Competency 7: Assess with individuals, families, groups, organizations, and communities.
Doing thorough and thoughtful assessments is essential to understanding how best to support individuals and communities. I use a combination of tools and strategies to gain a holistic understanding of each situation, what the needs are, where the strengths lie, and what barriers may be present. At Signal Centers, I’ve designed assessments to gather feedback directly from volunteers and interns. This information has helped guide decisions that are both data-informed and client-centered. By taking the time to listen, reflect, and respond with care, I strive to ensure that my work leads to meaningful outcomes and honors the lived experiences of those I serve.
7.1 Identify and/or implement evidence-based [comprehensive assessments, using a variety of diagnostic classification systems] appropriate to client systems in practice settings.
Course Evidence:
Personality-Disorders-Written-Assignment
In my personality disorders assignment for SOCW-633-A, I applied knowledge of human behavior and the social environment to assess eleven clinical case studies using DSM-5-TR diagnostic criteria (K). I analyzed patterns related to emotional regulation, interpersonal functioning, and cognition to make accurate and ethical diagnostic decisions while considering how social and environmental contexts influenced behavior (S, V). For instance, in the case of Borderline Personality Disorder, I used a trauma-informed lens and person-in-environment perspective to explore how impulsivity and fear of abandonment could be linked to early attachment experiences and external stressors (T).
I demonstrated the ability to synthesize biopsychosocial data and interpret clinical indicators while respecting the dignity and complexity of each individual described (S, V). This required me to think critically about differential diagnoses, challenge my own assumptions, and recognize how trauma, culture, and systemic issues may shape personality expression and diagnosis (CAP). In addition, I reviewed research on Dialectical Behavior Therapy and reflected on the ethical responsibilities of implementing evidence-based practices, including the importance of accessibility and therapist self-awareness (K, T, CAP). This assignment strengthened my clinical reasoning and prepared me to integrate theoretical frameworks and values-based analysis into future assessment and treatment planning (K, V, S, T, CAP).
Field Evidence:
Updated_Field_Evidence_7_1_with_Surveys
While working with Chatter Camp, I engaged in a critical assessment of volunteer preparation practices to ensure our volunteers were equipped to support children with developmental, communication, and behavioral differences. Drawing on staff interviews, direct observation, and reflective analysis, we identified clear gaps in training and orientation that impacted volunteer effectiveness and camper safety (K S).
I initiated in-person dialogues with camp teachers to gather qualitative feedback about volunteer performance. Teachers emphasized the importance of patience, flexibility, and the ability to adapt to neurodivergent communication styles. These conversations helped me identify patterns, such as a common hesitancy among volunteers to engage directly with children using AAC devices or to respond calmly during behavioral escalations (S T).
I also evaluated our training materials including our orientation video and trauma-informed care content. While the materials introduced basic expectations, they lacked depth in teaching volunteers how to support sensory regulation, respond to trauma-related behaviors, or apply communication strategies tailored to non-verbal campers. These limitations became apparent in my direct observations where volunteers often deferred to staff during challenging moments instead of applying proactive or adaptive techniques (T S).
Through this assessment process, I began developing a new volunteer screening protocol and training enhancements. This included revising intake questions to better identify trauma sensitivity, adaptability, and motivation, and drafting a trauma-informed handout that integrated practical tips aligned with the principles of the National Child Traumatic Stress Network (V T).
Throughout this experience, I reflected deeply on how frontline volunteers, often overlooked in program evaluations, play a critical role in delivering equitable inclusive care. Their preparedness can either foster belonging or reinforce exclusion for children with disabilities. My assessment work aimed to close this gap by ensuring that every child at Chatter Camp is met with dignity, empathy and effective support (V CA)
7.2 Design and implement/propose organizational and/or community assessments.
Course Evidence:
Adv. Admin Needs Assessment and Program Proposal
My assigned section appears on page 7 of the Needs Assessment and Program Proposal in Section 1.5: Describe the targeted need. In this section, I analyzed racial and ethnic disparities in teen pregnancy rates and identified the need for culturally responsive, community-based interventions. I proposed strategies such as tailoring prevention programs to the unique needs of Black and Hispanic communities, improving access to culturally appropriate reproductive healthcare, and engaging youth directly through community outreach.
As part of a collaborative field initiative addressing teen pregnancy in Marshall County, Alabama, I contributed to a comprehensive community analysis that examined gaps in sexual health education, reproductive healthcare availability, and culturally responsive services for youth (K, S). Our team gathered input from adolescents, families, and service providers to better understand how structural and relational factors influence access to information and care (T, CAP).
We used a combination of national statistics and locally gathered data through interviews, focus groups, and community surveys to ensure our assessment reflected both broad trends and lived experiences (K, S). I was involved in developing tools that captured data across multiple domains, helping us identify patterns in service use, educational exposure, and the social barriers teens face, especially those related to poverty, language access, and stigma (S, CAP).
To guide our analysis, we incorporated models like the Social-Ecological Framework and diagnostic tools rooted in public health and social work assessment practices (T). These frameworks helped us examine contributing factors at different levels, from personal risk to community-level access and systemic inequity (K, T). We also applied theories of empowerment and intersectionality to highlight how overlapping identities shape teen parents’ access to support and resources (T, CAP).
Equity, cultural humility, and anti-oppressive practice were central to our approach (V). We ensured that materials were accessible in English, Spanish, and Haitian Creole, which allowed more diverse voices to be represented in our findings (V, S). Throughout the process, I reflected deeply on the emotional and ethical weight of collecting stories from youth navigating reproductive health in often unsupportive environments (CAP).
By engaging in this project, I strengthened my capacity to carry out equitable, research-informed community assessments that are grounded in both theory and real-world experience. This work laid the groundwork for future programs aimed at reducing disparities and promoting reproductive justice for adolescents in the region (K, V, S, T, CAP).
Field Evidence:
Volunteer Experience Post Survey Report
To assess volunteer effectiveness and preparedness at Signal Centers’ Chatter Camp, I developed and analyzed a post-experience survey to gather data on volunteer perceptions of training, support, and inclusivity. The survey responses provided a snapshot of how volunteers experienced the program and informed our understanding of how well our onboarding processes aligned with human behavior theories and trauma-informed, person in environment frameworks (K S).
The results showed that 88% of volunteers felt they clearly understood their role and 75% reported feeling confident in their ability to perform effectively. Volunteers also overwhelmingly indicated they felt supported (88%) and prepared to handle challenges (63%) highlighting the impact of our targeted orientation and support strategies. Notably, 88% reported comfort working in diverse inclusive environments, an important outcome given the camp’s focus on supporting children with varying communication and developmental needs (K V T).
I applied person in environment theory by considering how volunteer backgrounds, expectations, and resource access shaped their experience and performance. The survey helped me analyze how the environment such as training materials, supervision, and role clarity influenced volunteer confidence and their perceived impact on children (T S). Feedback emphasizing the value of helping children communicate reinforced the importance of aligning volunteer responsibilities with developmental and communication centered goals (K C/A).
This experience deepened my understanding of how to assess support systems from both an organizational and human behavior perspective. It also strengthened my ability to use feedback loops as tools for continuous improvement, ensuring that volunteer preparation is rooted in theory, evidence, and ethical practice (V C/A).