Pre-Med Bullying Life Skills Assessment (Parent)

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Pre-Med Bullying Life Skills Assessment (Parent)

Life Skills Assessment tool for parents and teachers

1 - Self Awareness and Intrapersonal Skills

This section will ask you questions about understanding your thoughts, feelings, and behaviours, as well as how you manage your emotions, confidence, and sense of self.

1. I frequently take time to reflect on my thoughts

Strongly disagree

Strongly agree

Clear selection

2. I often find it difficult to make sense of the way I feel about things

Strongly disagree

Strongly agree

Clear selection

3. I am able to manage my emotions even when they feel overwhelming or intense

Almost never

Almost always

Clear selection

4. I can always manage to solve difficult problems if I try hard enough

Strongly disagree

Strongly agree

Clear selection

5. I often reflect on how I learn and what strategies work best for me

Strongly disagree

Strongly agree

Clear selection

Now have a look at the following scenarios and consider how you would respond:

6. Your child comes home from school upset because some kids in the class have been excluding them and they feel left out. How do you respond?

Notice your own feelings, ask your child how they feel, and explore ways to address the situation together.

Get angry about the situation and immediately contact the other parents to demand a resolution

Reassure your child that friends sometimes behave this way and suggest they try to ignore it or play with someone else, without examining your own reactions.

Focus on staying calm, comfort your child, and later discuss the situation with a friend.

Recognise your emotions briefly, then focus on listening and helping your child think through what happened.

Clear selection

7. You get a call from your child’s teacher saying your child shouted at another student during lunch. You're surprised and respond defensively with the teacher. Later, your child admits they were feeling left out and angry. You remember that you rushed them out the door in the morning and didn’t have time to talk, even though they seemed upset.

You focus on how unfair the school was in blaming your child, and call the other parent to complain.

You reflect on your reaction to the teacher, acknowledge your child’s feelings, and consider how your rushed morning may have contributed to their stress.

You avoid talking to your child about it in case it makes things worse, and hope it doesn't come up again.

You accept your child’s explanation, assume it was just a bad day, and move on without thinking much more about it.

You wonder if your child being upset this morning had anything to do with it, but feel the school should have handled things differently.

Clear selection

8. Your child has started at a new school and is showing emotional-based school avoidance. Despite your efforts (talking with them, preparing for the day, setting up a gradual return plan working closely with the school), your child still refuses to go in and new issues keep arising. You are running out of ideas and feel the pressure to help them attend school consistently. What’s next?

You focus on supporting your child emotionally at home — talking, reassuring, validating feelings — without actively exploring alternatives or trying new strategies.

You try some adjustments at home, discuss some alternative options with the school, reflect on what seems to help your child, and adjust your approach step by step.

You maintain your original routine and discussions, thinking consistency may help your child attend school, and occasionally check in to see if it is working.

You let your child stay home temporarily while observing how things develop, planning how to adjust your approach later in collaboration with the school.

You reflect on what has worked, brainstorm new strategies with your child and the school, try different approaches while monitoring their effectiveness, and explore alternatives until your child gradually begins attending regularly.

Clear selection

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