Fall 2025 SOWK 530 Week 06 - Practice with Assessments

A presentation at Heritage University in October 2025 by Jacob Campbell and is tagged with Heritage University, MSW Program, SOWK 530

Slide with text on a blue background. Main text reads 'Practice with Assessments.' Subtext: 'Understanding Interactions with Individuals and Their Environment.' Speaker: Jacob Campbell, Ph.D. LICSW, Heritage University, Fall 2025 SOWK 530. Clipboard icon in the corner.

The slide presents 'Agenda' and 'Learning Objectives' side-by-side. Agenda topics include role-play assignments and biopsychosocial assessment areas. Objectives focus on assessment structures and social support mapping. Footer notes instructor and course details.

**Object**: Presentation slide **Action**: Describes a role-play exercise **Context**: Focused on developing interviewing skills Text includes: 'Interviewing Skills Role-Play,' 'Due Monday 10/13/25 at 08:00 AM,' and instructions for a 10 to 15-minute interview exercise with debriefing. Also mentions uploading videos to the Anthology Portfolio.

**Object**: Slide from a presentation. **Action**: Lists criteria and descriptions for 'Interviewing Skills Role-Play'. **Context**: Educational setting, detailing skills like empathy and interpersonal engagement.---**Text Transcription**:- **Title**: Interviewing Skills Role-Play- **Criteria** 1. Engages with client and applies knowledge of human behavior (HB) and person-in-environment (PIE), as well as interprofessional conceptual frameworks, to engage with clients and constituencies. - **Highly Developed**: Utilizes strategies, to include choice of language, level of assertiveness, etc., that are appropriate for the client based on HB, PIE and interprofessional conceptual frameworks. 2. Use empathy to engage - **Highly Developed**: Demonstrates empathy and understanding throughout the entire client interaction. Refrains from statements that might be perceived as judgmental. 3. Use reflection to engage - **Highly Developed**: Utilizes well-planned, open-ended questions that allow client to expand on thoughts and feelings. Reflects on the main ideas the client shares and gently directs the interview toward those themes. 4. Use interpersonal skills to engage - **Highly Developed**: Communicates basic helping skills to the client from the greeting and throughout verbally and nonverbally. Demonstrates a combination of attending skills. Has the ability to keep momentum in the conversation, and also uses silence

Eight people, some in white and some in black, stand under a concrete structure. Text asks, 'How many passes does the team in white make?' The slide title reads “How Observant Are You?” The bottom includes contact details for Jacob Campbell, Ph.D., LICSW at Heritage University and references a Fall 2025 course SOWK 530.

A slide titled 'Biopsychosocial Assessment' details key assessment areas: identifying information, presenting problem, medical and social history, mental status, and formulation. Bottom text credits Jacob Campbell, Ph.D., at Heritage University.

Three overlapping circles titled 'Presenting Problem,' 'Domains with Potential Needs,' and 'Impressions and Recommendations' illustrate a biopsychosocial evaluation. The title is 'Areas of Assessment.' Footer text includes: Jacob Campbell, Ph.D. LICSW at Heritage University, Practice with Assessments, Fall 2025 SOWK 530.

Slide outlines areas of assessment in a biopsychosocial evaluation. Central focus lists 'Presenting Problem,' 'Domains with Potential Needs,' 'Impressions and Recommendations.' Right side includes coping questions, resource usage, and personal qualities. Text references Hepworth et al., 2023.

The slide outlines 'Areas of Assessment' for a biopsychosocial evaluation. It includes categories like 'Presenting Problem,' 'Domains with Potential Needs,' and 'Impressions and Recommendations,' with questions addressing problem severity, meaning, location, timing, frequency, and duration. Authored by Jacob Campbell, Ph.D., at Heritage University.

Slide displaying a biopsychosocial evaluation process in three steps: pick scenario, plan direction for client needs, role-play scenario. Includes examples of academic stress, family conflict, relationship issues, etc.

