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Soc Work Assessment
| Question | Answer |
|---|---|
| Child Welfare Social Workers | evaluate safety, home environments, and overall well-being within contexts like CPS or foster care. |
| School Social Workers | assess social, emotional, and behavioral needs within educational settings, addressing issues such as bullying or family stress. |
| Clinical Social Workers | onduct mental health assessments for children experiencing trauma, anxiety, depression, or behavioral challenges in clinical settings. |
| Medical Social Workers | address the intersection of physical and mental health in settings like hospitals or pediatric clinics. |
| Juvenile Justice Social Workers | work with youth in the legal system, identifying risk factors and recommending interventions to prevent recidivism. |
| Developmental Social Workers | focus on children with developmental delays, disabilities, or neurodivergent conditions. |
| Early Intervention Social Workers | evaluate infants and toddlers for developmental concerns, linking families to vital support services. |
| Child Behavior Checklist (CBCL) | parent-report measure widely used to evaluate a broad range of behavioral and emotional issues. |
| Strengths and Difficulties Questionnaire (SDQ) | a brief screening tool that assesses both behavioral challenges and positive attributes. It can be completed by parents, teachers, and even the child in some cases. |
| Development and Well-Being Assessment (DAWBA) | a structured diagnostic tool for assessing emotional, behavioral, and developmental disorders in children and adolescents (ages 2–17). Complements screening tools like the SDQ Covers a wide range of DSM and ICD diagnoses |
| Achenbach System of Empirically Based Assessment (ASEBA) | integrated system includes the CBCL, along with the Teacher’s Report Form (TRF) and Youth Self-Report (YSR). By gathering information from multiple informants, provides a well-rounded picture of a child's functioning. (e.g., discrepancies among settings) |
| Connor's Rating Scales | Specifically designed to assess attention-deficit/hyperactivity disorder (ADHD) and related behavioral concerns, Conners' Rating Scales are available in versions for parents, teachers, and adolescents. |
| Behavior Assessment System for Children (BASC-3) | offers a comprehensive evaluation of behavioral and emotional problems. With separate forms for parents, teachers, and the child, it covers issues such as hyperactivity, aggression, anxiety, and depression. |
| DSM Cross-Cutting Symptom Measures | assess a variety of psychiatric domains including mood, anxiety, and behavioral issues. They are particularly useful for identifying co-occurring disorders |
| Kiddie Schedule for Affective Disorders and Schizophrenia (KSADS) | a structured diagnostic interview administered by trained clinicians to assess a range of psychiatric disorders, such as mood disorders, anxiety disorders, and disruptive behavior disorders |
| How standardized assessments are scored: | 1) Raw scores 2) Standard scores 3) Percentiles |
| Practitioners often use developmentally appropriate, conversational approaches to explore sensitive areas like peer relationships and social stress alongside structured instruments like the SDQ. T/F | True |
| A semi-structured _____________ can also be used alongside the SDQ, and is particularly helpful when working with youth with anxiety, depression, ________, __________, and _________. | interview; ADHD, trauma, ASD |
| In a semi-structured interview, a clinician might ask questions like: "How is your social scene?" Then: | offer a list like: a) you feel like you fit in, b) you get pushed around a lot, c) you feel a lot of pressure to do things you don't want to do, d) kids are always gossiping about you, d) you're busy, but have enough time for yourself |
| A semi-structured interview is especially helpful in surfacing peer dynamics, _______, _______ _________, and ___________ ____________, which may not emerge in formal screenings. | bullying; boundary concerns; coping capacity |
Created by:
hdemerly