A presentation slide titled 'Assessments' features a description: 'gathering information and formulating it into a coherent picture of the client and his or her circumstances.' Author: Jacob Campbell, Ph.D. LICSW, Heritage University, Fall 2025 SOWK 486w.
Presentation slide displaying two sections: 1. **Agenda**: - Topics: Diagnostic Assessments, Assessing for client needs, Screening Tools, Teach Back Activities.2. **Learning Objectives**: - Identify ethical considerations for diagnostic tools. - Apply strengths-based frameworks. - Evaluate screening tools’ relevance. Footer text: 'Jacob Campbell, Ph.D. LICSW, Heritage University, Fall 2025 SOWK 486w.'
A circular progress chart displays feedback completion status. Two segments are completed, sixteen remain. Header reads 'Mid-Term Feedback,' urging submission. Footer includes presenter details and course information.
Title text reads 'The Multidimensionality of Assessment.' The slide features a three-tiered list: 'Complex Interplay,' 'Complex Social Institutions,' 'Person's Functioning.' On the right, an image of an intricate, sprawling labyrinth under a dark sky. Jacob Campbell, Ph.D. LICSW Heritage University Fall 2025 SOWK 486w (Hepworth et al., 2017)
Slide displaying three assessment questions for social work: addressing client goals, legal mandates, and health/safety concerns. Context: Heritage University, Fall 2025 SOWK 486w, Jacob Campbell, Ph.D. LICSWA.
Slide presents 'Ethical Considerations Regarding Clinical Work.' Mentions: 'Who gives diagnoses?' and 'Students roles in understanding clinical practice.' Shows 'DSM-5-TR' cover. Instructor: Jacob Campbell, Ph.D., LICSW. Heritage University. Course: Fall 2025 SOWK 486w.
DSM-5-TR book cover displayed on the left; presentation text on the right lists 'Using the DSM: The Major Reasons,' including common language, billing, and research.
The image displays a presentation slide titled 'Problems With the DSM,' listing issues: not strengths-based, possible loss of personal freedom, lifelong labeling, variance of diagnoses among professionals. Context: A university lecture.
Slide with text lists DSM sections and diagnostic criteria, including features, prevalence, risk factors, and comorbidity. Additional notes cite Jacob Campbell, Ph.D. LICSW, Heritage University, Fall 2025 SOWK 486w, and the American Psychiatric Association (2022).
Slide features three black text boxes stating objectives: 'Give pre-eminence to the client’s understanding of the facts,' 'Discover what the client wants,' 'Assess personal and environmental strengths on multiple levels.' The title is 'Emphasizing Strengths in Assessments.' Context includes attributions and university course details at the bottom.
Diagram illustrating a 'Framework for Strengths in Assessment' with a four-quadrant model. Top: 'Strengths or Resources,' Bottom: 'Deficit, Obstacle, or Challenges,' Left: 'Individual or Personal Factors,' Right: 'Environmental Factors (family, community).'
People stand in a line holding a basketball under a bridge. Overlay text asks, 'How many passes does the team in white make?' Additional text includes: 'How Observant Are You?' with a video link and credited to Jacob Campbell, Ph.D., LICSW, Heritage University, Fall 2025 SOWK 486w.
Title: “Conditions Surrounding Troubling Behaviors.” Seven labeled ovals (Social, Physiological, Consequences, Reinforcement, When, Where, Duration) surround a central black oval titled 'Troubling Behavior.” Footer: 'Jacob Campbell, Ph.D. LICSW, Heritage University, Fall 2025 SOWK 486w.”
**Object**: Slide with text.**Action**: Lists sources of information.**Context**: From a social work assessment presentation.**Text**: - **Sources of Information in Assessments** - **Information provided by the client**: Background sheets, interviews, self-monitoring. - **Social workers personal experiences with the client**: Observations, interactions, experiences. - **Collateral information, Tests or assessment instruments**.- **Questions**: Advantages and limitations of information sources, typical sources in field settings, useful sources.- **Details**: Jacob Campbell, Ph.D. LICSW, Heritage University, Fall 2025 SOWK 486w.
Title text poses the question 'Where Would You Get Information', focusing on assessing various populations. Silhouettes depict a child acting out, a middle-aged man with job losses, a 17-year-old seeking custody, and an elderly woman with competence in question. Additional text: 'Jacob Campbell, Ph.D. LICSW', 'Heritage University', 'Fall 2025 SOWK 486w'.
Text 'How do we manage stress?' on left. Illustration of a sweating, concerned face on right with 'STRESS' in bold white letters. Includes a BBC video link. Context: presentation slide.
A presentation slide titled 'Perceived Stress Scale' featuring a survey with ten questions about stress experiences, offering response options from 0 (never) to 4 (very often). It credits Jacob Campbell, Ph.D., LICSW, from Heritage University, Fall 2025 SOWK 486w.
**Object**: Scoring instructions and details for the Perceived Stress Scale (PSS).**Action**: Provides steps for reversing scores and calculating totals.**Context**: Includes stress score ranges (low, moderate, high) and emphasizes the importance of perception. Contains purple text box explaining significance. Presented by Jacob Campbell, Ph.D., LCSW at Heritage University for Fall 2025 SOWK 486w.### Text:1. Reverse your scores for questions 4, 5, 7, and 8. On these 4 questions, change the scores like this: 0 = 4, 1 = 3, 2 = 2, 3 = 1, 4 = 0. 2. Add up your scores for each item to get a total.- Scores from 0-13: low stress.- Scores from 14-26: moderate stress.- Scores from 27-40: high perceived stress.“The Perceived Stress Scale is interesting and important because your perception of what is happening in your life is most important... total score could put one of those individuals in the low stress category and the total score could put the second person in the high stress category.”
**Object:** Slide**Action:** Displays PHQ-9 questionnaire information**Context:** Presentation slide with citation and form image. Text includes 'PHQ-9 Patient Depression Questionnaire' and citation to Kroenke et al. (2001) study from Journal of General Internal Medicine. Additional details about course and author are: Jacob Campbell, Ph.D. LICSW, Heritage University, Fall 2025 SOWK 486w.
A slide titled 'GAD-7 Assessing Generalized Anxiety Disorder' features a table with a seven-item questionnaire for assessing anxiety. Authors and reference details are also noted. Text includes:- Spitzer, R. L., Kroenke, K., Williams, J. B. W., & Löwe, B. (2006). A brief measure for assessing generalized anxiety disorder: The GAD-7. *Archives of Internal Medicine, 166*(10), 1092-1097. https://doi.org/10.1001/archinte.166.10.1092- Heritage University, Fall 2025 SOWK 486w- Jacob Campbell, Ph.D. LICSW
The slide features a title 'GAIN-SS,' with text describing a study on a diagnostic tool for disorders, alongside a detailed form. Includes authors, publication details, and a DOI link.
Logo featuring a red cross inside a circle, labeled 'PMHNP Psychiatric Mental Health Nurse Practitioner.' Below, a blue box reads 'Examples of Screener Forms.' Footer: Jacob Campbell, Ph.D. LICSW, Heritage University, Fall 2025 SOWK 486w.
Object: Slide titled 'In Class Teach Back Activity.' Action: Lists assessment topics for student presentations. Context: Accompanied by symbols for group discussion, demonstration, and next week's info; includes book reference and course details.Text: - 'Students are to develop a 5-10 minute short presentation teaching your peers about assessing the chosen area.'- Topics include biophysical, cognitive/perceptual, affective, behavioral, and environmental system functioning.- References: (Hepworth et al., 2023), Jacob Campbell, Ph.D. LICSW, Heritage University, Fall 2025 SOWK 486w.