Socw 6111 week 5 | Sociology homework help


Week 5: Assessment of Adults

Assessment is the first step in the treatment process. A comprehensive and well-planned assessment is necessary to provide the most effective intervention. While initially assessment might seem to be a small first step, used to merely collect data, it actually has the potential to lead the entire treatment protocol. This step should not be minimized nor completed in a rushed manner because critical information about the client and his or her presenting problem may be missed. Further, during this part of the process, it is essential to take a holistic approach rather than merely focus on identifying pathology. The social work profession sets itself apart from other disciplines by identifying the client’s strengths. During this week you will read two cases and learn about these women’s presenting concerns.

Learning Objectives

Students will:
  • Analyze use of screening and assessment tools for practice
  • Analyze comprehensive assessment models

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Congress, E. (2013). Assessment of adults. In M. Holosko, C. Dulmus, & K. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 125–145). Hoboken, NJ: Wiley.

Cowger, C. D. (1994). Assessing client strengths: Clinical assessment for client empowerment. Social Work, 39(3), 262– 268.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Mental Health Diagnosis in Social Work: The Case of Miranda (pp. 7–9)

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

Hawkins, R. L., & Kim, E. J. (2012). The socio-economic empowerment assessment: Addressing poverty and economic distress in clients. Clinical Social Work Journal, 40(2), 194– 202.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
The Cortez Family (pp. 23–25)

Resources for Discussion

American Psychiatric Association. (2018). Online assessment measures. Retrieved from

Beidas, R. S., Stewart, R. E., Walsh, L., Lucas, S., Downey, M. M., Jackson, K., … & Mandell, D. S. (2015). Free, brief, and validated: Standardized instruments for low-resource mental health settings. Cognitive and behavioral practice22(1), 5-19. Retrieved from 

SAMSHA. (n.d.) Screening tools. Retrieved from

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

Discussion: Screening and Assessment Tools

What is important to know and when is it important to know it? To intervene in a problem, a social worker must first identify the problem. Screening and initial assessment can be useful to identity individuals who may be experiencing mental health concerns and could benefit from seeing a clinical social worker. This then would lead to a more comprehensive assessment from which a treatment plan is built. However, deciding who to assess, when, and using which tools can feel like a confusing process. For example, should you provide depression screenings in the community to people who are not clients? Should you screen all new clients for substance abuse regardless of presenting problem? Should you ask about suicide in every session or only when it feels like it could be a concern?

For this Discussion, review the following resources and consider the different screening and assessment tools currently available. Identify the tools you think you would be most likely to use in your practice.

American Psychiatric Association. (2018). Online assessment measures. Retrieved from

Beidas, R. S., Stewart, R. E., Walsh, L., Lucas, S., Downey, M. M., Jackson, K., … & Mandell, D. S. (2015). Free, brief, and validated: Standardized instruments for low-resource mental health settings. Cognitive and behavioral practice22(1), 5-19. Retrieved from 

SAMSHA. (n.d.) Screening tools. Retrieved from

By Day 3

Post which screening and/or assessment tool(s) you would use in your practice. Explain why you identified the specific instrument(s) given the type of practice and client population with whom you would like to work. Explain how and when you would use the tool(s). Explain how you would use the information gathered from the tool in a session.

Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.

By Day 5

Respond to at least two colleagues who recommended a different screening/assessment practice and provide feedback.

Support your responses with specific references to the Learning Resources. Be sure to provide full APA citations for your references.

Submission and Grading Information
Grading Criteria

To access your rubric:
Week 5 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:
Week 5 Discussion

Assignment: Comprehensive Assessment

A comprehensive understanding of a client’s presenting problems depends on the use of multiple types ofassessment models. Each model gathers different information based on theoretical perspective and intent. An assessment that focuses on one area alone not only misses vital information that may be helpful in planning an intervention, but may encourage a biased evaluation that could potentially lead you to an inappropriate intervention. When gathering and reviewing a client’s history, sometimes it is easier to focus on the problems and not the positive attributes of the client. In social work, the use of a strengths perspective requires that a client’s strengths, assets, and resources must be identified and utilized. Further, using an empowerment approach in conjunction with a strengths perspective guides the practitioner to work with the client to identify shared goals. You will be asked to consider these approaches and critically analyze the multidisciplinary team’s response to the program case study of Paula Cortez.

