©2011, cengage learning, brooks/ cole publishing assessing chapter 10 social work skills workbook...

©2011, Cengage Learning, Brooks/ ©2011, Cengage Learning, Brooks/ Cole PublishingCole Publishing

AssessingAssessingChapter 10Chapter 10

Social Work Skills WorkbookSocial Work Skills Workbook

Barry CournoyerBarry CournoyerIndiana University School of Social WorkIndiana University School of Social Work

Supplements Developed by Patricia Clark, Northwestern State Supplements Developed by Patricia Clark, Northwestern State University of LouisianaUniversity of Louisiana

IntroductionIntroduction

There are four phases of work with a There are four phases of work with a client.client.– During the first phase, a lot of information During the first phase, a lot of information

about the person-issue-situation is gathered. about the person-issue-situation is gathered. This is the exploration phase.This is the exploration phase.

– During the second phase, the worker and During the second phase, the worker and client together try to make sense of the client together try to make sense of the information.information.

This is the assessment phase.This is the assessment phase.


During the assessment phase, the worker During the assessment phase, the worker and client:and client:– Analyze how the person and situation Analyze how the person and situation

influence the issue of concern and vice versa. influence the issue of concern and vice versa. – Consider how the issue of concern might be Consider how the issue of concern might be

addressed, drawing on strengths and addressed, drawing on strengths and resources.resources.

– Develop a “theory of the case” and a case Develop a “theory of the case” and a case formulation that serve as the basis upon formulation that serve as the basis upon which to establish a contract. which to establish a contract.


AssessmentAssessment

The primary social work skills used in the The primary social work skills used in the assessment process are organizing assessment process are organizing descriptive information and formulating a descriptive information and formulating a tentative assessment.tentative assessment.– These skills require lifelong learning and These skills require lifelong learning and

critical thinking.critical thinking.


There are some problems which are so There are some problems which are so common to clients in all types of social common to clients in all types of social work settings that workers routinely work settings that workers routinely assess for them.assess for them.– Violence toward self or othersViolence toward self or others– Child physical and sexual abuseChild physical and sexual abuse– Mental illnessMental illness– Substance abuseSubstance abuse


There are tools which can be used in the There are tools which can be used in the assessment process:assessment process:– DSM-IV-TRDSM-IV-TR– Person-in-Environment (PIE) classification Person-in-Environment (PIE) classification

systemsystem– Rapid Assessment Instruments (RAI)Rapid Assessment Instruments (RAI)– Transtheoretical Model (TTM)Transtheoretical Model (TTM)– Peterson and Seligman’s classification of Peterson and Seligman’s classification of

character virtues and strengthscharacter virtues and strengths


The DSM-IV-TR has guidelines to use in The DSM-IV-TR has guidelines to use in identifying: identifying: – Substance abuse and substance dependenceSubstance abuse and substance dependence– Medical conditions which might be influencing Medical conditions which might be influencing

psychological and social problemspsychological and social problems– Psychosocial and environmental problemsPsychosocial and environmental problems– Cultural factorsCultural factors– Overall functioning Overall functioning


The PIE system allows workers and The PIE system allows workers and clients to classify problems within four clients to classify problems within four categories:categories:– Problems in social role functioningProblems in social role functioning– Environmental problemsEnvironmental problems– Mental health problemsMental health problems– Physical or medical conditionsPhysical or medical conditions


Rapid assessment instruments (RAIs) of Rapid assessment instruments (RAIs) of various kinds may complement the various kinds may complement the assessment process and sometimes serve assessment process and sometimes serve as potential indicators or measures of goal as potential indicators or measures of goal attainment. Examples include:attainment. Examples include:– CAGE Screening Test for Alcohol CAGE Screening Test for Alcohol

DependenceDependence– Drug Abuse Screening TestDrug Abuse Screening Test


Peterson and Seligman’s classification Peterson and Seligman’s classification system . It identifies the following virtues:system . It identifies the following virtues:– Wisdom and knowledgeWisdom and knowledge– CourageCourage– HumanityHumanity– JusticeJustice– TemperanceTemperance– TranscendenceTranscendence


The TTM, which is used to assess The TTM, which is used to assess motivation, identifies five sequential stages motivation, identifies five sequential stages associated with long-term change. The associated with long-term change. The stages are:stages are:– Pre-contemplationPre-contemplation– ContemplationContemplation– PreparationPreparation– ActionAction– MaintenanceMaintenance


There are many more assessment tools.There are many more assessment tools.

More than one will probably be used in More than one will probably be used in any assessment process.any assessment process.


