Father
Mother
From the below list of indicators, check all those that are applicable.
Instructions/guidance This section covers the experiences and realities of the child during the journey and aims at assessing the circumstance leading to a potential family separation. Below, there are examples of non-exhaustive and non-hierarchical list of questions and guiding elements that you can consider while preparing for the interview. Examples: - I would like to better understand how you reached here and why you felt you needed to leave your country? - Can you explain also more about who you travelled with, was it with your family or friends? - Do you remember the countries you crossed and how long it took you? - Did you experience things, which might be hard to share but you are still struggling with and you want me to know so I can better help you? Prepare the interview considering elements linked to the travel history and family separation of the child, and how the child feels about it: - Why the child left the country of origin, if it was their decision. If anyone paid for the trip. During the dialogue be alert to indicators of trafficking and SGBV. Note down reference to people supporting/forcing the child to travel. - Incidents which could indicate exploitation and abuse during the journey. - Debts / payments the child or his/her family still have to cover for potential traffickers
Include the questions asked and the child’s responses.
Instructions/guidance This section covers collecting information on the child’s family history including for the purpose of assessing the best interest in referring the child to family tracing. For the actual performance of the family tracing, please go to the EUAA “Family Tracing guidance and form”. For further guidance, refer to the Practical Guide (page 52 Family Tracing and Reunification (Under AMMR) regarding BIA in the context of the AMMR. Below, there are examples of questions. Examples: - I understand that you arrived (insert the relevant information e.g. on you own / with relatives / with friends) - is that correct? If the child arrived alone a question could be: - When you left your home country, did you leave on your own or with family members? - Can you explain a little bit on when and where you saw your parents / siblings / family last? Do you communicate with them? Have you tried to find them? Prepare the interview considering the elements below and how the child feels about it: - Who the child lived with before leaving or during the transit and how the child felt about the situation with his/her family - Whether he/she was separated from them during the journey and if the child knows where they are? - Whether the child has expressed interest in finding his/her family members or not (if not, what is the reason). - If any organisation is supporting the child to find its relatives
Include the questions asked and the child’s responses.
Instructions/guidance Collect information on the family (parents, siblings) and other relatives’ (uncle, aunt, grandfather, grandmother) relationships of the child within the MS or other EU+ MS and how the child feels about it. Explain these relations to the child and explore them during the assessment. Focus on aspects for the purpose of assessing the best interest of the child in preserving the principle of family unit and possibilities for family re-unification, including, if applicable, relationships with other adults responsible for the child (e.g. caretaker, guardian) according to national law of the MS. For further guidance, please refer to the Practical Guide (pages 46-53) regarding BIA in the context of the AMMR. Below, there are examples of guiding elements and questions. Examples: - Do you have any close relatives or other family members living in this country or in another country? - Are you in contact with your (family/relative: mother, father, sister, uncle, etc.) (by phone, social media, etc.)? When was the last time you saw them? Prepare the interview considering the elements below: - Other family members and relatives who have migrated and if they know that the child had left their country. - In case of siblings, if they are older or younger (in case this has not been already indicated before in the basic data section). - If the child is in contact with those relatives/family, when was the last time they were in contact and if they can provide the contact details. - How is the relationship with those relatives (and/or how it was back in the country of origin), if they know them well. - If the child knows what the situation of their relatives is (such as if they are applicants of international protection, when did they arrive in the MS, if they have problems with their legal status) and what do they do (if they have a job, study or other aspects of their life in the MS). - If the child has expressed the interest in finding those relatives and reunite with them. - If the child has any concern about their relatives, any event happening in the family or difficulties they might be going through (this is intended to understand if there is any concern on the part of the child on the possibility of the relatives to take care of them). - In case the child has several relatives in different EU+ MS, has the child indicated any preference and why. - In case the child is not interested in reuniting with their relatives, what are the reasons. In the case of married children: - How is the relationship of the married minor with their spouse and family-in-law. - If the child has been informed about the possibility of a guardian who can support them. In this case, is the child’s partner aware of this possibility? Aspects related to transfers to another MS: - If the child has any concern about their safety in case of being transferred to another country with their family and relatives. - Does the child have any particular need that must be addressed in case of being transferred to another country (e.g.: need for medical staff to accompany them, their guardian should travel as well, etc.)
