It is essential to obtain a strong knowledge base on the relevant assessment tools used specifically with children. Assessment tools historically have been created and tested primarily on adults, more specifically Caucasian adult male subjects. Children, similar to people with disabilities or those from various ethnic backgrounds, are often ignored in research protocols. In turn, the assessment tools used with them tend to be mere replicas of those created and tested for adults. It has become clear in the social work profession as well as other disciplines that we have not paid close enough attention to the unique needs and experiences of children. It is imperative to recognize the importance of using evidence-based assessment tools that are tailored specifically for children. Children quickly develop emotionally, physically, and psychologically, and the assessment tools used with this population must be sensitive to their developmental process. Further, a child’s physical, emotional, personality, and psychological development is strongly impacted by his or her environment. Taking an ecological perspective, understanding a child’s experience within his or her home and surrounding environment, will help to identify the level of support and safety. This knowledge will help guide one’s treatment plan and intervention.
Learning Objectives
Students will: Not a assignment
· Analyze assessment tools for children
· Analyze the importance of using multiple tools for assessment
· Analyze the ecological perspective of assessment
· Analyze the importance of cultural competence in clinical practice
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
Centers for Disease Control and Prevention. (2013). Adverse Childhood Experiences (ACE) Study. Retrieved from http://www.cdc.gov/ace
Woolley, M. E. (2013). Assessment of children. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 1–39). Hoboken, NJ: Wiley.
McCormick, K. M., Stricklin, S., Nowak, T. M., & Rous, B. (2008). Using eco-mapping to understand family strengths and resources. Young Exceptional Children, 11(2), 17–28.
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].
· Working With Children and Adolescents: The Case of Claudia (pp. 15–17)
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.
Assessment Tools
Assessments are an integral part of the planned change process. During this part of the process you will accumulate, organize, and review the information you will need to begin the planning and intervention phases of treatment. Content and information are obtained from multiple sources (the child, family members, school personnel, etc.) and in various forms (interviews, records, and observation). It is essential to collect data in a comprehensive manner—understanding the presenting problem from an ecological model that seeks to gain insight into the concern on a micro, mezzo, and macro level. Focusing on a multilevel approach to a client’s concern and taking into account the environmental factors that contribute to the presenting problem distinguishes social work from other disciplines.
1. Answer A, B and C write each one with 2 paragraphs and each paragraph needs 2 citations and references to support all of your written ideas in this answer. Support your posts with specific references to this week’s resources. Be sure to provide full APA citations for your references.
A. a description of the importance of using multiple evidence-based tools (including quantitative, open ended, and ecologically focused) to assess children.
B. Explain how each complements the other in order to gain a comprehensive understanding of the young client’s concerns and situation.
C. Then, describe the use of an eco-map in assessment and explain the different systems you will account for in your assessment of a child.
Support your posts with specific references to this week’s resources. Be sure to provide full APA citations for your references.