Spring 2025 SOWK 587 Week 10 - Individual Engagement, Assessment, and Intervention Skills

A presentation at Heritage University in March 2025 by Jacob Campbell and is tagged with Heritage University, MSW Program, SOWK 587

A series of concentric circles appears beside text reading, 'Individual Engagement, Assessment, and Intervention Skills: Referral, Assessment, Treatment Approaches.' The slide title is 'Spring 2025 SOWK 587 Week 10,' presented by Jacob Campbell, Ph.D.

**Object**: Presentation slide **Action**: Displays agenda and learning objectives **Context**: Titled 'PLAN FOR WEEK 10,' covering referrals, information gathering, assessment, and solution-focused therapy in schools. Objectives include explaining interventions, analyzing cultural adaptations, and applying skills. **Text**: - **Agenda**: Referrals, Practical application of gathering information, Assessment, Solution-Focused Therapy in the Schools. - **Learning Objectives**: Explain stages of school-based intervention, analyze adaptations of interventions, apply skills in simulated activities. - **Footer**: Spring 2025 SOWK 587 Week 10, Jacob Campbell, Ph.D. LCSW at Heritage University.

The slide features a pie chart showing 'No Feedback' from 13 participants and 'Submitted Feedback' from 11. Text includes 'Midcourse Feedback' for SOWK 587 - O: Social Work in Schools. Positive aspects listed are instruction, content, and supportiveness. Constructive feedback includes work amount and grading responsiveness. Other points mention first semester offering and exemplar assignments. Bottom text credits Jacob Campbell, Ph.D., LCSW, at Heritage University.

Diagram with figures arranged around a 'HOT SEAT,' labeled 'Referral Pitch.' Text: 'Working groups of three or four, make a pitch for a student to be referred to social work services.'Slide title: 'Referrals'Prompts include:- 'What do your schools do for referrals for services?'- 'What do you see function well or not work?'- 'In referral meetings, what information is generally shared?'Footer: 'Spring 2025 SOWK 587 Week 10' 'Jacob Campbell, Ph.D., LICSW at Heritage University'

A sad adolescent sits on a chair, arms crossed, left side. Text: 'Clinical Case Study: CBT for depression in a Puerto Rican adolescent.' Discussion questions explore CBT adaptation and ethical implications.

A checklist form labeled 'Pediatric Symptom Checklist - Youth Report (Y-PSC)' is indicated by an arrow. Text reads, 'Use of Screening Tool & Facesheet' with a note on maintaining service systems.

Two pages show a student information form. The first page includes fields for student name, contact, and guardians, titled 'Bridges Students Face Sheet.' The second page is titled 'Behavioral Interventions.' The presentation slide mentions 'Spring 2023 SOWK 587 Week 10' and 'Jacob Campbell, Ph.D. LCSW at Heritage University.'

Slide lists formalized assessment tools, such as empathy, depression, and cognitive scales. Includes educational and behavioral evaluations. Mentions social-emotional learning and childhood stress screening. Group activity prompt included.

People icons sit around a red 'Hot Seat' sign. Text describes 'Assessment Hot Seat' activity: groups gather data by having peers answer questions. 'Assessments' section discusses information needs for student understanding. Text:- 'Assessment Hot Seat: Working groups of three or four, have the group gather assessment data by putting peers in the hot seat to answer questions'- 'Assessments: What type of information might you need to gather to understand the needs of a student?'- 'Spring 2025 SOWK 587 Week 10'- 'Jacob Campbell, Ph.D., LICSW at Heritage University'

The slide outlines 'Solution-Focused Therapy in the Schools' for the first session, detailing steps like inquiring into the child's life and scaling problems. It includes a partnering exercise for role-playing.

Dr. Jacob Campbell

10 slides

Description

A significant activity school social workers engage in is completing individual work through the process of engagement, assessment, and intervention. This week’s reading, Jarolmen and Bautista-Thomas (2023), section one of chapter nine, describes the process social workers go through in implementing change within a school setting (referral, engagement, assessment, and implementation). They describe evidence-based practices related to intervention (cognitive-behavioral therapy, evidence-based trauma treatment, motivational interviewing, and a solution-focused brief approach) and to need (autism, behavioral disorders, attention-deficit/hyperactivity disorder, anxiety). The forum prompts build on this content. During class, we will practice activities and discuss the referral, assessment, and treatment approaches.

The agenda for the in-person class includes:

Referrals
Practical application of gathering information
Assessment
Solution-Focused Therapy in the Schools

The learning objectives for the week include:

Explain the stages of school-based intervention (referral, engagement, assessment, and intervention) and describe the school social worker’s role at each stage.
Identify and evaluate evidence-based practices used in school settings to address common student needs, including cognitive-behavioral therapy (CBT), motivational interviewing (MI), trauma-informed approaches, and solution-focused brief therapy (SFBT).
Analyze culturally relevant adaptations of evidence-based interventions using case study material, with attention to feasibility and ethical considerations in school-based practice.
Apply engagement and assessment skills in simulated activities, including role-plays of referral discussions and initial solution-focused sessions with students.