Most of the time we respond to aggravation with either irritation, or anxiety and withdrawal. We tend to always react the same way. Dominic reviews these most common tendencies.
Dominic also shows positive environments and situations where children feel good.
Tendency toward Depression
Tendency toward Generalized Anxiety
Tendency toward Separation Anxiety
Tendency toward Specific Phobias
Tendency toward Attention-Deficit/Hyperactivity disorder (ADHD)
Tendency toward Opposition, Defiance
Tendency toward Conduct Disorders (delinquency)
Strengths and Competencies Scale
Table of Results
The Table indicates the number of inappropriate or over-reactions to tendencies-specific situations. It provides detailed information about each Tendency if desired. It also allows for any question to be brought back on screen.
Attention: defensive or manipulative children can bias results.
Most children respond appropriately. Some children have a lot of excessive or improper reactions. Some are in between and may be at risk. Therefore, Dominic defines three categories:
: It is likely that there is no problem
: There may be a problem
: It is likely that there is a problem
These categories are based on scientific and clinical considerations. The lower threshold ( ) identifies about 20% of children, as in many population surveys. The upper threshold ( ) identifies 5% to 10% of children.
An alert signals suicidal ideation.
Another alert signals response set (yes, yes, yes, no, no, no), the preferred tactic of oppositional children.
N.B.: The child’s responses can be biased for all sorts of reasons (social desirability, lack of insight, etc.).
Dominic may precede a professional consultation
Dominic shows children’s reactions in daily life situations. It uncovers “Tendencies” (anxiety, aggressiveness, etc.) and overreactions.
Because individual circumstances (biological, psychological, social) instigating these reactions are too many, Dominic neither looks for causes nor suggests solutions.
A professional can take into account this complexity. S/he can suggest changes in the environment of the child, behavioral adjustments toward the child and/or offer a treatment, based on her/his understanding of the causes of the problems.