Organizing Descriptive Organizing Descriptive InformationInformation

Even though assessment is an ongoing Even though assessment is an ongoing process, a formal record is required.process, a formal record is required.– The format for the recorded assessment will The format for the recorded assessment will

vary according to the setting.vary according to the setting.– All formats will include similar categories for All formats will include similar categories for

basic information.basic information.


The Description, Assessment, and The Description, Assessment, and Contract (DAC) format organizes Contract (DAC) format organizes information under three main headings:information under three main headings:– Description – information gained during the Description – information gained during the

exploration phaseexploration phase– Assessment - Ideas and hypotheses Assessment - Ideas and hypotheses

concerning the person-issue-situation, as well concerning the person-issue-situation, as well as a tentative assessmentas a tentative assessment

– Service contract - Goals and plans that are Service contract - Goals and plans that are negotiated negotiated


Regardless of the organizational format Regardless of the organizational format used, the worker must:used, the worker must:– Distinguish between reported and observed Distinguish between reported and observed

information.information.– Differentiate opinion and hypothesis from Differentiate opinion and hypothesis from

factual data.factual data.


Preparing a Tentative Assessment Preparing a Tentative Assessment and Case Formulationand Case Formulation

After organizing the information collected After organizing the information collected in the exploration phase, a tentative in the exploration phase, a tentative assessment is formulated through assessment is formulated through analysis and synthesis.analysis and synthesis.– Analysis and synthesis are used to generate Analysis and synthesis are used to generate

hypotheses about factors currently hypotheses about factors currently associated with the problem.associated with the problem.


The primary purpose of assessment The primary purpose of assessment is to develop a coherent case is to develop a coherent case formulation.formulation.– The case formulation involves The case formulation involves

hypotheses about how to resolve the hypotheses about how to resolve the problem.problem.

– These hypotheses are based on a These hypotheses are based on a theoretical perspective.theoretical perspective.


– Social workers typically use theoretical Social workers typically use theoretical approaches that are approaches that are evidence-basedevidence-based..

– When there is no evidence-based When there is no evidence-based approach to a problem, develop approach to a problem, develop hypotheses from theories that logically hypotheses from theories that logically apply to a particular person-issue-apply to a particular person-issue-situation. situation.


Hypotheses developed during the Hypotheses developed during the assessment process assessment process – serve to guide the collection of additional serve to guide the collection of additional

information and information and – help in the identification and implementation help in the identification and implementation

of various intervention activities. of various intervention activities.


Most of the time there are many plausible Most of the time there are many plausible hypotheses.hypotheses.– The worker’s challenge is to identify those The worker’s challenge is to identify those

most likely to be relevant and useful for each most likely to be relevant and useful for each unique set of circumstances. unique set of circumstances.


Theory of the CaseTheory of the Case

Assessment enables the worker and the Assessment enables the worker and the client to reach agreement about a client to reach agreement about a theory theory of the case of the case and how to proceed.and how to proceed. – There is an understanding of the risk factors There is an understanding of the risk factors

and those forces within the person-and-and those forces within the person-and-situation that affect and maintain problems. situation that affect and maintain problems.

– Strengths, assets, competencies, resources, Strengths, assets, competencies, resources, and protective factors that could help in and protective factors that could help in resolving the problem are identified.resolving the problem are identified.


– The client’s current motivation and The client’s current motivation and readiness to address particular problems or readiness to address particular problems or issues are determined.issues are determined.

– A determination is made about which is the A determination is made about which is the primary client-system and other persons or primary client-system and other persons or systems that should be involved in the helping systems that should be involved in the helping process are identified.process are identified.


– Potential targets for change are identified as Potential targets for change are identified as well as potential obstacles or barriers to well as potential obstacles or barriers to progress. progress.

– The worker and client explore the probable The worker and client explore the probable consequences of doing nothing and assess consequences of doing nothing and assess risk to determine how urgently intervention risk to determine how urgently intervention must be undertaken. must be undertaken.


– Potentially applicable intervention Potentially applicable intervention approaches, strategies, tasks, activities, and approaches, strategies, tasks, activities, and techniques and their probability of success techniques and their probability of success are explored.are explored.

– A time frame for work and a means for A time frame for work and a means for evaluating progress are developed. evaluating progress are developed.


DocumentationDocumentation

Results of the assessment have Results of the assessment have to be organized and documented to be organized and documented in whatever format is used by the in whatever format is used by the agency or program.agency or program.


The DAC documents the assessment The DAC documents the assessment process by breaking it down into three process by breaking it down into three main divisions:main divisions:– Problems and IssuesProblems and Issues– Contributing FactorsContributing Factors– Case FormulationCase Formulation


©2011, cengage learning, brooks/ cole publishing assessing chapter 10 social work skills workbook...

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