Table 2 Final scoring rubric for the Adolescent Behaviour Change– Counselling Assessment Tool (ABC– CAT) and inter-item correlation score for each item
Rating Items | 0 | 1 | 2 | 3 | Inter-item correlation | |
|---|---|---|---|---|---|---|
Opening | ||||||
1 | Greeting: greets the adolescent and parents (AND introduces themselves) | No greeting | Only greets the adolescent OR the parents | Greets the parents THEN greets the adolescent (AND introduces themselves) | Greets the adolescent first and THEN the parent (AND introduces themselves) | 0.192 |
2 | Introduction: (1) asks for news or the chief complaint OR (2) takes a brief history (1–3 questions) AND (3) explains the session | No introduction | Only 1 out of the 3 introductory items | 2 out of 3 introductory items | All 3 items of introductory items | 0.489 |
Psychosocial Screening | ||||||
3 | Asks the adolescent to talk without parent accompaniment and makes a confidentiality statement | None of these 2 items | - | 1 of the 2 items | 2 items | 0.326 |
4 | Conducts psychosocial screening related to weight management (home, eating, school, activity, stress) | No psychosocial screening | Screened only 1 issue of related psychosocial aspects | Screened 2 issues of related psychosocial aspects | Screened 3 or more issues of related psychosocial aspects | 0.441 |
MI basic communication skills | ||||||
5 | Open-ended questions | No open-ended questions | Some open-ended question(s), but no further probing | Open-ended questions followed by probing, but did not help the adolescent to talk about his/her difficulties/condition | Open-ended questions followed by probing and helped the adolescent talk more about his/her difficulties/conditions | 0.662 |
6 | Affirmation | No affirmation at all | Some affirmation, but was not suited to the context and did not focus on the patient’s strength or acknowledge their efforts | Some affirmation, that was well suited to the context, but did not focus on the patient’s strengths or acknowledge their efforts | Some affirmation, that was well suited to the context, and focused on the patient’s strengths or acknowledged their efforts | 0.589 |
7 | Reflective listening | No reflective listening | Some reflective listening, but was not suited to the context and did not lead to behavior change | Some reflective listening, that was well suited to the context, but did not lead to behavior change | Some reflective listening, that was well suited to the context and lead to behavior change | 0.683 |
8 | Making a summary | No summary provided at all | There was (some) summarizing but without patient’s confirmation and did not lead to behavior change | There was (some) summarizing, confirmed with the patient but did not lead to behavior change | There was (some) summarizing, confirmed with the patient and that lead to behavior change | 0.386 |
MI stages | ||||||
9 | Engaging | No engaging effort | Engaging effort, but did not suit the context of the conversation and did not lead to behavior change | Engaging effort, well suited to the context of the conversation, but did not lead to behavior change | Engaging effort, well-suited to the context of the conversation and that lead to behavior change | 0.758 |
10 | Focusing | No focusing effort | Some focusing effort, but did not suit the context of the conversation and did not lead to behavior change | Some focusing effort, well suited to the context of the conversation, but did not lead to behavior change | Some focusing effort, well-suited to the context of the conversation and that lead to behavior change | 0,717 |
11 | Evoking | No evoking effort | Some evoking effort, but was not suited to the context of the conversation and did not lead to behavior change | Some evoking effort, well suited to the context of the conversation, but did not lead to behavior change | Some evoking effort, well suited to the context of the conversation and that lead to behavior change | 0.619 |
12 | Planning | The patient was not ready for behavior change but the plan was mentioned by the health worker | The patient showed readiness for behavioral change but there was no guide or invitation to make a plan | The patient was not ready for a behavior change but the health worker was able to maintain an empathic and non-judgmental conversation | The patient actively participated in the planning discussion | 0.462 |
13 | Conveying the required information using the elicit-provide-elicit | Information was provided directly | Information was provided directly and was confirmed with the patient | Information was provided by asking the patient’s needs beforehand, but was not confirmed with the patient | Elicit-Provide-elicit was done completely | 0,489 |
Involving Parents | ||||||
14 | Parent involvement | Parents were not involved | Parents were involved but no discussion of parent roles | Discussed one dimension of parent role (structure OR support dimensions) | Discussed two dimensions of parent role (structure AND support dimensions) | 0,018 |