Week 08 - Individual Engagement, Assessment, and Intervention Skills

Slide 1
A title slide with a concentric target graphic in blue, yellow, orange, and red on the left, and the text 'Individual Engagement, Assessment, and Intervention Skills' with subtitle 'Referral, Assessment, Treatment Approaches' on a cream background. Header reads 'Fall 2026 SOWK 587 Week 08' and 'Jacob Campbell, Ph.D. LICSW at Heritage University.'

Fall 2026 SOWK 587 Week 08 - Individual Engagement, Assessment, and Intervention Skills

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 follow when implementing change in 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. They are extra credit this week. 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
A slide titled 'Clinical Case Study: CBT for depression in a Puerto Rican adolescent' shows a sad, downcast teenage girl with long dark hair, in an orange sweater and navy jeans, sitting hunched on a wooden bench against a muted blue-gray background. Beside her is a green box reading 'Read the case study and discuss the following with a partner,' followed by three questions about CBT adaptation, school-based mental health, and culturally adapted interventions. Footer reads 'Fall 2026 SOWK 587 Week 08,' '(Jiménez Chafey et al. 2009),' and 'Competency E.' Caption: 'Graphic generated using ChatGPT.'

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

With the Simulated home visit this week, class will likely start at 10:45 or so. While you wait, the following is material you can engage in.

[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?

[Content Note] ✅ Competency E

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 3
A presentation slide with two columns on a beige background: the left column, under 'Agenda,' lists Referrals, Practical application of gathering information, Assessment, and Solution-Focused Therapy in the Schools. The right column, under 'Learning Objectives,' has three bullets, and an orange banner across the top reads 'PLAN FOR WEEK 10.' The footer reads 'Fall 2026 SOWK 587 Week 08' and 'Jacob Campbell, Ph.D. LICSW 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 4
A presentation slide titled 'Referrals' shows a row of black stick-figure people on a yellow oval, with a red 'HOT SEAT' chair sign at the left edge. Text reads '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.' Bullets ask: 'What do your schools do to refer students for services?', 'What works well, and what doesn't?', and 'In referral meetings, what information is generally shared?' Footer: 'Jacob Campbell, Ph.D. LICSW at Heritage University, Fall 2026 SOWK 587 Week 08.'

Referrals

[Whole Group Activity] Framing Discussion

  • What do your schools do to refer students for services?
  • What works well, and what doesn’t?
  • 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 printed Pediatric Symptom Checklist Youth Report (Y-PSC) form, with 35 numbered items rated Never, Sometimes, or Often, sits on a beige slide beside a large arrow pointing at it. The slide is titled 'Use of Screening Tool & Facesheet' and reads 'Having a system and form helps keep the services we provide on track and to go though the planned change process.' The footer reads 'Jacob Campbell, Ph.D. LICSW at Heritage University' and 'Fall 2026 SOWK 587 Week 08.'

Use of Screening Tool & Facesheet

Referral and assessment

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

Slide 6
Two side-by-side pages of a blank form titled 'Bridges Students Face Sheet' sit on a beige slide. Page 1 has fields for Name, DOB, Student ID, Grade Level, IEP Qualifications, Medical Concerns, Medications, Diagnosis, Other Notes, a schedule table for '2020-21 Trimester 1,' and a Guardians Information table. Page 2 holds a Collateral Information table with Name, Role, Contact, and ROI (end) columns. Each page has a 'Last Name' side tab. The footer reads 'Fall 2026 SOWK 587 Week 08' and 'Jacob Campbell, Ph.D. LICSW at Heritage University.'

Examples of Facesheet Used

Multipurpose:

  • Quick access to information
  • Mini assessment
Slide 7
A beige slide titled 'Formalized Assessment Tools' lists dozens of assessment instruments in three bulleted columns, including the Young Children's Empathy Measure, Depression Rating Scale, and Strengths and Difficulties Questionnaire. The subtitle reads Work in groups to find a few examples and discuss how you might use them. A blue '✅ Competency E' tag sits at the bottom right. The footer reads Fall 2026 SOWK 587 Week 08, cites (Jarolmen & Bautista-Thomas, 2023, pp. 187-191), and names Jacob Campbell, Ph.D. LICSW at Heritage University.

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)

[Content Note] ✅ Competency E

Slide 8
A row of black stick figures stands before a red 'HOT SEAT' chair on a mustard-yellow backdrop, suggesting peers taking turns answering questions. The slide is titled 'Assessments' under 'DYNAMIC PRACTICE.' Text reads: '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.' A bullet asks: 'What type of information might you need to gather to understand the needs of a student?' Footer: 'Fall 2026 SOWK 587 Week 08' and '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 9
A presentation slide titled 'Solution-Focused Therapy in the Schools: The First Session' lists seven steps on a blue background: inquire into the child's life, clarify problem behaviors, ask relationship questions, track exceptions, scale the problem, ask the miracle question, and take a session break before delivering compliments and tasks. An orange callout on the right asks students to pair up and role-play the first session, and the footer reads 'Fall 2026 SOWK 587 Week 08,' '(Jarolmen & Bautista-Thomas, 2023, Appendix B),' and 'Competency E.'

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.

[Content Note] ✅ Competency E