Instructions/guidance: Collect information on meaningful links within the MS or other EU+ countries for the purpose of assessing the best interest of the child in being relocated and transferred to another MS. Remember that meaningful links should be understood as links with any EU+ country, not necessarily family links. For further guidance, please refer to the Practical Guide (pages 48-53) regarding BIA in the context of the AMMR. Below, there are examples of guiding elements and questions: Examples: - In the past, have you ever been in a European country? If yes, to which one and why? - Is there any specific European country that you wouldn’t like to go? If yes, which one and why? Prepare the interview considering the elements below, and how the child feels about it, as relevant: - If the child has ever visited or spent time in an EU country and why. - If the child has information or more knowledge about a specific EU+ country or has studied the language/culture. - If the child is interested in a particular country (what does the child find interesting), what type of things they would like to do (e.g.: the child is interested in a specific profession or studies, etc.). - If the child has relatives (other than those covered by the binding responsibility criteria of AMMR, such as spouse, partner in a stable relationship, minor children, parents or other adults responsible for the child, siblings, adult uncles or aunts and grandparents), friends and/or supportive network that are living in another EU+ MS. If so, if the child is in contact with them and their contact details. When was the last time they saw them and how was the relationship with them. - If the child knows other persons from their community/village/neighbourhood that are living in another EU+ MS. If so, if the child is in contact with them and their contact details. When was the last time they saw them and how was the relationship with them. - If the child has any concern about their safety in case of being transferred to another country.
Instructions/guidance: This section focuses on assessing general material reception needs including types of accommodation and intersecting vulnerabilities / needs (e.g. protection, health related etc). For further guidance, please refer to the Practical Guide (pages 53-60) regarding BIA in the context of the RCD (recast). Below, there are examples of guiding elements and questions. Examples: - I want to ask you a bit more about where you live at the moment, with whom you live and how you like the place where you are staying for the time being? - What did you eat yesterday? Prepare the interview considering the elements below and how the child feels about it: Access to a safe, child-appropriate sleeping arrangements are at the core of this section and includes finding out more about: - If the child can access to open-air activities in the current housing arrangement. - type of accommodation (if not in a reception centre organised by the respective authorities and fit for children) and shared versus individual sleeping arrangement - Safety of the accommodation and living arrangements (number of people, related or not etc) - Hygiene related context (access to water, shower, clothes, toilet. Hygiene products etc) - Access to regular and sufficient, adequate food and warm meals. - Access to internet.
Instructions/guidance: Below, there are examples of guiding elements and questions that you can use to prepare yourself before discussing this section with the child. Remember to adapt the questions to the specific case and situation. For further guidance, please refer to the Practical Guide (pages 53-60) regarding BIA in the context of the RCD (recast). Indicative questions: - Have you been sick lately? If yes / did you already see a doctor or nurse? - How have you been sleeping? Do you feel worried or have trouble sleeping? In this section, it is important to: - Gather information about the child’s health and well-being, focusing on access to healthcare services, including mental health support, and whether these meet the child’s needs. - Identify any immediate health concerns, chronic illnesses, or medication use. Note if medical reports, prescriptions, or vaccination cards are available. - Pay attention to signs of distress, tiredness, sadness, isolation, or other mental health concerns that may require referral to appropriate services. - Assess any physical, cognitive, or intersecting support needs (e.g., substance use, suicidal thoughts, depression).
Instructions/guidance: Below, there are examples of guiding elements and questions that you can use to prepare yourself before discussing this section with the child. Remember to adapt the questions to the specific case and situation. For further guidance, please refer to the Practical Guide (page 53-60) regarding BIA in the context of the RCD (recast). Indicative questions: - Did you go to school in the past? Until which grade have you finished? How was this school? How often did you go? - What do you like doing after school or during your free time? In this section, it is important to: - Assess the child’s past and current education, including whether they enjoyed school and reasons for dropping out if applicable. - Gather information about the child’s daily activities, friendships, and preferred recreational activities. - Look for signs of difficulties related to integration, language barriers, or challenges completing homework. - Confirm that education and leisure opportunities are appropriate and adapted to the child’s needs.
Instructions/guidance: Below, there are examples of guiding elements and questions that you can use to prepare yourself before discussing this section with the child. Remember to adapt the questions to the specific case and situation. For further guidance, please refer to the Practical Guide (page 59) regarding Detention of Children. Indicative questions: - How do you feel about the place where you are staying now? Is there anything that makes you feel uncomfortable or scared? - If things could be different, what kind of place would make you feel safe and comfortable? Would you like to be somewhere with family members, other children, or in a smaller house instead of a centre? In this section, it is important to: - Recognize that placing children in detention should always be a last-resort option and only in exceptional circumstances. Take special care to avoid causing distress or re-traumatization during discussions. - Assess if detention grounds apply and evaluate whether the child’s specific needs, health condition, or vulnerabilities preclude detention. - Explore the child’s relationship with family members or caregivers, especially if detention is the only way to keep them together. - Focus on how the child feels about their current situation and what would help them feel safer and more comfortable.
Instructions/guidance: Below, there are examples of guiding elements and questions that you can use to prepare yourself before discussing this section with the child. Remember to adapt the questions to the specific case and situation. Indicative questions: - You mentioned before that you feel unsafe. Can you share more about why you feel this way? Is there anything I can do to help you feel safer? - Have you ever been pressured or asked to do something that made you feel uncomfortable? Would you like to share more about this? In this section, it is important to: - Pay attention to any signs of discomfort, fear, or secrecy from the child throughout the interview. - Look for any indications (including through body language or tone) that the child feels unsafe or under pressure, whether related to their environment or interactions with others and record your observations accordingly. - If safety and security concerns were mentioned in previous discussions (e.g., housing, family relationships, health), there is no need to ask about them again. Instead, note that these concerns have already been addressed under the relevant sections.
