Children's mental health

Make room for the way they communicate.

Some children find feelings easier to show through play, drawing or shared activity than a direct conversation. Offer attention and time, rather than turning the moment into a test. Another trusted adult may also help them feel comfortable.

If a child tells you about abuse or harm, take them seriously and seek appropriate safeguarding help. Do not promise to keep a safety concern secret or repeatedly ask them to retell what happened.

Based on NHS

Prepare for a conversation about support.

Bring a few examples of what you have noticed, when it happens and how it affects the child's day. Include strengths and things that help. You can ask the service how they involve children and supporters, what happens while waiting and who to contact if safety changes.

You do not need to ask the child to complete an adult questionnaire first. If a professional suggests a child measure, ask which form is intended, who answers and how the information will guide support.

Based on National Institute of Mental Health · NHS · NHS

Autism in children: understand their way of experiencing the world.

Autism is a difference in development that can involve communication, sensory experience, routines and interests. Autistic children have different strengths and support needs; a child does not need to show every example you have read about.

A child assessment can bring together developmental and health history, observation and information from people who know the child. Tell the team what helps communication and what is difficult in everyday settings. An online trait score cannot replace that process.

You can discuss comfort, communication and practical support while seeking advice. Ask about surroundings, changes in routine and support in education, alongside the things the child enjoys. The purpose is to understand and support the child.

M-CHAT-R/F is a two-stage, age-limited developmental screening tool used with a parent's report. It is not a test for every child, and a positive screen is not an autism diagnosis. Ask the child's professional which assessment fits their age and needs.

Ask which communication, sensory or learning adjustments would help now, including while assessment is pending. Build on the child’s interests and preferred ways to participate; support is broader than changing how a child appears to other people.

Based on NHS · NHS · NHS · M-CHAT / Diana Robins · Robins, Fein & Barton / M-CHAT

ADHD in children: look across their everyday settings.

An ADHD assessment considers attention, activity and impulsivity in the child's developmental context. Sleep, learning, anxiety and other health concerns may also need consideration; there is no single test that diagnoses ADHD.

Professionals seek information from parents, teachers and other relevant adults about different settings. Describe when a difficulty happens, how it affects the child's day and what support changes it. Different accounts can add context rather than being averaged into one answer.

NICHQ Vanderbilt scales have separate parent and teacher forms, including different initial and follow-up versions. The owner resource describes use for children aged 6–12. They are part of professional assessment, not the adult ASRS or a standalone diagnosis of ADHD, ODD or conduct disorder.

Ask which support fits the child's age and needs, how home and education can be involved and how progress will be reviewed. Treatment may include behavioural support and, where appropriate, medication discussed with the child's clinician.

Bring examples of both difficult and manageable settings, and ask what makes participation easier. Involve the child in identifying useful support. An adult questionnaire or a compliance score cannot replace a child-focused assessment.

Based on Centers for Disease Control and Prevention · Centers for Disease Control and Prevention · National Institute for Children's Health Quality · NICHQ / American Academy of Pediatrics

Trauma in children and teens: start with safety and support.

A frightening or dangerous experience can affect a young person's feelings, sleep, concentration, behaviour or sense of safety. Responses vary with development and circumstances. Experiencing trauma does not mean that a child necessarily has PTSD or complex PTSD.

You can make space for the child to talk, write or draw when they are ready, while keeping familiar routines where possible. Do not press for a detailed account or promise that everything will be fine by a particular time. Seek professional help when you are concerned about their wellbeing or daily life; you do not have to wait for a score.

A trauma-informed assessment considers current needs, strengths, safety and family or community context. Ask how the young person will be included and what support is available. This page does not ask you or a child to describe an event.

The ITQ-CA is a child and adolescent measure of ICD-11 PTSD and complex PTSD symptoms; the owner describes ages 7–17 and a separate caregiver version. Neither is simply the adult ITQ renamed. A questionnaire's purpose, exact form and support afterwards should be explained by the professional using it.

Support can begin with present safety, predictable care and a trusted listener. Do not require a detailed retelling to take a concern seriously. Ask a child specialist how to explain the purpose of assessment and respond to safeguarding concerns.

Based on National Institute of Mental Health · National Child Traumatic Stress Network · National Child Traumatic Stress Network · Trauma Measures Global

OCD in children and teens: look at distress and everyday impact.

OCD can involve unwanted, distressing thoughts and repeated actions or mental rituals. A young person may find the experience hard to describe or hide it because they feel ashamed. An assessment needs their perspective as well as relevant caregiver information.

Describe what is taking time or making ordinary activities difficult, without requiring the child to disclose every thought to you. An experienced professional can consider OCD alongside other explanations. Repeated behaviour alone does not establish OCD.

Treatment may include developmentally appropriate exposure and response prevention, a form of cognitive behavioural therapy delivered by a trained professional. Medication may also be discussed when appropriate. Ask how supporters can help and how the plan will account for school and daily life.

The OCI-CV-R is a revised child self-report symptom measure, distinct from the original OCI-CV, the shorter OCI-CV-5 and adult OCI-R. CY-BOCS and CYBOCS-II are clinician-administered assessment references, rather than interchangeable child self-tests. Ask which version is proposed and why; a questionnaire result does not replace a full assessment.

Explain how worries or rituals affect ordinary activities and family life without making the child prove or defend them. Ask how trained care will involve the child and supporters. Exposure work needs an appropriate professional plan, not tasks improvised from this page.

Based on International OCD Foundation · International OCD Foundation · Abramovitch and colleagues / Journal of Anxiety Disorders · International OCD Foundation