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Journal articles on the topic 'Social work assessment'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2023

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1

Berkman, Barbara J., Peter Maramaldi, Emily A. Breon, and Judith L. Howe. "Social Work Gerontological Assessment Revisited." Journal of Gerontological Social Work 40, no. 1-2 (September 24, 2003): 1–14. http://dx.doi.org/10.1300/j083v40n01_01.

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2

Manthorpe, Jill. "Risk Assessment in Social Care and Social Work." Health and Social Care in the Community 8, no. 6 (November 2000): 455–56. http://dx.doi.org/10.1046/j.1365-2524.2000.00271-3.x.

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3

Fink-Samnick, Ellen. "Social Work." Professional Case Management 24, no. 6 (2019): 320–22. http://dx.doi.org/10.1097/ncm.0000000000000397.

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4

Poulin, John, and Selina Matis. "Social Work Competencies and Multidimensional Assessment." Journal of Baccalaureate Social Work 20, no. 1 (January 1, 2015): 117–35. http://dx.doi.org/10.18084/1084-7219.20.1.117.

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The authors review the Council on Social Work Education's 2015 Educational Policy and Accreditation Standards (EPAS) related to the assessment of social work competencies. The 2015 EPAS focuses on the multidimensional assessment of holistic competencies (Drisko, 2015). This is a significant change from the assessment of practice behaviors approach of the 2008 EPAS. This article aims to clarify the intention and language related to assessment in the 2015 EPAS and to provide programs with an overview of possible ways of developing assessment plans that are in compliance with Accreditation Standard 4.0–Assessment.

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5

Bisman, Cynthia D. "Social Work Assessment: Case Theory Construction." Families in Society: The Journal of Contemporary Social Services 80, no. 3 (June 1999): 240–46. http://dx.doi.org/10.1606/1044-3894.677.

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6

Sullivan, Quintin E., and Mary Cunningham. "A Social Work Program Needs Assessment." Journal of Baccalaureate Social Work 3, no. 1 (October 1, 1997): 61–70. http://dx.doi.org/10.18084/1084-7219.3.1.61.

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Social agencies in the central region of a midwestern state were surveyed to determine the present and future need for BSW and MSW graduates. The sample included administrators of 126 agencies who currently hire social workers or who plan to in the future. The study also addressed barriers for employees seeking social work degrees, and the projected effects of future “credentializing” such as social work licensure and Medicaid reimbursement. The projected need for future BSW workers is twice that of MSW workers. Agency administrators generally predicted that all future credentializing movements would increase the future need for MSW workers. For BSW workers agency accreditation, managed care and social work licensure should increase demand while the effects of Medicaid reimbursement and third-party payments are uncertain. Barriers to the education of current employees continue to exist, and demand for employees positively relates to the proximity to current and proposed social work education programs. Features of this descriptive study which limit its generalizability include the sample utilized (local agencies either currently employing or interested in employing social workers) and lack of control for extraneous variables.

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7

O'Hagan, Kieran. "Book Review: Assessment in Social Work." Irish Journal of Sociology 9, no. 1 (May 1999): 157–59. http://dx.doi.org/10.1177/079160359900900121.

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8

Cree, Viviene E., Fina Doyle, Linda Lough, Isabelle Mercandante, Laura Peat, and Gillian Robertson. "Innovation in Social Work Students' Assessment." Social Work Education 25, no. 2 (March 2006): 189–91. http://dx.doi.org/10.1080/02615470500487739.

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9

Devine, Lauren. "Considering social work assessment of families." Journal of Social Welfare and Family Law 37, no. 1 (January 2, 2015): 70–83. http://dx.doi.org/10.1080/09649069.2015.998005.

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10

McDonald, Ann. "Assessment: the contribution of social work." Nursing and Residential Care 10, no. 1 (January 2008): 639–42. http://dx.doi.org/10.12968/nrec.2008.10.1.27959.

