Cowger, C. D. (1994). Assessing client strengths: Clinical assessment for client empowerment. Social Work, 39(3), 262–268. Note: Retrieved from Walden Library databases.
Congress, E. (2013). Assessment of adults. In M. Holosko, C. Dulmus, & K. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 125–145). Hoboken, NJ: Wiley.
Hawkins, R. L., & Kim, E. J. (2012). The socio-economic empowerment assessment: Addressing poverty and economic distress in clients. Clinical Social Work Journal, 40(2), 194–202. Note: Retrieved from Walden Library databases.
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. The Cortez Family (pp. 23–25)
A comprehensive understanding of a client’s presenting problems depends on the use of multiple types of assessment models. Each model gathers different information based on theoretical perspective and intent. An assessment that focuses on one area alone not only misses vital information that may be helpful in planning an intervention, but may encourage a biased evaluation that could potentially lead you to an inappropriate intervention. When gathering and reviewing a client’s history, sometimes it is easier to focus on the problems and not the positive attributes of the client. In social work, the use of a strengths perspective requires that a client’s strengths, assets, and resources must be identified and utilized. Further, using an empowerment approach in conjunction with a strengths perspective guides the practitioner to work with the client to identify shared goals. You will be asked to consider these approaches and critically analyze the multidisciplinary team’s response to the program case study of Paula Cortez.
For this Assignment, review the program case study of the Cortez family.
In a 2- to 4-page paper, complete a comprehensive assessment of Paula Cortez, utilizing two of the assessment models provided in Chapter 5 of the course text. (i.e., Psychosocial Diagnostic Assessment, Problem Solving Assessment, Cognitive-Behavior Assessment, Life-Model Assessment, Solution-Focused Assessment, Strengths-Perspective Assessment, etc.)
- Using the Cowger article, identify at least two areas of strengths in Paula’s case.
- Analyze the perspectives of two members of the multidisciplinary team, particularly relative to Paula’s pregnancy.
- Explain which model the social workers appear to be using to make their assessment.
- Describe the potential for bias when choosing an assessment model and completing an evaluation.
- Suggest strategies you, as Paula’s social worker, might try to avoid these biases.
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