Week 3: Assessment of Children

It is essential to obtain a strong knowledge base on the relevant assessment tools used specifically with children. Assessment tools historically have been created and tested primarily on adults, more specifically Caucasian adult male subjects. Children, similar to people with disabilities or those from various ethnic backgrounds, are often ignored in research protocols. In turn, the assessment tools used with them tend to be mere replicas of those created and tested for adults. It has become clear in the social work profession as well as other disciplines that we have not paid close enough attention to the unique needs and experiences of children. It is imperative to recognize the importance of using evidence-based assessment tools that are tailored specifically for children. Children quickly develop emotionally, physically, and psychologically, and the assessment tools used with this population must be sensitive to their developmental process. Further, a child’s physical, emotional, personality, and psychological development is strongly impacted by his or her environment. Taking an ecological perspective, understanding a child’s experience within his or her home and surrounding environment, will help to identify the level of support and safety. This knowledge will help guide one’s treatment plan and intervention.

 

Learning Objectives

 

Students will:

 

· Analyze assessment tools for children

 

· Analyze the importance of using multiple tools for assessment

 

· Analyze the ecological perspective of assessment

 

· Analyze the importance of cultural competence in clinical practice

 

Learning Resources

 

Note:  To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

 

Required Readings

 

Centers for Disease Control and Prevention. (2013). Adverse Childhood Experiences (ACE) Study. Retrieved from http://www.cdc.gov/ace

 

Woolley, M. E. (2013). Assessment of children. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 1–39). Hoboken, NJ: Wiley.

 

McCormick, K. M., Stricklin, S., Nowak, T. M., & Rous, B. (2008). Using eco-mapping to understand family strengths and resources. Young Exceptional Children, 11(2), 17–28.

 

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

 

 

· Working With Children and Adolescents: The Case of Claudia (pp. 15–17)

 

 

 

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

 

Optional Resources

 

Use this link to access the MSW home page, which provides resources for your social work program.

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