Key points in Social Work

Assessment

Rosetta G. Palma

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 Social Work Case Study

 Case work integral to social

work practice

 Workers required to write

case studies

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 Case Study
 Goal: to describe as accurately as
possible the fullest, most complete
description of the case

 The product of gathering a substantial

amount of information concerning the
person-problem-situation (assessment
process)

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Keep in mind:
A good case study
is a product of
good
assessment.

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 intake interview
1. Involve self
2. Establish communication
3. Clarify client’s presenting problem
4. Obtaining basic information about the client
5. Focus on building professional relationship:
– clear purpose
– commitment to meeting client’s needs
– ethical standards of practice
– demonstration of warmth, genuineness and empathy
6. Elicit client’s expectation of the helping process
7. Clarify nature of the helping relationship
8. Clarify role expectations
9. Establish eligibility; review agency’s criteria for service
with client and clarify eligibility
10. Construct a data base
11. Case history write up

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 Assessment

 Ecological and multi-dimensional

 Data-focused
 Appropriate Tools and Measurements
 Generalist Practice Orientation
 Social Worker Self-Awareness
 Strengths-based; PIE

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 About Assessment

 professional judgment of client’ s functioning based on:

– theoretical knowledge
– observations and analytical skills

 crucial to effective treatment of clients

 “ psychosocial assessment” - a more holistic, inclusive and

comprehensive view of the client

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 Key Determinants of Assessment
1. The social worker 2. The client’s situation
a) Theoretical repertoire a) Nature of the problem(s)
(diversity) b) Strengths
c) Nature of the person
b) Professional lens d) Nature of the social environment
① Selective use of theory 3. Risks of and to client
② Worldviews, ideology, a) Of clients to others
personal values of b) Of clients to self
c) Of intervention to client
worker
4. The workplace
③ Interpretation of social ① Fields of practice/ types of service
work values and ② Agency
ideology ① Mandate
④ Practice wisdom; ② Relevant social policy
③ Agency policy
experience gained over
④ Agency procedures
time
⑤ Social worker’s culture
and life experiences
Tuula Heinonen and Len Spearman 9
Social worker’s Theoretical Repertoire (Diversity)
 Selectively draws upon broad-based knowledge and theoretical
diversity to:
– understand the client and situation
– set goals
– Plan for interventions
 Use and interpretation of wide knowledge base is influenced by factors
such as worker’s:
– Personal culture, life experience, worldview, ideology, and personal
interpretation of professional values
– Note: practice knowledge differs from worker to worker in varying degrees
– Own preferences and favorite sources of knowledge
– We learn from a wide range of knowledge sources but engage in
assessment through a lens with many filters = referred to as the
WORKER’S PROFESSIONAL LENS

Tuula Heinonen and Len Spearman:

Determinants of Assessment 10
 Client
 Must understand clients in the This configuration is
context of their environment referred to as the:
 Information about:
CLIENT’S STORY
– the person,
– the environment, and
– how the person connects Client’s
with the environment
situation (an
including problems and ecosystems terminology)
strengths

In other words the

 This requires broad knowledge
base and social worker’s Client’s PIE
professional lens to understand
and analyze the client’s story

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Tuula Heinonen and Len Spearman: Determinants of Assessment
 Important areas of the client’s story
Person: Environment and connection
Health and mental health with environment
Emotional functioning and coping
Wants and needs
Reason for service: includes precipitating Material circumstances such as
events income and assets
Social skills Available support systems and
Past experiences as relevant to current
resources
situation Shelter
Client understanding and perspective on
Safety of surrounding community
problems
Strengths Salient aspects in cultural
Coping efforts background
Obstacles Family relationships and family life
Effects of age and life stage
Gender issues
cycle
Experiences of stigma,
Spirituality
Ideology and worldview discrimination, marginalization,
Individual identity and/or oppression

Tuula Heinonen and Len Spearman:

Determinants of Assessment 12
 Purpose of assessment: A collaborative attempt to:

 Comprehend the nature, scope, duration, severity, and urgency of the

problem situation
 Understand the meaning of the problem to the client
 Understand the client’ s desired outcome
 Identify strengths, resources, and potentials within the client and the
environment
 Collect data and thoughtfully consider information including professional
knowledge to:

– Clarify targets of changes

– Refine goals and objectives—determine their relevance and feasibility
– Develop plans to reach goals and evaluate progress

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 Goals of Assessment
1. Understand need, problem or situation
2. Recognize client’ s strengths, assets, skills, abilities
3. Describe the client system
4. Understand client system’ s interaction w/ other systems
5. Identify all relevant (or any missing) info to understand the
situation
6. Pull all information together
– make judgments (partializing and prioritizing)
– choose best approach (from micro, mezzo, or macro
perspective or a combination of these
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 ASSESSMENT ACTIVITIES
 appraisal of a situation and the people involved in it
 identification of presenting problem
 identifying problem and needed resources to resolve it
 eligibility determination
 data gathering and analysis (client’ s problem in relation to the
agency’ s priorities)
 identifying possible actions and services
 identifying possible professionals involved in the case
management
 evaluation of the application for services

