Assessment and Intervention Planning Flashcards
Indicators of Client’s/Client System’s Strengths and Challenges
1) Cognitive and Appraisal Skills
2) Defense/Coping Mechanisms
3) Temperamental/Dispositional Factors
4) Interpersonal Skills & Supports
5) Other factors
Crisis Plan
1) Plan and assess history/danger
2) Engage and contact
3) Identify problems and causes
4) Explore feelings
5) Hypothesize alternatives and coping
6) Restore functioning
7) Plan follow-up
Research Process
The research process will:
1) Identify the research problem justify
2) Review literature
3) Hypotheses
4) Describe the data needed
5) Describe the methods of analysis
Quasi-Experimental
uses intervention and comparison groups, but assignment to the groups is nonrandom.
Pre-Experimental
studies contain intervention groups only and lack comparison/control groups, making them the weakest.
Single-Subject Research
Aims to determine whether an intervention has the intended impact on a client, or on many clients who form a group
pre- and post-test or single-case study
(AB) in which there is a comparison of behavior before treatment (baseline; denoted by an “A”) and behavior after the start of treatment (intervention; denoted by a “B”). The reversal or multiple baseline (ABA or ABAB) is also commonly used.
Internal Validity
addresses the extent to which causal inferences can be made about the intervention and the targeted behavior.
External Validity
addresses how generalizable those inferences are to the general population.
Interrater or Interobserver Reliability
Assesses the degree to which different raters/observers give consistent estimates of the same phenomenon.
Test-Retest Reliability
Assesses the consistency of a measure from one time to another.
Parallel Forms Reliability
Assesses the consistency of the results of two tests constructed in the same way from the same content domain.
Internal Consistency Reliability
Assesses the consistency of results across items within a test.
Validity
the degree to which what is being measured actually is what is claimed to be measured.
Criterion-Related Validity (including predictive, concurrent, convergent, and discriminant validities)
Examines whether constructs perform as anticipated in relation to other theoretical constructs.
Predictive Validity
assesses whether constructs predict what they should theoretically be able to predict.
Concurrent Validity
assesses whether constructs distinguish between groups that should be able to be distinguished.
Convergent Validity
assesses the degree to which constructs are similar to (converge on) other constructs to which they should be similar.
Discriminant Validity
assesses the degree to which constructs are different from (diverge away from) other constructs to which they should be dissimilar
Methods to Involve Clients/Client Systems in Intervention Planning
1) Engage
2) Assess
3) Plan
4) Intervene
5) Evaluate
6) Terminate
The Planning Process
1) Define the problem
2) Examine the causes and how it relates
3) Generate possible solutions
4) Identify opportunities and barriers for implementation
5) Rate the opportunities and barriers
6) Prioritize solutions based on ratings
7) Develop SMART objectives
8) Create strategies and activities related to the objectives
Engagement
Actively determining with the client why treatment was sought
Assessment
Client is the source of providing essential information upon which to define the problem and solutions, as well as collateral data
Planning
A client and social worker must develop a common understanding of the client’s preferred lifestyle
Intervention
A client must be actively involved in mobilizing their support network to realize continued progress and sustainable change
Evaluation
Subjective reports of a client with objective indicators of progress should be used to measure goals and objectives have been met or if new ones are needed
Termination
A client should reflect on what has been achieved and anticipate what supports are in place if problems rise again.
