Assess with Individuals, Families, Groups, Organizations, and Communities
Within my social work practice, I understand the importance of assessing for need before intervening. This helps to ensure that concrete needs are being met within the individual, family, group, and community systems. Though my professional practice, I will be intentional to use appropriate evidence-based assessment tools that fit the demographics and population I am working with to assess for intervention needs. While there are many tools already created, I also understand that sometimes an assessment may need to be created to best fit the needs of an organization. In these cases, I will use evidence-based research and supervision to develop these assessment tools.
7.1 Formulate comprehensive assessments, using a variety of diagnostic classification systems.
Course Evidence: In my Clinical Assessment and Diagnosis I class, I got the opportunity to review several case videos throughout the semester and chose a diagnosis for the client based on diagnostic criteria from the DSM-5. One of these assignments focused on obsessive compulsive disorders and required me to use the DSM-5 to match up the information gathered from the case videos and match it with a diagnosis. This not only helped to get me familiar with different disorders, but it also helped me learn to correctly write out a diagnosis. To view the completed assignment, click here.
Field Evidence: At my practicum, we utilize different check in papers to assess how students are doing and make them feel valued and cared about. These check in papers are utilized once a month at Collegedale Academy Middle School when we teach the whole class lessons. At the Collegedale Academy Elementary School, similar papers are outside Amanda Ancheta’s door that students are able fill out to request to speak with someone. At Standifer Gap SDA School the check in papers are used every 3 weeks for 4th-8th grade. These papers allow us to create a list of which students need a check in by request or content they put on the paper. This also allows us the ability to prioritize the students based on need. To view a copy of the check in papers that are utilized with whole class lessons, click here.
7.2: Design and implement organizational and/or community assessments.
Couse Evidence: As a part of my School Social Work Core Concepts class, I was able to visit both a private and public school and assess the school based on several categories and noting the differences in each school system. After visiting the schools and speaking with the school counselor/guidance counselor, I was able to compile and write up my assessment as a paper. This helped me understand the important aspects of an assessment as well as how different private and public-school systems are. To view the completed paper, click here.
Field Evidence: At Collegedale Academy, a survey was sent out at the beginning of the school year asking parents what topics they would be most interested in for parent nights. This survey also asked what time parents would be most likely to attend among other questions. The results of this survey have been beneficial in selecting parent night topics and aligning speakers relating to those topics. So far, 2 parent nights have been had based on the topics that rated the most for interest. The benefit of utilizing a survey is that it gets parents involved and helps us know what topics would be most interesting and helpful to them. This ensures that our parent nights are helpful to the parents. To view the results of this survey, click here.
Skills Used: Throughout this competency, I utilized skills of engagement, observation, critical thinking, documentation, and boundary setting.
Knowledge Used: Some courses that provided me with knowledge used in this competency are Clinical Assessment and Diagnosis I and School Social Work Core Concepts. These classes, in addition with other knowledge of the DSM-5 and mental health, as well as knowledge of the private and public school system helped me as I worked through this competency.
Values Present: When working with assessment, service must be the ultimate goal within social work. The individuals that are being assessed should ideally be getting some service or working towards some service in response to them participating in the assessment. This can be seen within this competency, as well as the value of the dignity and worth of a person. Keeping this in mind is important when doing school visits, reviewing check in papers for students, working with the DSM-5 to assign diagnosis’ or wanting to ensure that parent nights are meeting needs of families.
Cognitive Processes Used: Identifying, defining, and recalling information were utilized when matching up DSM-5 diagnosis with symptoms. Interpreting information that the students put on the check in papers and categorizing their follow ups based on priority were also used. Additionally, documenting information form the school visits and arranging the data from the parent night results can also be seen through this competency.
Affective Processes Used: Attending and experiencing the difference between a public school and a private school were cognitive processes used through this competency. Additionally, allowing students to fill out the check in forms and respecting the answers they gave were also used. Lastly, examining and reviewing the DSM-5 along with the case videos helped me select an accurate diagnosis.
Theoretical Foundation: Dilution Effect: this theory discusses how as normal human beings; we have a tendency to assess based on stereotypes rather than accurate information. Within social work, we combat this by integrity and competence in the assessments we are doing. This includes using evidence-based standards such as the DSM-5, and allowing students and parents to share important information with us rather than judging or stereotyping.