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11

Reese, Dona J., Mary Raymer, Stacy F. Orloff, Susan Gerbino, Rita Valade, Steve Dawson, Charlotte Butler, Michele Wise-Wright, and Ruth Huber. "The Social Work Assessment Tool (SWAT)." Journal of Social Work in End-Of-Life & Palliative Care 2, no. 2 (November 20, 2006): 65–95. http://dx.doi.org/10.1300/j457v02n02_05.

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12

Weld, Nicki. "Resuscitating health social work." Aotearoa New Zealand Social Work 21, no. 4 (January 1, 2009): 25–33. http://dx.doi.org/10.11157/anzswj-vol21iss4id256.

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This article explores a definition of contemporary health social work and presents an overview of an initial assessment process developed by the author and general health social workers in the Capital and Coast District Health Board (CCDHB). Health social work is a significant field of practice in New Zealand social work but is often not well understood. The author notes that social work documentation in clinical settings often focused on a brief social history and tasks required. The evidence of fuller social work intervention is sometimes completely missing. An approach to assessment in health settings is presented within a broader discussion of the role of health social work to demonstrate the context and thinking that informed it.

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13

Vernon, Robert, and Mary Stanley. "Assessment in Social Work Education: A Bibliography." Advances in Social Work 5, no. 1 (April 30, 2004): 126–37. http://dx.doi.org/10.18060/60.

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We have attempted to provide the reader with a basic bibliography that examines multiple dimensions of assessment. While no bibliography is ever comprehensive, these 270+ references may prove useful to the reader who wishes to further explore this literature.

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14

Szmagalski, Jerzy. "Social Work Assessment and Intervention (2nd ed.)." Child Care in Practice 19, no. 1 (December 12, 2012): 95–97. http://dx.doi.org/10.1080/13575279.2013.738071.

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15

Burgess, Hilary, Mark Baldwin, Jane Dalrymple, and Judith Thomas. "Developing self-assessment in social work education." Social Work Education 18, no. 2 (June 1999): 133–46. http://dx.doi.org/10.1080/02615479911220141.

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16

Sullivan, Elizabeth. "The assessment of social work students' attitudes." Social Work Education 18, no. 3 (September 1999): 311–21. http://dx.doi.org/10.1080/02615479911220301.

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17

Reichertz, Diane, and Harvy Frankel. "Integrating Family Assessment Into Social Work Practice." Research on Social Work Practice 3, no. 3 (July 1993): 243–57. http://dx.doi.org/10.1177/104973159300300301.

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18

Lopez, Rebecca A. "Book Review: Assessment in Social Work Practice." Families in Society: The Journal of Contemporary Social Services 75, no. 9 (November 1994): 585–88. http://dx.doi.org/10.1177/104438949407500907.

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19

Miller, Pamela J., Susan C. Hedlund, and Karen A. Murphy. "Social Work Assessment at End of Life." Social Work in Health Care 26, no. 4 (January 1998): 23–36. http://dx.doi.org/10.1300/j010v26n04_02.

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20

McNay, Marie, Jean Clarke, and Roe Lovelock. "The journey towards professionalism in social work." Journal of Practice Teaching and Learning 9, no. 3 (December 20, 2012): 72–91. http://dx.doi.org/10.1921/jpts.v9i3.403.

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Achieving clear evidence of competent professional practice for social work students is a challenge for social work educators. This issue became more critical in the UK with the onset of the DipSW outcome-based competence framework which, we argue, limited the process of learning and development for students and practice assessor assessments. This article argues that the (unintended) consequence of this approach is a less analytic process for developing practice and consequently, for many students, less well developed assessment and reflective skills. Therefore, the article attempts to explain these issues and offers an example of a process at Brunel University that we believe was significant in helping students develop much better analytical and reflective skills than had happened with the DipSW and is happening with the National Occupational Standards currently. We believe this process enables educators to be more confident about their assessment of students’ ability to practice at an appropriate standard and to make that recommendation.

