Evidence Based Social Work Practice in Mental Health

The assessment process is the back bone to any package of care and it is vital that it is personal and appropriate to the individual concerned. Although studies have found that there is no singular theory or understanding as to what the purpose of assessment is, there are different approaches and forms of assessment carried out in health and social care. These different approaches can sometimes result in different outcomes.

The questioning and procedural models of social work assessment are also ‘process-focused’ and have similarities in making assumptions that expertise in determining the nature and resolution of the issues is not held by the individual but mainly by professionals or other people who are either directly or indirectly affected by the issues. The difference between the two assessments models is that the questioning model is referred as the process reflecting on the social workers agenda while the procedural model seen as policy

In an article written by Karen Badger, she states, “assessment is essential to social work practice no matter the social worker’s role, the nature of the interaction or practice setting, client population, or phase of the helping process. It is used to gather evidence to understand presenting problems, to evaluate progress and outcomes, and to assess the effectiveness of interventions and programs” (2014). Throughout the study, DSS does assess situations, and address the complaints by both clients and employees. For example, Matava, declared that “all agencies would receive the same set rate to manage a standard case load of 15 to 20 cases—about $63,000, including legal and administrative overhead” (Kennedy School of Government Case Program, pg.5) and she “recruited

Social work professions need to understand the importance of how individuals interact both with other people and their environment, to have an understanding how individuals are affected by these interactions (Rogers, p. 2). According to Rogers (2016), “Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development (p. 2). Their work with clients begins with assessments to evaluations of intervention and is based in and supports of the core value system of the profession.

Most authorities have a supported self-assessment process, which may vary depending on location and the individual authority. Although the processes may be different the principles of the PWS are the same.

Assessment tools are used in the care planning process to build up a holistic picture of an individual’s needs. When all the details have been recorded an assessment can be made and suitable care and support can be identified. A few of the assessment tools are information from the individual such as diaries, observations, medical histories and checklists.

In social work practice, client assessments are important because they allow social workers to gather information from clients. This information helps the acting social worker better understand clients presenting problems. The assessment also helps social workers evaluate a client’s progress and evaluate the effectiveness of interventions used. In this paper, a multidimensional assessment will be performed on a client I have been working with at my internship placement, Urban Ministries of Durham. Once all relevant information is presented, and intervention and treatment plan will be discussed.

Whilst undertaking the initial assessment, I always make sure that the service user is present and make sure that I am talking to them as opposed to about them with a family member or friend that also may be present. If I am doing an assessment with the service user who has Dementia or Alzheimer’s then again, I ensure that I am asking them what they would like, how they would like the care to progress and what they want to achieve from having care works. If they are unable to answer then I will look to the family for guidance, but it is important to make the service involved in their own care planning and assessment process

The assessment holistic approach to understanding what has occurred and currently occurring in the clients life as well as understanding what is considered a priority of treatment for them and their guardian. The assessment begins with the presenting issues asking what brought the client in. The section also covers when the problem started, how long it has been going on, what is the level of intensity of the problems, and how frequently do they occur. In the family and social history section examples of questions asked are current household member, how does the client get along with others, client's strengths, and who do they go to when they need help. The next section is the abuse and sexual risk behavior where the client is asked if they feel safe inside and or outside there home and if they have or know of anyone that has been abused or neglected. Developmental history is then taken, which includes history of pregnancy, any disorder or disabilities the client has been diagnosed with, and delays in any motor

The first stage of the process is assessment. Roper et al (2001) refer to this process as ‘assessing’ indicating an ongoing activity; this encourages nurses to recognise the on-going nature of this initial phase. The assessing stage includes gathering information about a patient, reviewing this information, identifying actual and potential problems and prioritising (Roper et al 2001). Roper et al (2001) explain the importance for assessing, as early as possible in the patient’s stay. Extensive, in-depth information may not be gathered on an initial assessment, however any information obtained contributes towards individualised care (Roper et al 2001). Ambrose and Wittig (1998) explain that the initial assessment becomes a foundation for ongoing assessing and holistic care. Barrett, Wilson and Woollands (2009) concord with Roper et al and Wittig in that assessing is an ongoing process and elaborate on this explaining that assessment should not be confused with admission. They state “an admission tends to be a one-off process when you first meet the patient, whereas assessment carries on throughout your relationship with the patient” (pg22). Assessment enables the nurse and patient to identify actual and potential problems. Although, some problems can be directly related to biological needs, holistic needs must be considered, i.e. psychological state and cultural/social standing

The first two steps: Engagement and Assessment are very important because they establish first contact between social work and client. In addition, this is where the trust is built. For example, in the case study, Valerie didn’t do so well in the Engagement stage because she went straight to talking about Jess’s son living situation instead of establishing Jess’s confidents in her abilities. Valerie did well with the Assessment stage because her listening skills was on par because she was able to come up with a better resolution for Jess and her children.

Evidence-Based Practice (EBP) is a process in which the practitioner combines well-researched interventions with clinical experience and client preferences and culture to guide and inform the delivery of treatments and services (Social Work Policy Institute). According to Encyclopedia of social work, evidence-based practice is a five-step process used to select, deliver, and evaluate individual and social interventions aimed at preventing or ameliorating client problems and social conditions. EBP is at an important turning point in social work. Regardless, the challenges of EBP to social work education, practice and research are varied and complex.

According to Danica G. Hays, the reason why counselors use assessments is in the view of an umbrella for evaluation methods in which counselors use to grasp the understanding in the characteristics in places, people, and things. Also, another reason why counselors use assessments is for appraisal and evaluation. Particularly, for the purpose to be conceptualized in terms of problem solving. In addition to assessments, there are various categories of assessments discussed in Hays “Assessment in Counseling” text. For example, personality and intelligence assessment. A personality assessment is research of traits related to cognition, attitudes, actions, and emotions which can be labeled as structured or unstructured. Lastly, intelligence assessments are evaluations measured by traditional definitions that include communication, reasoning, abstract thoughts, problem solving, and learning (Hays,

Each Social Service that is received by the individual, family or group is a service that is vital to the function of their everyday life. Each assessment was done to obtain information of what Social Services the individual, family, and group utilize to discovery the pros and cons of benefits. After obtaining results a program can be developed, to service clients better.

As a future counselor it is critical to be knowledgeable in all areas of assessment. There are three types of assessment I believe I will use in my future practice; these include continuous assessment, qualitative assessment, and behavioral assessment. Continuous assessment in counseling is key. It allows counselors to address aspects that need to be altered during the counseling process. Continuous assessment is essential to establish if treatment was successful over a period of time. Qualitative assessments are activities that blend into treatment and benefit the client, such as the incorporation of games in a counseling session. Qualitative assessments promote insight and guide clients to clarity.