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Social and Emotional Checklist

This document provides a checklist for identifying social, emotional, and mental health problems in children and adolescents. It includes indicators of depression, child abuse (sexual, physical, emotional, neglect), and risk/protective factors. Symptoms of each condition are described, such as loss of interest, feelings of worthlessness for depression and unexplained injuries or fear of physical contact for physical abuse. The checklist can help teachers and caregivers recognize issues that may require further investigation and follow up.

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Gheylhu Amor
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178 views3 pages

Social and Emotional Checklist

This document provides a checklist for identifying social, emotional, and mental health problems in children and adolescents. It includes indicators of depression, child abuse (sexual, physical, emotional, neglect), and risk/protective factors. Symptoms of each condition are described, such as loss of interest, feelings of worthlessness for depression and unexplained injuries or fear of physical contact for physical abuse. The checklist can help teachers and caregivers recognize issues that may require further investigation and follow up.

Uploaded by

Gheylhu Amor
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Checklist for Social and Emotional Problems

Name: __________________________________________ Grade: _______________ Date: _______________

Teacher: ________________________________________ School: ___________________________________

Mental health indicators Feelings about the self


Enthusiasm
Coping with stress
Coping with disappointment
Tolerance of others
Happy with self

Feelings about others


Consideration of others
Strong friendships
Positive connections to family
Trust of others
Trusted by others
Empathy

Managing day to day life


Sets and achieve goals
Takes responsibility
Works through problems
Flexible approach to life
Involves themselves in new experiences

Depression One or more symptoms will be present for an extended period of time. It
is suggested that 2 weeks of continuous feelings requires further
investigation
Loss of interest in previously enjoyed activities
Feelings of panic
Feeling sad, upset
Feeling lethargic or tired all the time
Feeling anxious
Feeling restless
Feeling worthless or guilty
Indigestion, constipation, diarrhea
Loss of appetite
Weight loss
Thoughts of self – harm

No Limits: Teachers including learners with disabilities in regular classrooms


Forgetting things
Difficulty concentrating
Trouble making decisions
Sleepiness or too much sleepiness
Headaches
Unexplained pain

Child abuse Although these signs do not necessarily indicate that a child has been
abused, they may help adults recognize that something is wrong. The
possibility of abuse needs to be investigated if a child shows a number of
these symptoms, or any of them to a marked degree:

Sexual Abuse
Inappropriate affection or sexual knowledge for age
Complaints of pain in genital area
Extreme behaviors
Personality changes, mood swings
Regression in behavior, wetting
Changes to eating behavior
Social withdrawal
Limited concentration, attention in school
Fear of known person/s
Nightmares
Becomes worried about clothing being removed
Drawing sexually explicit pictures
Trying to be “good” or perfectly behaved

Physical Abuse
Unexpected injuries
Covering of injuries
Running away
Fear of physical contact
Self – harm
Aggression
Excessive punishment disclosed
Afraid of perpetrator finding out of disclosure

Emotional Abuse
Underweight, failure to thrive
Onset of speech disorders
Self - denigration

No Limits: Teachers including learners with disabilities in regular classrooms


Fear of making mistakes
Fear of new situations
Rocking, hair twisting, head banging
Extreme passivity or aggression
Extreme reaction to raised voices
Reports being frequently yelled, screamed or shouted at

Neglect
Unusually hungry or signs of malnutrition
Lack of cleanliness and personal care
Fatigue, extreme tiredness
Often ill
Untreated medical problems
Poor social relationships
Scavenging
Lack of care for belongings / property
Frequent unexplained absences from school

Adapted from the Kidscape website 2007


http://www.kidscape.org.uk/professionals/childabuse.shtml

Risk / Protective The lists earlier in this section can be used as a framework factors to guide further
discussion.

Follow up Who / What? When?

No Limits: Teachers including learners with disabilities in regular classrooms

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