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21

Boutin-Foster, C., S. Euster, Y. Rolon, A. Motal, R. BeLue, R. Kline, and M. E. Charlson. "Social Work Admission Assessment Tool for Identifying Patients in Need of Comprehensive Social Work Evaluation." Health & Social Work 30, no. 2 (May 1, 2005): 117–25. http://dx.doi.org/10.1093/hsw/30.2.117.

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22

Dean, Ruth G., and Nancy Levitan Poorvu. "Assessment and Formulation: A Contemporary Social Work Perspective." Families in Society: The Journal of Contemporary Social Services 89, no. 4 (October 2008): 596–604. http://dx.doi.org/10.1606/1044-3894.3822.

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Assessment and formulation, the gathering of information about a client, and the conceptualization of the client or situation are the essential elements that mark a thoughtful approach to client care. This process has been shaped over time by changes in orientations to knowledge, new theories, new practices, and political and institutional pressures. Currently, there is an intense debate concerning the nature of social work practice, especially the assessment and formulation process. In this context, we review traditional approaches to formulation in light of contemporary understandings and trends. We present a model for formulation that highlights multiple ways of knowing and includes ecological, cross-cultural, psychodynamic, systemic, biological, and spiritual components. Social justice is the value that is foundational to the process.

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23

Ginther, Shawn Damon, and Mary Schroeder. "Solving Social Work Assessment Issues: A Program Evaluation." Journal of Baccalaureate Social Work 9, no. 2 (March 1, 2004): 136–58. http://dx.doi.org/10.18084/1084-7219.9.2.136.

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Social work programs accredited by the Council on Social Work Education (CSWE) conduct ongoing program assessment to routinely assess student outcomes relative to educational activities. To assist faculty in this effort, this article presents one undergraduate program's holistic social work program evaluation model (SWPEM). The arrangement of each of the SWPEM's eight evaluative elements is reviewed, and its administration procedures are outlined. Arguments for and barriers to program evaluation using the SWPEM are reviewed, and this faculty's experiences with the SWPEM model are discussed.

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24

Meyer, Carol H. "Social Work Assessment: Is There an Empirical Base?" Research on Social Work Practice 2, no. 3 (July 1992): 297–305. http://dx.doi.org/10.1177/104973159200200305.

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25

Specht, Harry, and Riva Specht. "Social Work Assessment: Route to Clienthood—Part I." Social Casework 67, no. 9 (November 1986): 525–32. http://dx.doi.org/10.1177/104438948606700902.

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Applicants for social agency services should not be designated as “clients” before they have completed the psychosocial assessment process. In Part I of a two-part article, the authors discuss three of four decision points that occur during assessment. The authors offer alternative terms for the stages of the process.

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26

Specht, Harry, and Riva Specht. "Social Work Assessment: Route to Clienthood––Part II." Social Casework 67, no. 10 (December 1986): 587–93. http://dx.doi.org/10.1177/104438948606701002.

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Applicants for social service agencies should not be designated as “clients” before they have completed the psychosocial assessment process. In Part II of this two-part article, the final decision point in this process––negotiation of a contract––is described and the analytic utility of the model is discussed.

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27

Woodcock, J. "The Social Work Assessment of Parenting: An Exploration." British Journal of Social Work 33, no. 1 (January 1, 2003): 87–106. http://dx.doi.org/10.1093/bjsw/33.1.87.

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28

Sheehan, Rosemary. "Child and Family Assessment in Social Work Practice." Australian Social Work 58, no. 2 (June 2005): 223–25. http://dx.doi.org/10.1111/j.1447-0748.2005.00213.x.

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29

Plath, Debbie. "Evidence Discovery and Assessment in Social Work Practice." Australian Social Work 69, no. 3 (July 2, 2016): 382–83. http://dx.doi.org/10.1080/0312407x.2015.1134295.

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30

Mailick, Mildred D. "Re‐assessing assessment in clinical social work practice." Smith College Studies in Social Work 62, no. 1 (November 1991): 3–19. http://dx.doi.org/10.1080/00377319109516696.

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31

Clifford, Derek. "Towards an anti-oppressive social work assessment method." Practice 6, no. 3 (July 1992): 226–38. http://dx.doi.org/10.1080/09503159208411593.