For this Assignment, review the program case study of the Cortez family.

By Day 7

In a 2- to 4-page paper, complete a comprehensive assessment of Paula Cortez, utilizing two of the assessment models provided in Chapter 5 of the course text.

  • Using the Cowger article, identify at least two areas of strengths in Paula’s case.
  • Analyze the perspectives of two members of the multidisciplinary team, particularly relative to Paula’s pregnancy.
  • Explain which model the social workers appear to be using to make their assessment.
  • Describe the potential for bias when choosing an assessment model and completing an evaluation.
  • Suggest strategies you, as Paula’s social worker, might try to avoid these biases.

Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.


 Elizabeth Woodson RE: Discussion – Week 5COLLAPSE

Screenings are important because they allow social workers to detect mental disorders early in the process which could lead to early treatment. Screenings are appropriate to all age groups whether they are old or young (SAMSHA, n.d.). My target population to work with is children who have a hard time adjusting to a school setting due to their previous trauma or mental disorder. For disruptive behavior, I’d use the Child and adolescent Disruptive behavior Inventory (CADBI) as a screening and diagnostic tool. For overall mental health checks, I’d use brief problems checklist (BPC) along with Strength and Difficulties Questionnaire (SDQ). Lastly, for the trauma, I’d use Child Ptsd symptoms scale (CPSS), Pediatric emotional distress scale (PEDS) and Life event checklist (LEC).Using these tools will better assist social workers with discovering the challenges of the child and determine how they have affected their lives (Beidas at el., 2015). If I were to use the LEC tool in a session it would give me a list of events that occurred in the child’s life that I can further dissect with the child/family. Based on the response of the client while talking about the event will let me know what I need to spend more of my time researching to properly diagnose.

Beidas, R. S., Stewart, R. E., Walsh, L., Lucas, S., Downey, M. M., Jackson, K., … & Mandell, D. S. (2015). Free, brief, and validated: Standardized instruments for low-resource mental health settings. Cognitive and behavioral practice, 22(1), 5-19. Retrieved from

SAMSHA. (n.d.) Screening tools. Retrieved from

Response 2

 Britney Fallen RE: Discussion – Week 5COLLAPSE

I plan to continue working in mental health with children that are inpatient. It is important to identify what screening and assessment tools are geared appropriately toward the clientele. While keeping in mind I cannot properly assess children using adult measurements or use a psychosis assessment on a hyperactive child. With that being said, at this time I am very familiar with the Suicide Assessment Five-Step Evaluation and Triage (SAFE-T). I think it is a great assessment tool to begin working with clients of any age. In this assessment, you evaluate risk factors, protective factors of the individual, suicide inquiry, and risk levels and/or possible needed interventions (SAMSHA, n.d.). This assessment is conducted at the beginning of the working relationship. The data collected would give the clinical social worker a plethora of information to begin establishing a foundation toward treatment. I like that this assessment includes protective factors internally and externally as this would begin to build on a culturally competent and strengths based approach.

Next, I would want the parent or guardian of the child to complete the DSM-5 level 1 Cross Cutting Symptom Measure. This assessment measure provided by the American Psychiatric Association, addresses children between the ages of 6-17 evaluating somatic symptoms, sleep problems, inattention, depression, anger, irritability, mania, anxiety, psychosis, PTSD, substance use, and suicidal ideation/ attempts (2018). This measure can be given multiple times over the course of treatment. This could provide a clinical social worker with guidance toward client needs. If the scores of the assessment are scaled as high then the level 2 measure would need completed in order to properly assess the child. There is also a self-rated level 1 cross cutting symptom measure that I would want the clients to complete themselves. It is important to note that the self-rated measure is only for ages 11-17. With the information obtained, I would collaborate in the session with the client and his/her family to identify goals for treatment. I would also collaborate with the treatment team if needed and use all of the data provided to begin clinical decision-making.


American Psychiatric Association. (2018). Online assessment measures. Retrieved from

SAMSHA. (n.d.) Screening tools. Retrieved from

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