Table 2. PRADAS subscales, guidelines topics covered, number of items, risk/protective factor assessed, and example items.
PRADAS subscale | Guidelines topic covered | No. of items | Risk/protective factors covered | Example itemsa |
---|---|---|---|---|
Parent-child relationship | Establish and maintain a good relationship with your teenager | 8 | Parental warmth, aversiveness, affection, emotional availability | I let my [my teenager] know that I love [him/her]. I can tell when [my teenager] is open to talking with me. |
Involvement | Be involved and support increasing autonomy | 8 | Parental over-involvement, autonomy granting, monitoring | I increase [my teenager]’s responsibilities and independence over time (e.g., let [him/her] make more decision about [his/her] life). |
Relationships with others | Encourage supportive relationships | 6 | Parental encouragement of sociability | I encourage [my teenager] to spend time with [his/her] friends. |
Family rules | Establish family rules and consequences | 9 | Consistency of discipline | Have you set specific, defined rules for [your teenager]’s behaviour? Was [your teenager] involved in developing the family rules? |
Home environment | Minimise conflict in the home | 8 | Inter-parental conflict, parent-child conflict management, criticism, parental modelling of conflict management | If I argue with my partner, I make sure that [my teenager] can’t hear. When I have an argument or conflict with [my teenager], I problem solve the issue with [him/her]. |
Health habits | Encourage good health habits | 12 | Diet, physical activity, sleep hygiene (7 items); responding to alcohol or drug use (5 items) | I have good health habits (i.e., healthy diet, regular exercise, responsible use of alcohol) myself. I allow my teenager to have an alcoholic drink at home to help [him/her] learn to drink responsibly. (False positive). |
Dealing with problems | Help your teenager to deal with problems | 10 | Problem solving, emotion regulation, stress management, modeling of problem solving approaches | I encourage [my teenager] to work towards realistic goals. I give up on tasks that prove to be too difficult. (False positive). |
Coping with anxiety | Help your teenager to deal with anxiety | 9 | Anxiety management (avoidance, exposure), modeling of anxiety management strategies | If my teenager takes steps to manage [his/her] anxiety, I praise [him/her] for doing it. |
Professional help-seeking | Encourage professional help-seeking when needed | 9 | Professional help-seeking knowledge and behaviours (parent and child) | If you noticed a persistent change in [your teenager]’s mood or behaviour, how likely would you be to: encourage [him/her] to talk to you about what’s going on. Take [him/her] to a trained mental health professional. |
Notes.
Square brackets in items denote personalisation with the adolescent’s name and gender.