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32

Rodenhiser, Roy W., and Victoria Buchan. "Outcomes assessment: Collaboration between schools of social work." Assessment Update 8, no. 1 (January 1996): 9–15. http://dx.doi.org/10.1002/au.3650080109.

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33

Rodenhiser, Roy W., Victoria V. Buchan, Grafton H. Hull, Marshall Smith, Cathy Pike, and John Rogers. "Assessment of Social Work Program Outcomes: The Baccalaureate Educational Assessment Project." Journal of Baccalaureate Social Work 13, no. 1 (September 1, 2007): 100–114. http://dx.doi.org/10.18084/1084-7219.13.1.100.

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This article describes the use of the Baccalaureate Educational Assessment Project (BEAP) to assist programs and faculty in meeting the challenging tasks of assessing program outcomes. The BEAP is a package of evaluation instruments that help social work programs assess student outcomes, as required by Council on Social Work Education accreditation standards. The article discusses the evolution of the BEAP model and considers its relevance in helping social work programs assess student outcomes. An overview of some of the data available to programs is provided along with a description of how these may be used for program assessment. The article concludes by describing how programs can become involved in using the BEAP and discussing future considerations.

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34

Forsell, Johan, Karin Forslund Frykedal, and Eva Hammar Chiriac. "Group Work Assessment: Assessing Social Skills at Group Level." Small Group Research 51, no. 1 (October 9, 2019): 87–124. http://dx.doi.org/10.1177/1046496419878269.

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Group work assessment is often described by teachers as complex and challenging, with individual assessment and fair assessment emerging as dilemmas. The aim of this literature review is to explore and systematize research about group work assessment in educational settings. This is an integrated research area consisting of research combining group work and classroom assessment. A database search was conducted, inspired by the guidelines of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The analysis and categorization evolved into a typology consisting of five themes: (a) purpose of group work assessment, (b) what is assessed in group work, (c) methods for group work assessment, (d) effects and consequences of group work assessment, and (e) quality in group work assessment. The findings reveal that research in the field of group work assessment notably focuses on social skills and group processes. Peer assessment plays a prominent role and teachers as assessors are surprising absences in the reviewed research.

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35

Toros, Karmen. "Social work graduate students’ understanding of strength-eliciting questions in the context of social work assessment." European Journal of Social Work 22, no. 3 (August 11, 2017): 412–22. http://dx.doi.org/10.1080/13691457.2017.1364703.

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36

Crisp, Beth R., Pam Green Lister, and Kathryn Dutton. "Not Just Social Work Academics: The Involvement of Others in the Assessment of Social Work Students." Social Work Education 25, no. 7 (October 2006): 723–34. http://dx.doi.org/10.1080/02615470600905952.

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37

Ramon, Shulamit. "The Learning, Teaching and Assessment of Partnership Work in Social Work Education." Journal of Interprofessional Care 22, no. 1 (January 2008): 125–26. http://dx.doi.org/10.1080/13561820701802980.

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38

Joo, Min-Ho. "Students' group work contribution: Influence of work preference, gender, and individual assessment." Social Behavior and Personality: an international journal 45, no. 1 (February 7, 2017): 19–28. http://dx.doi.org/10.2224/sbp.5385.

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I explored the factors related to individuals' contribution to group work, using 649 undergraduate students as participants. The focal variables were the individual characteristics of gender, age, academic year, and group work preference, and the group work conditions of duration of group work, group size, and the existence or lack of individual assessment methods. Results of a self-report survey indicated that both the students' gender and their group work preference were significant factors in determining their contribution. Comparisons of group work contribution with the group work conditions showed that the existence of an individual assessment method was the only factor to influence group work contribution. Practical implications for organizing group work are discussed on the basis of these findings.

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39

Hudson, Walter W., and Steven L. McMurtry. "Comprehensive Assessment in Social Work Practice: The Multi-Problem Screening Inventory." Research on Social Work Practice 7, no. 1 (January 1997): 79–98. http://dx.doi.org/10.1177/104973159700700105.

