Learning Objectives
By the end of this chapter, you should be able to examine and comprehend
- the process of assessment using a problem-focused approach, a strengths approach, and a balanced approach incorporating a social justice lens when working with diverse populations;
- the components of a bio-psycho-social-spiritual assessment;
- a wide range of screening and assessment tools;
- the special screening elements used in suicide risk assessments and trauma informed assessments; and
- how the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) diagnostic criteria and the International Statistical Classification of Diseases and Related Health Problems (ICD-10) coding system are used during the assessment process.
The Council on Social Work Education Educational Policy and Accreditation Standards (CSWE-EPAS) Competencies that are highlighted in more depth in this chapter include the following:
2.1.3 Apply critical thinking to inform and communicate professional judgments.
2.1.4 Engage diversity and difference in practice.
2.1.5 Advance human rights and social and economic justice.
2.1.6 Engage in research-informed practice and practice-informed research.
2.1.7 Apply knowledge of human behavior and the social environment.
2.1.9 Respond to contexts that shape practice.
2.1.0 (a–d) Engage, assess, intervene, and evaluate with individuals, families, groups,
organizations, and communities.
2.1.4 Engage diversity and difference in practice.
2.1.5 Advance human rights and social and economic justice.
2.1.6 Engage in research-informed practice and practice-informed research.
2.1.7 Apply knowledge of human behavior and the social environment.
2.1.9 Respond to contexts that shape practice.
2.1.0 (a–d) Engage, assess, intervene, and evaluate with individuals, families, groups,
organizations, and communities.