Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in culturally responsive assessment with clients and constituencies, including individuals, families, groups, organizations, and communities. Assessment involves a collaborative process of defining presenting challenges and identifying strengths with individuals, families, groups, organizations, and communities to develop a mutually agreed-upon plan. Social workers recognize the implications of the larger practice context in the assessment process and use interprofessional collaboration in this process. Social workers are self-reflective and understand how bias, power, privilege, and their personal values and experiences may affect their assessment and decision-making.
Social workers:
a. Apply theories of human behavior and person-in-environment, as well as other culturally responsive and interprofessional conceptual frameworks, when assessing clients and constituencies; and
b. Demonstrate respect for client self-determination during the assessment process by
collaborating with clients and constituencies in developing a mutually agreed-upon plan
My Narrative
Social Work requires attentiveness to the needs and desires of clients. This competency means that social workers allow for decision-making and do not allow for personal bias to affect that. Assessment requires the intentionality of asking questions that are evidence based, trauma informed, and culturally informed for every client.
This competency can be a challenge because it requires awareness of how culture and environment affect the way in which people live in a society. Since people come from all different backgrounds, it can be tempting to assess based on a personal lived experience.
I will be committed to this competency by asking for feedback from supervisors. Supervisors can help determine if an assessment is based upon bias or based upon the safety of a client.
This competency engages my skill set of communication and my ability to seek to understand the desires of clients. It engages my empathy, as well as integrity to stay true to the desires of clients.
School Evidence
SOCW 309–Social Work Practice With Individuals: Generalist Application Paper
In this assignment, I was tasked to create a scenario of a patient and their situation, and use the generalist model to create a plan for the pseudo client. The client, “Camilla”, was a mother with Alzheimer’s. I used evidence based research to discover that it is important to engage with multiple people in order to make decisions. It was also discovered that it was important to empathize and use communication skills to fully advocate for clients. I would assess what services are needed, as well as what systems can provide those needs. I also mentioned that assessment requires me to come from a stance of “not knowing” which means not assuming the needs of clients when I assess. This assignment also integrated social work skills of empathy and understanding people in the environment and how that guides engagement.
I chose this assignment because it was a well-rounded example of the engagement and assessment process with clients. I used critical thinking to complete this assignment, because there are many aspects to the process of working with clients.
Field Evidence
In hospice, chaplains are a part of care teams. Chaplains are designed to assist patients at the end of life. What I have learned is that chaplains are not there to call people to Christ on their deathbed, but to offer spiritual support based on the patient’s needs and desires. For this evidence, I was asked to do bereavement calls. They are conducted during different dates throughout the year, and I was doing calls for patient families after the first year anniversary. I asked patients how the family were coping, if there were any bereavement services or contacts they would need, and what their plans were for the holidays. Many times, the calls would be very short, as patients’ families were healing and did not need further support. I also had many patient families who did not answer, so I would leave a message for them, letting them know to contact us for any bereavement support.
I chose this evidence because it challenged me to learn to convey care and empathy over the phone for a sensitive and even sometimes uncomfortable conversation. I noticed that I had some hesitancy and fear surrounding bereavement calls, out of fear that I would say the “wrong thing” or not know how to ask the “right” questions. This experience allowed me to practice and see the value of the importance of human relationships. I feel privileged to hear the love people had for their loved one, and now understand the importance of community during the grieving process.
Other Evidence Outside of School and Field
First Year Experience-Mentor Job
My sophomore and junior year of college, I had the opportunity to be a student mentor for computer majors. I was required to meet with individuals each week/every other week assessing their mental, emotional, spiritual, and physical health. Every other week, mentors would meet with mentor advisors to address each student’s assessments, focusing on students who I assessed to need further assistance.
I learned that every person communicates differently, and noticing and changing communication styles to fit the needs of each student was vital to allowing them a space to feel comfortable sharing.
This job required me to use the skills of active listening. There were moments where students were a little more hesitant to share, or were harder to reach. I found ways to assess students that would encourage their participation, such as using emojis to describe their mood.