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Findings are reported from an initial evaluation of a new multidimensional assessment tool, the Multi-Problem Screening Inventory (MPSI). The inventory gathers information on 27 different areas of personal and social functioning and is designed for use by human service practitioners in a variety of settings. Basic guidelines for using the instrument are detailed, with emphasis given to the preparation and interpretation of graphic profiles for rapid but comprehensive client assessments. Reliabilities and validities obtained for each of the subscales are then reviewed, along with suggestions for further development and use of the MPSI in clinical trials and research applications.

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40

Graybeal, Clay. "Strengths-Based Social Work Assessment: Transforming the Dominant Paradigm." Families in Society: The Journal of Contemporary Social Services 82, no. 3 (June 2001): 233–42. http://dx.doi.org/10.1606/1044-3894.236.

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41

Dobrina, Olga Aleksandrovna, and Tatiana Viktorovna Basova. "Diagnostic school in social work: assessment of humanistic potential." Interactive science, no. 11 (January 30, 2017): 102–3. http://dx.doi.org/10.21661/r-116841.

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42

Rodwell, Mary K. "Naturalistic Inquiry: An Alternative Model for Social Work Assessment." Social Service Review 61, no. 2 (June 1987): 231–46. http://dx.doi.org/10.1086/644437.

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43

Wilson, Hilary. "Social Work Assessment: What Are We Meant To Assess?" Ethics and Social Welfare 14, no. 1 (November 14, 2019): 84–88. http://dx.doi.org/10.1080/17496535.2019.1686046.

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44

Phd, Fran Waugh. "Initial assessment: A key stage in social work intervention." Australian Social Work 53, no. 1 (March 2000): 57–63. http://dx.doi.org/10.1080/03124070008415558.

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45

Matthew, Veronica. "College based assessment of competency in social work law." Social Work Education 12, sup1 (January 1993): 47–54. http://dx.doi.org/10.1080/02615479311220311.

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46

Abolt, Tisha, and Bruce A. Thyer. "Social Work Assessment of Children with Oppositional Defiant Disorder." Social Work in Mental Health 1, no. 1 (January 1, 2002): 73–84. http://dx.doi.org/10.1300/j200v01n01_06.

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47

Bernhardt, Barbara, and Julia B. Rauch. "Genetic Family Histories: An Aid to Social Work Assessment." Families in Society: The Journal of Contemporary Social Services 74, no. 4 (April 1993): 195–206. http://dx.doi.org/10.1177/104438949307400401.

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The focus, depth, and use of genetic family histories vary depending on the agency purpose and the client's presenting problem. Failure to obtain genetic family histories can result in inaccurate assessment and incomplete or misdirected services. In the worst-case scenario, failure to obtain such information and to advise clients of available genetic services are potential grounds for malpractice and wrongful-adoption suits. The authors discuss approaches to obtaining and recording genetic family histories and present criteria for referral to genetic services. The authors recommend that agency administrators consider consulting with a genetic professional to determine the appropriate focus of genetic family histories within the agency, design a protocol, and arrange in-service training in use of the protocol.

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48

Kadushin, Goldie. "Book Review: Assessment: A Sourcebook for Social Work Practice." Families in Society: The Journal of Contemporary Social Services 76, no. 1 (January 1995): 62–63. http://dx.doi.org/10.1177/104438949507600111.

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49

Mantle, G., I. Williams, J. Leslie, S. Parsons, and R. Shaffer. "Beyond Assessment: Social Work Intervention in Family Court Enquiries." British Journal of Social Work 38, no. 3 (October 11, 2006): 431–43. http://dx.doi.org/10.1093/bjsw/bcl346.

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50

Cowburn, Malcolm, Peter Nelson, and Janet Williams. "Assessment of social work students: Standpoint and strong objectivity." Social Work Education 19, no. 6 (December 2000): 627–37. http://dx.doi.org/10.1080/02615470020002344.

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