CATS-2

CHILD AND ADOLESCENT TRAUMA SCREEN 2 (CATS-2)

CAREGIVER REPORT (AGES 7-17)
CHILDS NAME
CAREGIVER NAME
DATE

MonthDayYear
Date

Stressful or scary events happen to many children. Below is a list of stressful and scary events that sometimes happen. Mark YES if it happened to the child to the best of your knowledge. Mark NO of it didn't happen to the child.

	Yes	No
Serious natural disaster like a flood, tornado, hurricane, earthquake, or fire.
Serious accident or injury like a car/bike crash, dog bite, or sports injury.
Threatened, hit or hurt badly within the family.
Threatened, hit or hurt badly in school or the community.
Attacked, stabbed, shot at or robbed by threat.
Seeing someone in the family threatened, hit or hurt badly.
Seeing someone in school or the community threatened, hit or hurt badly.
Someone doing sexual things to the child or making the child do sexual things to them when he/she couldn't say no. Or when the child was forced or pressured.
Online or in social media, someone asking or pressuring the child to do something sexual. Like take or send pictures.
Someone bullying the child in person. Saying very mean things that scare him/her.
Someone bullying the child online. Saying very mean things that scare him/her.
Someone close to the child dying suddenly or violently.
Stressful or scary medical procedure.
Being around war.
Other stressful or scary event?

Describe any stressful or scary events.
Which events are bothering your child the most now?

Mark 0, 1, 2 or 3 for how often the child has had the following thoughts, feelings, or problems in the last four weeks: 0 = Never / 1 = Sometimes / 2 = Often / 3 = Almost always

	0	1	2	3
Upsetting thoughts or memories about what happened pop into the child's head. Or the child re-enacting what happened in play.
Bad dreams related to what happened.
Acting, playing, or feeling as if what happened is happening right now.
Feeling very upset when reminded of what happened.
Strong physical reactions when reminded of what happened (sweating, heart beating fast, upset stomach).
Trying not to think about or have feelings about what happened.
Avoiding anything that is a reminder of what happened (people, places, things, situations, talks).
Not being able to remember an important part of what happened.
Having negative thoughts, such as: I won't have a good life.
Having negative thoughts, such as: I can't trust other people.
Having negative thoughts, such as: The world is unsafe.
Having negative thoughts, such as: I am not good enough.
Blame for the event(s): Blaming self for what happened.
Blame for the event(s): Blaming others for what happened even though it wasn't their fault.
Upsetting feelings (afraid, angry, guilty, ashamed) a lot of the time.
Not wanting to do things he/she used to do. Losing interest in activities he/she used to enjoy.
Not feeling close to people.
Showing or having less happy feelings.
Managing strong feelings: Having a hard time calming down when upset.
Managing strong feelings: Being irritable. Or having angry outbursts and taking it out on others.
Risky behavior or behavior that could be harmful. Doing unsafe things.
Being overly alert or on guard.
Being jumpy or easily startled.
Problems with concentration.
Trouble falling or staying asleep.

Please mark YES or NO if the problems you marked interfered with:

	Yes	No
Getting along with others
Hobbies/Fun
School or work
Family relationships
General happiness

DIMENSIONAL SCORING
Childs Name
Date of Assessment

MonthDayYear
Date
Index Traumatic Event(s)
sum
Moderate trauma-related distress.

High trauma-related distress. Probable PTSD. *

*Validation study: Sachser et al., 2022
CATEGORICAL SCORING
Childs Name
Date of Assessment

MonthDayYear
Date
Index Traumatic Events
DSM-5 PTSD
# Symptoms # of SymptomsDSM-5 Criteria Met? (Only count items Required rated 2 or 3)

Negative Mood/Cognitions Items 8-14 (highest of #9, #10 and #15) Hyperarousal

Functional Impairment Set of 1-5 Yes/No questions Probable DSM-5 PTSD Diagnosis*

*CATS-2 is constructed as a screening instrument. Elevated scores may be sufficient to suggest a trauma focused treatment, but because it relies on self-report, clinicians should be cautious to use it as a diagnostic tool.