Instructions/guidance: Below, there are examples of guiding elements and questions that you can use to prepare yourself before discussing this section with the child. Remember to adapt the questions to the specific case and situation. For further guidance, please refer to the Practical Guide (pages 29-46) regarding BIA in the asylum procedure. Indicative questions: - Does seeking international protection align with the child’s best interests? If not, what alternative legal pathways should be explored (e.g., family reunification, special residence permits)? - Are there any risks or challenges related to the child’s legal status that need urgent attention? - Has the child received information about their legal options in a child-friendly manner? In this section it is important to: - Consider any alternative legal pathways that might better serve the child’s protection and integration needs (e.g., family reunification, special residence permits). - Identify any urgent risks or challenges related to the child’s legal status that require immediate attention. - Determine what additional support is necessary for the child to make an informed decision about their legal status. - Ensure the child has received child-friendly, understandable information about their legal options.
Choose from the below list the type of documentation that the child possesses.
Instructions/guidance: Below, there are examples of guiding elements and questions that you can use to prepare yourself before the interview with the parent/adult caregiver. Remember to adapt the questions to the specific case and situation. General questions: - You are currently caring for the child, is that correct? What is your relationship with the child? - Do you have any documents that confirm your relationship or legal custody/guardianship of Child’s Well-Being and Social Interaction: - Can you tell me about the child? How do they organize their day? What do they like/dislike? Any future plans? - How would you describe your relationship with the child? - Do you foresee any challenges in continuing to care for the child? For Separated or Unaccompanied Children Only: - What do you know about the child’s background and circumstances of family separation? - Provide any information about the child’s parents, their current status, and any contact you or the child have with other family members. - Do you foresee any challenges in continuing to care for the child? - Why do you think it is in the best interest of xxx (child’s name) to live with you? - Is there any other information important for us to know about the child’s situation? In this section it is important to: - Verify legal custody or guardianship and assess emotional attachment between the parent/caregiver and the child. - Ask about daily activities and interests to understand the child’s well-being and integration. Look for signs of trauma or adjustment issues. - Note any challenges the parent/caregiver anticipates in providing care (e.g., medical, emotional, or social). - Understand the child’s family background and circumstances of separation. Document any contact or information about the family, especially if related to exploitation or trafficking. - Assess the parent’s/caregiver’s understanding of the child’s best interest, including long-term care plans or reunification. - Encourage parents/caregivers to share any other relevant details about the child’s situation that may inform decision-making.
General considerations for the assessor: When completing this section, you should ensure that all assessments and recommendations are based on: • The views of the child and, where applicable, their representative/person provisionally acting as a representative. • Input from family members, relatives concerned, and professionals supporting the child. • Direct observations and interactions with the child, while considering any intersecting vulnerabilities that may affect their responses. • The best interests of the child as the primary consideration, ensuring that all recommendations align with legal safeguards and procedural guarantees. You should provide clear, objective, and well-justified assessments by: • Documenting substantiated concerns: If inconsistencies, vulnerabilities, or risks are identified, specify the contributing factors (e.g., conflicting evidence, lack of documentation, signs of distress). • Providing specific reasoning: When selecting or recommending an action (e.g., age assessment method, referral for family reunification), ensure that justifications are explicit and supported by observations or professional input. • Ensuring procedural safeguards: If certain methods, decisions, or procedures may have a negative impact on the child, assess whether alternatives should be considered and document the justification. • Considering the implications: Provide holistic recommendations that take into account the child’s protection needs, well-being, and procedural guarantees, while ensuring that all steps align with applicable legal frameworks. • Recording key information systematically: Avoid subjective opinions, ensure factual accuracy, and structure responses clearly to facilitate case monitoring and follow-up actions. Action Plan Overview & Case Monitoring: • Ensure clarity in assigning responsibilities: Clearly indicate who is responsible for implementing each action and within what timeframe. • Specify reassessment needs: If further assessment or follow-up is required, document the conditions under which reassessment should take place. • Update action plan changes: Record modifications made to the action plan and the rationale behind these changes. • Maintain chronological order: In the “Case Monitoring” section, insert updates sequentially to ensure consistency in tracking the child’s situation and support measures.
Instructions for the Assessor: When considering whether to refer to age assessment or an age assessment is already initiated, ensure that the process is guided by the best interests of the child, legal safeguards, and procedural guarantees. The checklist below should be used to systematically evaluate key aspects of process and ensure that all actions taken align with established guidelines and best practices. Checklist: Considerations for Decision-Making • Substantiated Doubts: Have the doubts about the child’s claimed age been justified based on consistent and objective indicators? • Alternative Evidence: Have non-invasive and documentary verification methods been exhausted before considering an age assessment? • Procedural Safeguards: Will the child have access to a guardian, legal assistance, and a child-friendly explanation of the process?