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

Slide 1
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.

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

title: Spring 2025 SOWK 587 Week 10 - Individual Engagement, Assessment, and Intervention Skills date: 2025-03-28 22:50:04 location: Heritage University tags:

  • Heritage University
  • MSW Program
  • SOWK 587 presentation_video: > “” 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.
Slide 2
**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.

Agenda and Learning Objectives: Plan for Week 10

Agenda

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

Learning Objectives

  • Explain the stages of school-based intervention (referral, engagement, assessment, and intervention)
  • 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.
Slide 3
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.

Midterm Feedback

11 submitted, where 13 did not.

Positive:

  • Instruction
  • Content (class, textbook, learning activities)
  • Supportiveness

Constructive:

  • Amount of work (forums, breaking up assignments) - Not sure I’m going to change. about 3-5 paragraphs a week
  • More case studies
  • More responsive grading (YES)

Other:

  • Offering first semester (would love to)
  • Exemplar assignments (What do other teachers do?)
Slide 4
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'

Referrals

[Whole Group Activity] Framing Discussion

  • 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?

[Whole Group Activity] Referral Pitch

Working groups of three or four, make a pitch for a student to be referred to social work services. It could be a real case or a fictional one.

Slide 5
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.

Clinical Case Study: CBT for depression in a Puerto Rican adolescent

[Small Group Activity] Read Case Study and Discuss

Read the case study and discuss the following with a partner:

  • What stood out to you about the way CBT was adapted?
  • What are the implications of this study for school-based mental health interventions?
  • What ethical considerations are important when designing culturally adapted interventions?

Jiménez Chafey, M. I., Bernal, G., & Rosselló, J. (2009). Clinical case study: CBT for depression in a Puerto Rican adolescent: challenges and variability in treatment response. Depress Anxiety, 26(1), 98-103. https://doi.org/10.1002/da.20457

Slide 6
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.

Use of Screening Tool & Facesheet

Referral and assessment

[Whole Group Activity] Discuss my initial use of Y-PSC

Slide 7
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.'

Examples of Facesheet Used

Multipurpose:

  • Quick access to information
  • Mini assessment
Slide 8
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.

Formalized Assessment Tools

[Whole Group Activity] Framing Discussion

  • Assessment tools used in your schools

Textbook has a long list of assessment tools:

  • The young children’s empathy measure
  • Depression rating scale
  • Behavior and emotional rating scale
  • Children’s cognitive assessment questionnaire
  • Children’s perceive self-control scale
  • Child report of posttraumatic symptoms and parent report of posttraumatic symptoms
  • Adolescent concerns evaluation
  • Behavioral self-concept scale
  • Behavior rating index for children’s (BRIC)
  • Childhood personality scale
  • Children’s cognitive assessment questionnaire
  • Eyberg behavior inventory
  • Family, friends, and self form
  • Hare self-esteem scale
  • Homework problem, checklist
  • Index of peer relations
  • Multi attitude, suicide, tendency scale
  • Concern, overweight, and dieting scale
  • Connor’s teacher rating scale
  • The young children’s empathy measure
  • Brown attention deficit disorder scales for children and adolescence
  • Pediatric adverse childhood experiences and related life events
  • CASEL SEL assessment guide
  • The RAND education assessment finder
  • Mental health screening and evaluation compendium
  • Strengths and difficulties questionnaire
  • Measuring violence related to attitudes, behaviors, and influence among youth
  • Measuring bullying, victimization, perpetration, and bystander experiences
  • Compendium of screening tools for early childhood, social-emotional development
  • Social-emotional learning assessment measures for middle school youth
  • California evidence base clearinghouse for child welfare
  • Ohio scales
  • Single system design analysis
  • DSM five online assessment measures

Consider reviewing pp. 187-191 for info

[Small Group Activity] Find and share a few assessments

Consider:

  • What might you use in your practice
  • Recognize that not all of them are easily findable

(Jarolmen & Bautista-Thomas, 2023, pp. 187-191)

Slide 9
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'

Assessment

[Whole Group Activity] Framing the Discussion

  • What type of information might you need to gather to understand the needs of a student

[Small Group Activity] 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

Slide 10
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.

Solution-Focused Therapy in the Schools

The First Session

  • Inquire into the child’s life.
  • Clarify problem behaviors (Why do you think you are here?).
  • Ask relationship questions to see how others view the problem.
  • Track exceptions to the problem.
  • Scale the problem…
  • Ask the miracle question to develop solutions.
  • Take a session break to reflect, develop compliments and formulate tasks.
  • Deliver compliments and tasks.

[Small Group Activity] Partner Role Play

With a partner, take one of the examples of students used in discussing referral/assessment and role-play the first session.