Page 52 - Meeting with Children Manual
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Section 4 P a ge | 50
ask the child to say something about each bear they chose and write it verbatim on
the paper. (See Inquiry Skills).
During the second part of the meeting, invite the child/youth to choose to do
something of their choice. Again, the items available will include the things on the tool
list.
YIELD
You will learn a lot about the emotions expressed by family members. You learn if a
parent sleeps a lot, who is angry, happy, or playful. You also learn about the roles of
members of the family including how the child views her/him self. Needs and concerns
are often identified in this activity.
Add the information you gathered to the CYCS after the meeting.
CHILD AND YOUTH CONCERNS SCALE
Training in using this scale is important. You can use the headings to present the issues
directly to the parents. Ensure that you are not disclosing anything to the parents that
will increase risk to the child. Examples can be that you learned that the child is
experiencing “sadness” rather than to tell the parents exact verbatim. There are times
that children want you to tell their parents what they have said. However, two factors
must be in place: Parent Readiness to “hear” and Child and Youth Readiness to
directly share. Ensure you get permission from the child/youth prior to the next step
of parent feedback.
You can tell the child:
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