	0	1	2
Child does not remember of denies traumatic or painful experiences thatare know to have occurred.
Child goes into a daze or trance-like state at times or often appears "spaced-out." Teachers may report that he or she "daydreams" frequently in school
Child shows rapid changes in personality. He or she may go from being shy to being outgoing, from feminine to masculine, from timid to aggressive.
Child is unusually forgetful or confused about things that he or she should know, e.g. may forget the names of friends, teachers or other important people, loses possessions or gets easily lost.
Child has a very poor sense of time. He or she loses track of time, may think that it is morning when it is actually afternoon, gets confused about what day it is, or becomes confused about when something has happened.
Child shows marked day-to-day or even hour-to-hour variations in his or her skills, knowledge, food preferences, athletic abilities, e.g. changes in handwriting, memory for previously learned information such as multiplication tables, spelling, use of tools or artistic ability.
Child shows rapid regressions in age-level behavior, e.g. a twelve-year- old starts to use baby-talk sucks thumb or draws like a four-year old.
Child has a difficult time learning from experience, e.g. explanations, normal discipline or punishment do not change his or her behavior.
Child continues to lie or deny misbehavior even when the evidence is obvious.
Child refers to himself or herself in the third person (.g. as she or her) when talking about self, or at times insists on being called by a different name. He or she may also claim that things that he or she did actually happened to another person.
Child has rapidly changing physical complaints such as headache or upset stomach. For example, he or she may complain of a headache one minute and seem to forget about it the next.
Child is unusually sexually precocious and may attempt age-inappropriate sexual behaviour with other children or adults.
Child suffers from unexplained injuries or may even deliberately injure self at times.
Child reports hearing voices that talk to him or her. The voices may be friendly or angry and may come form "imaginary companions" or sound like the voices of parents, friends or teachers.
Child has a vivid imaginary companion or companions. Child may insist that the imaginary companion(s) is responsible for things that he or she has done.
Child has intense outbursts of anger, often without apparent cause and may display unusual physical strength during these episodes.
Child sleepwalks frequently.
Child has unusual nighttime experiences, e.g. may report seeing "ghosts" or that things happen at night that he or she can't account for (e.g. broken toys, unexplained injuries).
Child frequently talks to him or herself, may use a different voice or argue with self at times.
Child has two or more distinct and separate personalities that take control over the child's behavior.

	0	1	2	3
Upsetting thoughts or memories about what happened pop into my head.
Bad dreams reminding me of what happened.
Pictures in my head of what happened. Feels like it is happening right now.
Feeling very upset when I am reminded of what happened.
Strong feelings in my body when I am reminded of what happened (sweating, heart beating fast, upset stomach).
Trying not to think about what happened. Or to not have feelings about it.
Staying away from anything that reminds me of what happened (people, places, things, situations, talks).
Not being able to remember part of what happened.
Having negative thoughts, such as: I won't have a good life.
Having negative thoughts, such as: I can't trust other people.
Having negative thoughts, such as: The world is unsafe.
Having negative thoughts, such as: I am not good enough.
Blaming for the event(s): Blaming myself for what happened.
Blaming for the event(s): Blaming someone else for what happened although it wasn't their fault.
Upsetting feelings (afraid, angry, guilty, ashamed) a lot of the time.
Not wanting to do things I used to do.
Not feeling close to people.
Not being able to have happy feelings.
Managing strong feelings: It is very hard to calm down when I am upset.
Managing strong feelings: Feeling mad. Having fits of anger and taking it out on others.
Doing unsafe things.
Being overly careful (checking to see who is around me).
Being jumpy.
Problems paying attention.
Trouble falling or staying asleep.

CHILD AND ADOLESCENT TRAUMA SCREEN 2 (CATS-2)

DIMENSIONAL SCORING

CATEGORICAL SCORING

DSM-5 PTSD

Child Dissociative Checklist (CDC), Version 3

Self Report

DIMENSIONAL SCORING

CATEGORICAL SCORING

DSM-5 PTSD

	Yes	No
Serious natural disaster like a flood, tornado, hurricane, earthquake, or fire.
Serious accident or injury like a car/bike crash, dog bite, or sports injury.
Threatened, hit or hurt badly in my family.
Threatened, hit or hurt badly in school or the community.
Attacked, stabbed, shot at or robbed by threat.
Seeing someone in my family threatened, hit or hurt badly.
Seeing someone in school or the community threatened, hit or hurt badly.
Someone doing sexual things to me or making me do sexual things to them when I couldn't say no. Or when I was forced or pressured.
Online or in social media, someone asking or pressuring me to do something sexual. Like take or send pictures.
Someone bullying me in person. Saying very mean things that scare me.
Someone bullying me online. Saying very mean things that scare me.
Someone close to me dying suddenly or violently.
Stressful or scary medical procedure.
Being around war.
Other stressful or scary event