appropriate for the child’s needs, not how they are doing in school or if they enjoy school.

23. Vocational

Generally this rating is reserved for adolescents and is not applicable for children younger than 14 years 6 months. Computer skills would be rated here. Scoring of this item supplements Ansell-Casey assessment.

0 | This level indicates an adolescent with vocational skills who is currently working in a natural environment.

1 | This level indicates an adolescent with pre-vocational and some vocational skills but limited work experience.

2 | This level indicates an adolescent with some pre-vocational skills but who is not presently working in any area related to those skills. This also may indicate a child or youth with a clear vocational preference.

3 | This level indicates an adolescent with no known or identifiable vocational or pre-vocational skills and no expression of any future vocational preferences.

N/A | Not applicable

24. Coping and Savoring Skills

This rating should be based on the psychological strengths that the child or adolescent might have developed including both the ability to enjoy positive life experiences and manage negative life experiences. This should be rated independent of the child’s current level of distress.

0 | This level indicates a child with exceptional psychological strengths. Both coping and savoring skills are well developed.

1 | This level indicates a child with good psychological strengths. The person has solid coping skills for managing distress or solid savoring skills for enjoying pleasurable events.

2 | This level indicates a child with limited psychological strengths. For example, a person with very low self-esteem would be rated here.

3 | This level indicates a child with no known or identifiable psychological strengths. This may be due to intellectual impairment or serious psychiatric disorders.

N/A | Not applicable

25. Optimism

This rating should be based on the child or adolescent’s sense of him/herself in his/her own future. This is intended to rate the child’s positive future orientation.

0 | Child has a strong and stable optimistic outlook on his/her life. Child is future oriented.

1 | Child is generally optimistic. Child is likely able to articulate some positive future vision.

2 | Child has difficulties maintaining a positive view of him/herself and his/her life. Child may be overly pessimistic.

3 | Child has difficulties seeing any positives about him/herself or his/her life.

 N/A | Not applicable

26. Talents / Interests

This rating should be based broadly on any talent, creative or artistic skill a child or adolescent may have including art, theatre, music, athletics, etc.

0 | This level indicates a child with significant creative/artistic strengths. A child/youth who receives a significant amount of personal benefit from activities surrounding a talent would be rated here.

1 | This level indicates a child with a notable talent. For example, a youth who is involved in athletics or plays a musical instrument, etc. would be rated here.

2 | This level indicates a child who has expressed interest in developing a specific talent or talents even if they have not developed that talent to date.

3 | This level indicates a child with no known talents, interests, or hobbies.

N/A | Not applicable

27. Spiritual / Religious

This rating should be based on the child or adolescent’s and their family’s involvement in spiritual or religious beliefs and activities.

0 | This level indicates a child with strong moral and spiritual strengths. Child may be very involved in a religious community or may have strongly held spiritual or religious beliefs that can sustain or comfort him/her in difficult times.

1 | This level indicates a child with some moral and spiritual strengths. Child may be involved in a religious community.

2 | This level indicates a child with few spiritual or religious strengths. Child may have little contact with religious institutions.

3 | This level indicates a child with no known spiritual or religious involvement.

N/A | Not applicable

28. Community Life

This rating should be based on the child or adolescent’s level of involvement in the cultural aspects of life in his/her community.

0 | This level indicates a child with extensive and substantial long-term ties with the community. For example, individual may be a member of a community group (e.g. Girl or Boy Scout etc.) for more than one year, may be widely accepted by neighbors, or involved in other community activities, informal networks, etc.

1 | This level indicates a child with significant community ties although they may be relatively short term (e.g. past year).

2 | This level indicates a child with limited ties and/or supports from the community.

3 | This level indicates a child with no known ties or supports from the community.

N/A | Not applicable

29. Relationship Permanence

This rating refers to the stability of significant relationships in the child or youth’s life. This likely includes family members but may also include other individuals.

0 | This level indicates a child who has very stable relationships. Family members, friends, and community have been stable for most of his/her life and are likely to remain so in the foreseeable future. Child is involved with both parents.

1 | This level indicates a child who has had stable relationships but there is some concern about instability in the near future (one year) due to transitions, illness, or age. A child who has a stable relationship with only one parent may be rated here.

2 | This level indicates a child who has had at least one stable relationship over his/her lifetime but has experienced other instability through factors such as divorce, moving, removal from home, and death.

3 | This level indicates a child who does not have any stability in relationships.

N/A | N/A should never be used for this item.

**LOOK OUT**

This item is rating the child’s stability with their caregivers. A simple way to score this item is 0=both parents involved, 1=one parent, 2=some disruptions and instability, 3=no consistent caregiver.

30. Resilience

This rating refers to the child or youth’s ability to recognize his or her strengths and use them in times of need or to support his/her own development.

0 | Child is able to recognize and uses his/her strengths for healthy development and problem solving.

1 | Child has limited ability to recognize and use his/her strengths to support healthy development and/or problem solving.

2 | Child recognizes his/her strengths but is not yet able to use them in support of their healthy development or problem solving.

3 | Child fails to recognize his/her strengths and is therefore unable to utilize them.

N/A | Not applicable