**Object:** Presentation slide.**Action:** Lists assessment domains.**Context:** Biopsychosocial evaluation with sections for presenting problem, potential needs (psychiatric history, medical history, substance abuse, trauma, safety, risk, family), social supports, developmental history, education, strengths, and cultural aspects. Labeled areas include 'Presenting Problem,' 'Domains with Potential Needs,' and 'Impressions and Recommendations.' Footer mentions Jacob Campbell, Ph.D., fall 2025 SOWK 530, and 'Practice with Assessments.'

A slide titled 'Areas of Assessment' presents information on 'Biopsychosocial Evaluation' with sections on 'Potential Settings,' including healthcare and community settings, and 'Discussion Questions' about assessment purposes. It includes a diagram with categories: 'Presenting Problem,' 'Domains with Potential Needs,' and 'Impressions and Recommendations.' The slide is authored by Jacob Campbell, for Fall 2025 at Heritage University.

Oval shapes list presentation sections; text highlights assessment areas: 'Presenting Problem,' 'Domains with Potential Needs,' 'Impressions and Recommendations'; actions include mental status exam, DSM-5 diagnosis, summary, recommendations. Header: 'Areas of Assessment,' 'Biopsychosocial Evaluation.' Footer: Jacob Campbell, Ph.D., Heritage University, 'Practice with Assessments,' 'Fall 2025 SOWK 530.'

A slide displays the DSM-5-TR cover on the left and text on the right stating: 'Using the DSM: The Major Reasons - Common language, Billing, Research.' Footer reads: 'Jacob Campbell, Ph.D. LICSW at Heritage University, Practice with Assessments, Fall 2025 SOWK 530.'

Slide listing problems with the DSM: it's not strengths-based, may lead to loss of personal freedom, lifelong labeling, and diagnosis variance. Includes references and course details at the bottom.

The image displays a slide titled 'DSM Sections,' listing elements for each diagnosis, such as diagnostic criteria, risk factors, and comorbidity. It references the American Psychiatric Association, 2022.

Slide displays title text on a blue background: 'Conceptualizing and Assessing Social Networks and Social Support.' Queries below include: 'What is an ecomap?' Footer notes: Jacob Campbell, Ph.D., LICSW, Heritage University, Practice with Assessments, Fall 2025, SOWK 530.

A circular chart shows names in segments (Lucas, Noah, Ava, etc.), labeled 'Social Support Network Map.' Text lists categories: Household, Other family, Work/school, Clubs/organizations/church, Friends, Neighbors, Formal services.

Grid table features columns for 'Area of Life,' 'Support Types,' 'Direction of Help,' and 'Closeness,' listing categories, frequency scales, and relationship details. It's titled 'Social Network Grid.'Name options: Household, other family, work/school, etc.Support scale: Hardly ever, sometimes, almost always.Direction: Goes both ways, you to them, they to you.Closeness scale: Not very close, sort of close, very close.How often seen: Does not see, few times/month, etc.How long known: Less than 1 year, etc.Author: Jacob Campbell, Ph.D., LCSW at Heritage University. Course: Practice with Assessments, Fall 2025 SOWK 530.

Dr. Jacob Campbell

19 slides

Description

Week six is synchronous with an in-person session taking place on Saturday (10/04). Students will read chapter nine of Hepworth et al. (2023), which continues to explore assessment, examining individual and environmental factors and their impact on our clients. In the forums, students have the opportunity to reflect on the assessment process and their own biases. The agenda for the in-person session includes:

Discuss the role-play assignment
Areas evaluated in a biopsychosocial assessment
Conceptualizing and assessing social supports

The learning objectives for this week include:

Describe the structure, purpose, biopsychosocial assessments in various practice settings.
Demonstrate understanding of key domains in assessment and ability to assess a clients needs.
Use social support mapping tools to conceptualize and assess client support systems.
Reflect on the role of self-concept, implicit bias, and cultural humility in assessment practices.
Critically evaluate sample assessment tools and documentation practices.
Demonstrate understanding of various domains of client functioning and formulate targeted assessment approaches for each.