Conceptualization of Assessment

instruction

 

Assessment Outline:  Conceptualization of assessment    6-8 pages PLEASE WATCH YOUR GRAMMER AND FLOW OF THIS PAPER!

 

This assignment is to facilitate your conceptualization about assessment. Following and integrated with the engagement process, you are to address the following questions, using a case example to apply them to:

 

  • What is the purpose of the assessment? (In general, and then specifically, what is the purpose of the assessment in your particular case?)
  • What is the role of the social worker in the assessment process?  In your case, how will your role impact the assessment process?  E.g. are you a school social worker, an inpatient psychiatric social worker, a medial social worker, a hospital emergency room social worker?  And how will your specific role influence the assessment process with your client(s)?
  • How do the following factors impact the assessment:
    • Practice setting in which the assessment is conducted? (e.g., how will assessment in an inpatient substance abuse program differ from assessments conducted in schools or inpatient medical units or outpatient mental health programs?)
    • How will characteristics of the client impact the assessment process?  (e.g., are they voluntary or involuntary?  How will issues related to their racial, culture, and gender history (correct?) (Their specific presenting problem(s) influence your conducting an assessment with them?
    • What is the goal of the social work interaction – in general, then specifically in your case?
  • What methods will the student use for assessment?  (Consider which of the various assessment methods you learned in class would be applicable to your specific case.)
  • How will the assessment affect the next steps in the helping process?

 

Materials, notes, texts and other books may be used for reference.  All quotations and paraphrases must be cited and the citation must be appropriately referenced and documented using APA Writing Style Manual.  Be sure to spell check as well as check for correct grammar and syntax.  See below for course materials, articles and book references to be used in reference page.

 

 

 

 

 

 

 

 

 

COURSE TOPICS

  1. Topics/Learning Objectives:
  • History of Social Work as a Profession
• Changing Definitions of Clinical Social Work • Micro, Mezzo, and Macro Practice
• Issues of Power and Privilege

Required Readings:

  • Hepworth, D., Rooney, R., Rooney, G., Strom-Gottfried, K. (2013). Direct Social Work Practice, 10th ed. Belmont, CA: Brooks/Cole. Chapter 1: Challenges of Social work
  • LeCroy, C. W., & Stinson, E. L. (2004). The public’s perception of social work: Is it what we think it is? Social Work 49(2), 164-174. Full text e-journal.
  • Spencer, M. (2008). A social worker’s reflections on power, privilege, and oppression. Social Work- Albany New York. 53(2), 99.

Optional:

History
Web Sites: Use these for clarification and additional information

  • http://www.uic.edu/jaddams/hull/hull_house.html – (excellent background information)Jane Addams Hull House, UIC, Chicago
  • http://www.boisestate.edu/SOCWORK/DHUFF/history/central/core.htm – The History of Social Work, Boise State University, School of Social Work
  • http://socwork.uaa.alaska.edu/history.htm – The Social Work History Station
  • Singer, J. B. (Host). (2007, April 19). Interview with Dr. Edward Sites: Women in social work

[Episode 16]. Social Work Podcast. Podcast retrieved 8/17/09, from http://socialworkpodcast.com/2007/04/interview-with-dr-edward-sites-women-in.html

  1. Topics/Learning Objectives:
  • Settings for social work practice
• Empowering the social worker in interdisciplinary collaborations (medical, legal, mental

health, forensic, etc.) • Person in Environment

 

 

Required Readings:

  • Hepworth, D., Rooney, R., Rooney, G., Strom-Gottfried, K. (2013). Direct Social Work Practice, 10th ed. Belmont, CA: Brooks/Cole. Chapter 2: Domain, Philosophy and Roles
  • Busch-Armendariz, N., Johnson, R, Buel, S., Lungwitz, J. (2011). Building community partnerships to end interpersonal violence: A Collaboration of the Schools of social work, law, and nursing. Violence Against Women, 17(9), 1194-12-6.
  • Johnson, A. K. (2004). Social work is standing on the legacy of Jane Addams: but are we sitting on the sidelines? Social Work 49(2), 319-322. Full text e- journal.

