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.

^aSquare brackets in items denote personalisation with the adolescent’s name and gender.