Location: Online - Zoom Time: Monday’s from 5:30-8:15 Week 09: 10/19/20 Topic and Content Area: Assessments Continued Reading Assignment: N/A Assignments Due: A–02: Asynchronous Class Engagement No assignment, time to prepare for synchronous class presentation. Midterm Grades Due Tuesday 10/20/20 at 5:00 PM by the instructor Other Important Information: N/A
Social histories Teach Back Activity Genograms & Eco-maps
Social histories vary from agency to agency. The following is the general content of a social history. There are three main parts Presenting Problem Life Experiences Impressions and Recommendations
The beginning of a the social history starts generally with an introductory paragraph. Description and history of the presenting problem Introductory paragraph / sentence [Discussion] How to these introductory paragraphs generally read?
The following might be a typical introductory paragraph. Some of the information might be extraneous depending on forms, and method of practice. Esmeralda, a 32 year old Hispanic married with three children female completed this mental health evaluation at the TCCH BHS Pasco office. She was accompanied by her husband and one child. Her primary language is Spanish, and the evaluation was completed in her native language. Her insurance, Medicaid, has been verified. She was referred by Crisis Response Unit after being hospitalized at Lourdes Medical Center after an attempted suicide. She presented with symptoms related to depression and anxiety.
Presenting problem Detail major points (as laid out in initial paragraph) Generally the “why are you here today section” My method for mental health evaluations
[Discussion] For each talk about what topics are generally important Background Information abut the persons life Family of origin Birth and childhood Marriages and significant relationships Current living arrangements Education Military service
Continuation.. Employment history Medical history Legal history Social and Recreational interests Religious activities Client successes, Strengths, and resources
[Discussion] For each talk about what topics are generally important Impressions Recommendations
The following is the mental health evaluation TCCH BHS uses for their intake process. It could be considered a form of a social history. This evaluation serves a couple of purposes. One to complete an assessment, determine a plan… etc. It is also used as a mechanism to demonstrate compliance with WAC and other legal concerns. Dimension I. Client Personal Information General information Dimension II. Referral & Admitting Problem Referral and presenting problem Dimension III: Client Treatment History, Mental Health/Psychiatric/Substance Abuse History of treatment, and outcomes Substance abuse information Dimension IV: Family/Significant Other Mental Health/Psychiatric History Family history (homicide, suicide, mental health)
Dimension V: Abuse/Neglect History of… location to record report information… Dimension VI: Crisis/Risk Assessment Current, history… etc Grief / loss Dimension VII: Client Medical History Injuries, diseases, hospitalizations Medical contacts (i.e. PCP) EPSDT Medications Dimension VIII: Psychosocial Family, peer, provider supports Ed / employment history Cultural issues Sexual orientation Strengths and interests Dimension IX: Legal Issues History Contacts / requirements
Dimension X: Developmental Milestones Services Dimension XI: Environmental Need/Barriers to Treatment Various needs Current Mental Status Mini mental status examination Admitting Diagnoses Inter-agency Services Needed
[Activity] Work with a partner to go through some of the process of completing a social history with them. You can either use real life information, or in a roll play. Family of origin Birth and childhood Marriages and significant relationships Current living arrangements Education Military service Employment history Medical history Legal history Social and Recreational interests Religious activities Client successes, Strengths, and resources
A-02 Asynchronous Participation - Preparation for In-Class Teach Back This assignment is going to be a part of participation in class for week 09. There is no other assignments either this week or next to have time to prepare for it. Purpose: For students to be able to both increase knowledge around assessment and to facilitate learning for peers about what to examine in various assessments. Task: Students will work in small groups to plan a presentation to take place during class on 10/19/20. Students will prepare a short five to 10 minute presentation to talk about what social workers should be looking for in various aspects of assessments. During class 10/12/20 students will be divided up into four groups. Each group will be assigned one of the following out of the textbook: Suicide Risk Assessment (pp. 230-234) Assessing Aggression (pp. 236-237) Assessing Environmental Systems (pp. 237-241) Assessing Biophysical Functioning (pp. 218 - 224) Students are to prepare to share information and have a discussion with classmates about their selected area. Students may choose to create a presentation that can be completed during class. The goal is to help classmates know how to assess for the given topic and have a group discussion about the topic. Criterion for Success: Students will show they are prepared in class on week nine to facilitate both information about their topic and have discussion with their fellow students.
An eco-map is a useful tool that looks at system’s involvement and relationships. Generally it shows relationship quality and type between people / families and agencies other people or life events. I find them useful when somebody has a lot of services or other professionals involved They sometimes show how interactions go to a specific individual Stressful or not stressful One way to the individual or family system Both ways
A genogram is a useful tool that looks at family structure and relationships. Generally they include at least three generations They are useful when family relationships are complicated They sometimes show specific traits (i.e. alcoholism, deaths, employment… etc.) [Whole Class Activity] Work with a partner to to complete create a genogram of their family.