Additional Resources:

  • One Profession. Countless Possibilities. (5 minutes) http://50ways.socialworkblog.org/ http://www.youtube.com/watch?v=LGGIKZE0deU
  • On Any Given Day, Social Workers Help (5 minutes) www.bls.gov/oco/ocos060.htm
• U.S. Dept of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, 2010-2011
  1. Topics/Learning Objectives:
  • Engagement
  • Voluntary vs. Involuntary Clients

Required Readings:

  • Hepworth, D., Rooney, R., Rooney, G., Strom-Gottfried, K. (2013). Direct Social Work Practice, 10th ed. Belmont, CA: Brooks/Cole. Chapter 3: Overview of the helping process
  • Anderson, A., Barenberg, L, & Tremblay, P. (2007). Professional ethics in interdisciplinary collaboratives: Zeal, paternalism and mandated reporting. Clinical Law Review, Spring, 13(2), 659-7818.
  • De Jong, P. & Berg, I.K. (2001). Co-constructing cooperation with mandated clients. Social Work. 46(4), 361-373.
  1. Topics/Learning Objectives:
  • Cultural Issues in Communication
• Building blocks of communication
• Meta and Non-verbal Communication

 

 

Required Readings:

  • Hepworth, D., Rooney, R., Rooney, G., Strom-Gottfried, K. (2013). Direct Social Work Practice, 10th ed. Belmont, CA: Brooks/Cole.

Chapter 5 – Building blocks of communication: conveying empathy and authenticity
Chapter 6 : Verbal following, exploring and focusing skills

  • Lee, E. (2012). A working model of cross-cultural clinical practice. Clinical Social Work Journal, 40, 23-36.

Additional Resources:

  • Singer, J. B. (Host). (2008, March 24). Race and social problems: Interview with
  • Dean Larry E. Davis [Episode 36]. Social Work Podcast. Podcast retrieved from http://socialworkpodcast.com/2008/03/race-and-social- problems- interview-with.html

Web Sites:

  • NASW Code of Ethics http://www.socialworksearch.com/html/nasw.shtml-
  • National Association of Black Social Workers 
http://www.nabsw.org/mserver/CodeofEthics.aspx
  • Clinical Social Work Association http://www.clinicalsocialworkassociation.org/content/about-us
  • Tarasoff Vs the Regents of the University of California http://en.wikipedia.org/wiki/Tarasoff_v._Regents_of_the_University_of_California 
 The Many Facets of Social Work: http://www.socialwork.pitt.edu/downloads/Facets_of_Soc.pdf 
• The NASW Standards of Cultural Competence: http://www.socialworkers.org/sections/credentials/cultural_comp.asp

8/17/09,

  • Families in Society: http://www.familiesinsociety.org.flagship.luc.edu/Show.asp? override= true&docid=3751
  • Sarah Krauss, (LUC social work student/author) Bronfenbrenner’s Ecological Model http://pt3.nl.edu/paquetteryanwebquest.pdf

 

 

  1. Topics/Learning Objectives:
  • Empathy
• Attuned Listening • Levels of Listening

o Listening with the “third ear”
o Empathic responding and breakdowns in communication

Required Readings:

  • Hepworth, D., Rooney, R., Rooney, G., Strom-Gottfried, K. (2013). Direct Social Work Practice, 10th ed. Belmont, CA: Brooks/Cole. Chapter 7: Eliminating counterproductive communication patterns
  • Gerdes, K. & Segal, E., (2011). The importance of empathy. Social Work, 56(2), 141-148 • Cromie, T. (2014). Jane Addams and the “devil baby tales”: The usefulness of perplexity

in “sympathetic understanding,” a tool in learning empathy.

Additional Resources:

  • Video clip: LUC library web page, Counseling and Videos, Basic Attending Skills (Hanover, MA: Micro-training Associates Inc., 2007) 53:30.
  1. Topics/Learning Objectives:
  • Domains of assessment • Assessing Risk Behavior

o Suicide, violence

o SBRIT
• Assessing Strengths

Required Readings:

  • Hepworth, D., Rooney, R., Rooney, G., Strom-Gottfried, K. (2013). Direct Social Work Practice, 10th ed. Belmont, CA: Brooks/Cole.

