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.
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: Volunteer/Intern Check-In verbal assessment
As Volunteer Coordinator, I conduct regular check-ins with volunteers and interns to assess their engagement, confidence, and support needs. While these check-ins are conversational, I approach them as structured assessments, using observation, open-ended questions, and reflection to evaluate emotional well-being, role satisfaction, and alignment with their responsibilities. I apply knowledge of human behavior, developmental stages, and environmental stressors to interpret their feedback. When patterns emerge (e.g., anxiety, burnout, disconnection), I adjust placements or offer coaching accordingly. This ongoing assessment process ensures that the support I provide is individualized and grounded in an evidence-informed understanding of behavior within a systems framework.
7.2 Design and implement/propose organizational and/or community assessments.
Adv. Admin Needs Assessment and Program Proposal
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: Pre Volunteer Experience Survey
As part of my role at Signal Centers, I created and implemented a Volunteer Experience Pre-Survey to serve as an early, evidence-informed intervention. This short survey is designed to assess a volunteer’s confidence, readiness, and perceived preparedness before beginning their role. It includes both scaled and open-ended questions, allowing me to gather both quantitative and qualitative data to guide individualized support. By analyzing the responses, I can identify areas where volunteers may need additional orientation, coaching, or emotional support. This helps ensure that all volunteers are set up for success and that their experience is both meaningful and developmentally appropriate. This practice reflects my use of evidence-based assessment tools to inform how I engage and intervene with volunteer constituencies.