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•Try to get a general picture . . . Who lives with the patient? Does the family live in a house? Cramped quarters? Does the adolescent have any privacy?
•Do the parents live together? If not, is the out-of-house parent involved with the patient--and to what extent?
•Have there been recent changes in the family dynamic--a new sibling, the death of a close grandparent, a parental separation or divorce? Is a family member sick? If so, how is this affecting the patient?
•How many siblings live at home and where in the birth order is the patient? In some large families, the responsibilities for younger children may fall on the oldest child. This level of responsibility may seem appropriate or it may overwhelm the teen.
These questions are best asked when the parent is present so that objective information (that can be discussed with the teen alone) can be obtained.
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"HEADDS" Up on Talking With Teenagers "HEADDS" mnemonic reminds clinicians about the psychosocial factors that influence the physical and emotional well-being of teenagers. This is a helpful screening tool for identifying potential problems and risk factors.
<span>Home
•Try to get a general picture . . . Who lives with the patient? Does the family live in a house? Cramped quarters? Does the adolescent have any privacy?
•Do the parents live together? If not, is the out-of-house parent involved with the patient--and to what extent?
•Have there been recent changes in the family dynamic--a new sibling, the death of a close grandparent, a parental separation or divorce? Is a family member sick? If so, how is this affecting the patient?
•How many siblings live at home and where in the birth order is the patient? In some large families, the responsibilities for younger children may fall on the oldest child. This level of responsibility may seem appropriate or it may overwhelm the teen.
These questions are best asked when the parent is present so that objective information (that can be discussed with the teen alone) can be obtained.
Education
Many busy practitioners hesitate to explore issues about education because they believe that this is outside their domain. I would argue that avoiding a Summary
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