Chapter 8: Exploring and understanding problems and strengths Chapter 9: Assessment: Intrapersonal, interpersonal and environmental factors

  • Wharff, E., Ross, A, & lambert, S. (2014). Field note-Developing suicide risk assessment training for hospital social workers: An academic-community partnership. Journal of Social Work Education, 50, 184-190.
  • Boccio, D. E. (2015) A school-based suicide risk assessment protocol. Journal of Applied School Psychology, 31(1), 31-62.
  • Cramer, E. P., Brady, S. R. (2013). Competing Values in Serving Older and Vulnerable Adults: Adult Protective Services, Mandated Reporting, and Domestic Violence Programs. Journal of Elder Abuse, 25(5), 453-468.Additional Resources

Web Site:

  • Bronfenbrenner’s Ecological Model: http://pt3.nl.edu/paquetteryanwebquest.pdf. • Podcast (Biopsych p 21)
  1. Topics/Learning Objectives:

o Acute Trauma o Shared Trauma o Self Care

Required Readings:

  • Tosone, C., Nuttman-Schwartz, O., & Stephens, T. (2012). Shared trauma: When professional is personal. Clinical Social Work Journal. 40, 231-239.
  • Hill, J. S., Lau, M. Y., Sue, D. W. (2010). Integrating trauma psychology and cultural psychology: Indigenous perspectives on theory, research, and practice. Traumatology, 16(4), 39-47
  • Sansbruy, B., Graves, K.& Scott, W. (2015). Managing traumatic stress responses among clinicians: Individual and organizational tools for self-care. Trauma, 17(2), 114-122.
  • Family Structure
• Family Functions
• Cultural issues in family assessment • Family dynamics

Begin to identify professional journals that provide articles on topics in your areas of interest. Examples of a few journals: Social Work. Families in Society. Child Welfare. Social Work and Health Care. Affiliate: Women and Social Work. Journal of Interpersonal Violence. Child and Family Social Work. Clinical Social Work Journal.

Required Readings:

  • Hepworth, D., Rooney, R., Rooney, G., Strom-Gottfried, K. (2013). Direct Social Work Practice, 10th ed. Belmont, CA: Brooks/Cole. Chapter 10: Assessing family functioning in diverse family and cultural contexts.
  • Van Hook, M.P.(2014). Social Work Practice with Families: A Resiliency-Based Approach. Chicago: Lyceum Books,Inc.

Chapters 3: Assessment of families (64-97)
Chapter 4: Cultural issues, family structure and resiliency (109-152)

Recommended Resources:

  • Singer, J. B. (Host). (2008, December 1). Visual assessment tools: The Culturagram – interview with Dr. Elaine Congress [Episode 46]. Social Work Podcast. Podcast retrieved 8/17/09, from http://socialworkpodcast.com/2008/12/visual-assessment- tools-

culturagram.html

  • Minuchin Family Systems Assessment – Example of working with a family system www.youtube.com/watch?v=mPWOUZd9gQ4&NR=1
  • Multicultural Family Therapy Institute, New
Jersey: http://www.multiculturalfamily.org/members/monica_mcgoldrick.html
  • The Center for Family Health, Chicago http://www.ccfhchicago.org/courses.html The Family Therapy Institute, Evanston http://www.family-institute.org

Web Sites:

  • Explains Genogram Symbols http://www.multiculturalfamily.org/publications/ • McGoldrick publications – Working with Family Systems http://www.family-

institute.org/about-us/hot-topics#family
• The Family Institute, Northwestern University, Chicago http://www.family-institute.org/

  1. Topics/Learning Objectives:
  • Determining and setting achievable goals • Evaluating goals
  • Hepworth, D., Rooney, R., Rooney, G., Strom-Gottfried, K. (2013). Direct Social Work Practice, 10th ed. Belmont, CA: Brooks/Cole. Chapter 12: Developing goals and formulating a contract
  • Marshall, V. J., McLaurin-Jones, T. L., Kalu, N., Kwagyan, J., Scott, D. M., Cain, G., & …

Taylor, R. E. (2012). Screening, Brief Intervention, and Referral to Treatment: Public Health Training for Primary Care. American Journal Of Public Health, 102(8), e30-e36.

 

 

 

           

 

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