Contact Phase: Interviewing and Assessment Flashcards
Assessment of strengths:
1. Give “?” to client understanding of the “?”
preeminence,
facts
Assessment of strengths:
2. “ Discover “?”
what client wants
Assessment of strengths:
3. Assess “?” and “/”strengths on “?” levels
personal and environment,
multiple
Basic components of multidimensional assessment: 1. Identification of "?" 2. Interaction with "?" 3. "?" needs versus wants 4. "?"stresses 5. Severity of problem
problem, others, developmental life transition, severity
Basic components of multidimensional assessment:
- ”?” client ascribes to problem
- “?3” of problem
- Other issues affecting client “?”
- ”?” ability
- “?3”class factors
- External “?” needed
meaning, sources, frequency, and duration functioning, coping, Cultural, societal & social, resources
Sources of information:
- Background sheets or other “?”forms
- ”?” with clients
- Direct observation of “?”
- Direct observation of “?”
- ”?”information from relatives, friends, physicians, teachers, employers, and other professionals
- Tests or assessment instruments
- Personal experiences of the practitioner
intake, Interviews, nonverbal behavior, interaction with others (family/group), Collateral
Source of information: Clients reenact an event
during a session.
Enactment
Source of information:
“?” produces a rich and quantifiable
body of data and empowers the client by turning him
or her into a collaborator in the assessment process.
Client’s self-monitoring
A major advantage of self-monitoring is that the
process itself requires the monitor to focus attention
on “?”.
patterns
Questions to answer in problem assessment:
1. What are the clients’ concerns & problems as they “?” them?
2. Are any current or impending “?” relevant to the situation?
3. Do any serious “?” or “?” issues need attention?
4. What are specific “?” of the problem? How is it mani-
festing itself?
- perceive,
- legal mandates,
- health or safety issues,
- indications,
Questions to answer in problem assessment:
5. What “?” and ‘?” are involved in the problem(s)?
6. How do the “?” and/or “?” interact to produce and
maintain the problem(s)?
7. What “?” needs and/or wants are involved?
8. What developmental stage or “?” is entailed in the problem(s)?

- persons & systems
- participants, systems
- unmet
- life transition
Questions to answer in problem assessment:
- How “?” is the problem, & how does it “?” the participants?
- What “?” do clients ascribe to the problem(s)?
- ”?” and “?” do the problematic behaviors occur?
- What is the “?” of the problematic behaviors?
- severe, affect
- meaning
- Where & when
- frequency
Questions to answer in problem assessment:
14. What is the “?” and 15. “?” of the problem(s)?
16. Have other issues (e.g., alcohol or substance abuse, physical or sexual abuse) affected the functioning of the client or family
members?
17. What are the clients’ “?” to the problem(s)?
- duration,
- consequences
- emotional reactions
Questions to answer in problem assessment:
18. How have the clients attempted to cope with the problem, and what are the “?” to resolve the problem?
19. What are the clients’“3?” ?
20. How do ethnocultural, societal, and social
“?” factors bear on the problem(s)?
21. What “?” exist or need to be created for the clients?
22. What are “?” needed by clients?
- required skills
- skills, strengths, and resources
- class
- support systems
- external resources
Intrapersonal assessment: 4 functioning area to assess.
- Biophysical/developmental functioning
- Substance use
- Cognitive & perceptual functioning
- Emotional functioning
Intrapersonal assessment: Biophysical Functioning: 3 areas to assess.
physical characteristics,
appearance,
physical health,
Intrapersonal assessment:
Cognitive & Perceptual functioning: 6 areas to assess.
- Intellectual Functioning
- Reality testing
- Coherence
- Cognitive flexibility
- Values/Beliefs
- Self-concept
Intrapersonal assessment:
Emotional functioning: 3 areas to assess.
- Emotional control
- Range of emotions
- Appropriateness of affect
In assessing behavior, it is helpful to think of problems as consisting of “?” or “?”.
excesses or deficiencies
The most
consistently predictive of violent behavior is “?” or “?”.
past violent behavior,
criminal behavior.
Additional risk factors of violent behavior: “?” of first criminal offense, “?” abuse, gender and “?”.
early age,
substance,
psychopathy
Social workers concerned about the risk of aggression should assess for the following: 1. Personal "?" 2. "?" relationships and "?" supports. 3. "?" factors 4. "?" conditions 5. History of "?" 6. Current "?" and Plans of "?" 7. Current "?" and situation
- history
- Interpersonal, Social
- Psychological
- Physical
- violence
- threats, violence
- crisis
Assessing motivation:
Clients who
do not believe that they can influence their environments may demonstrate a kind of “?”.
learned helplessness,
Assessment of Environmental systems:
focuses on the “?” between the
two or the goodness of “?” between the person and his or
her environment.
transactions, fit
The concepts of “? 3” provide a useful framework for examining transactions with other facets
of the environment and targeting the nature of strengths
and barriers in those transactions.
affordability, availability, and accessibility
The adequacy of the environment depends on the client’s life “?”, physical and mental “?”, interests, “?” and other resources.
stage, health,
aspirations,
Basic environmental needs:
1. A “?” environment that is adequate, is stable,
and fosters health and safety
2. Adequate support systems
3. Affiliation with a meaningful and responsive “?”
community
4. Access to timely, appropriate, affordable “?”
- physical
- social
- faith
- health care
- Access to safe, reliable, affordable “? and ?” services
- Access to “?” facilities
- ”?” to work, socialize, utilize resources, and exercise rights as a citizen
- Adequate housing that provides ample “?”,
sanitation, privacy, and safety from “? and ?”
- child and elder care
- recreational
7 Transportation - space, hazards and pollution
- Responsive “? and ?”protection and a reasonable degree of “?”
- Safe and healthful “?”conditions
- Sufficient”?” resources to purchase essential resources
- Adequate intake
- police and fire, security
- work
- financial
- nutritional
- Predictable “?” with caring others (especially for children)
- Opportunities for “? and ?”
- Access to “?” assistance
- ”?” opportunities
- living arrangements
- education and self-fulfillment
- legal
- Employment
Spirituality involves three relevant areas:
cognitive, affective, behavioral
Spiritual beliefs may affect the client’s response to “?”, the “?” methods employed, the sources of support available
(e.g., the faith community may form a helpful social
network), and the array of appropriate “?”
available.
adversity, coping, interventions
When clients have experienced
disaster or unimaginable traumas, the exploration of “?”, “? and ?”, shame and guilt, and “?” can be a central part of the change process.
suffering, good and evil, forgiveness
Suicide Risk: 1. Feelings of "?2?" 2. Previous "?" 3. Concrete behavior & ? 4 Family history of ? 5. "?" about suicide 6. Lack of support 7. Feelings of 8. Beliefs that "?" 9. Advanced 10. Substance abuse
1, despair & hopelessness
- suicide attempts
- lethal plan (where, when, & how)
- suicide
- Perseveration
- worthlessness
- others would be better off
- age
Behavior manifestations of suicide risk in children and adolescents:
- Deterioration in personal “?”
- Decline in “?”
- Marked increase in sadness, moodiness, and “?”
- Loss of “?”
- Talk of “?”
- Withdrawal from “?”
- Giving away “?”
- Sudden departures from “?”
- habits
- school achievement
- sudden tearfulness
- appetite
- death or dying
- friends & family
- possessions
- past behaviors