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 Assessment Perspectives

1. Focus on transactions
– Looks at the nature of transactions between and among
clients, family members, friends, and other systems in
the environment

– Looks at the actual functioning of a family, its

strengths, culture, and customs

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 Assessment Perspectives

2. Focus on functioning at different life cycle points:

– Each stage in the human cycle involves tasks,

stresses, strengths, and resources

Example:
Challenges of childhood and adolescence present
different potential problems than does adulthood or
the aging process
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 Assessment Perspectives

3. Focus on specific problems encountered

– May include disorders such as depression, substance abuse,

behavioral problems

– Use of different approaches, available instruments in

assessment

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 Assessment Perspectives
4. Focus on techniques and assessment methods

– There is a gamut of available/ existing methods and

techniques for assessment from micro to macro situations

– Some assessment approaches may require advance

knowledge and skills or even higher / advanced education

– Require sensitivity to ethnic, racial, and cultural factors

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 About Assessment
 Client involvement is essential
 Involves making judgments
- decide what is relevant or not
- prioritize what is important to pursue
 Involves strengths
 Considerations: micro-mezzo-macro dimensions
of a client situation and human diversity
 Single problem definition may not exist
 Continuous activity

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 Scope of Assessment
 appraisal of a situation and the people involved in it

 identifying problem and its causes and needed resources to resolve it

(focus on problems and issues from macro to micro perspectives)

– identification of presenting problem and/ or problem for work

– eligibility determination
– data gathering and analysis (client’s problem in relation to the
agency’s priorities)
– identifying possible actions and services
– identifying possible professionals involved in the case
management
– evaluation of the application for services

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 Practice Guidelines for Assessment

 Requires sufficient time and appropriate assessment tools to

be used or developed

 Dimensions of assessment falls into 4 categories:

1. Nature of client’ s needs
2. Client’ s capacity to address these
3. The contribution of informal supports
4. The contribution of human service agency supports

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 Foundation for Generalist Practice
Knowledge
Skills
Values and Ethics

Engagement

Assessment
Step 1
Identify client

Step 2 Step 3 Step 4

Assess client-in-situation Cite info about Identify client’s
from different perspectives client’s needs strengths

Micro _________________________________________________________________
Mezzo ________________________________________________________________
Macro ________________________________________________________________
Diversity Aspects _________________________________________________
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Step 1: identify your client

 Think in terms of “ client system” ---defined as:

– the individual, family, group, organization or

community, as maybe the expected beneficiary of the
service, or a system that asks for help and engages
the services of a practitioner as a change agent

– Information about the client

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 Establishing basic information about the person:

 Strengths, including external support systems, talents,

successes, capabilities, and positive attitudes and events the
client defines as success
 Weaknesses, including gaps in the external support systems,
lack of experience or information, negative attitudes, and events
the client defines as failures
 Current problems that caused the client to seek help now
 Potential problems
 A sense of who the client is
 Step 1: identify your client
Lina is a single , pregnant teenager who expressed fear and anxiety
over her unplanned pregnancy. She is also afraid should her
family discover her predicament she will be thrown out of their
home. Her parents will no longer give their support especially
her studies. She is also afraid she will cause them hurt feelings
and definitely her present situation will disappoint them. She is
seeking help for her unborn child. Her boyfriend is a high school
student and is ambivalent to inform his parents about their
situation. She is motivated to comply with agency protocols
hoping that worker will be able to help her.

Your task: Identify who is your client (system) here.

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 Step 2: Assess the client-in-situation from different
perspectives; Identify issues
 Micro aspects—explore micro  Lina is a single , pregnant teenager
who expressed fear and anxiety over
aspects of the situation: her unplanned pregnancy. She is also
afraid should her family discover her
predicament she will be thrown out of
– What is Lina’ s most critical their home. Her parents will no longer
problem? What things about give their support especially her
studies. She is also afraid she will
Lina contribute to her problem? cause them hurt feelings and definitely
What are her strengths..? her present situation will disappoint
them. She is seeking help for her
– Worker explores both unborn child. Her boyfriend is a high
biological and psychological school student and is ambivalent to
inform his parents about their situation.
aspects of her situation i.e. her- She is motivated to comply with
health, her feelings about her agency protocols hoping that worker
will be able to help her.
situation

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 Step 2: Assess the client-in-situation from different
perspectives; Identify issues
 Mezzo aspects—Lina’ s  Lina is a single , pregnant teenager who
family/immediate relatives; friends, expressed fear and anxiety over her
unplanned pregnancy. She is also afraid
other support systems, affiliations
should her family discover her predicament
with reference groups, availability,
she will be thrown out of their home. Her
accessibility, nature of relationships,
parents will no longer give their support
especially her studies. She is also afraid she
 Macro aspects—services, facilities, will cause them hurt feelings and definitely
community resources and support her present situation will disappoint them.
networks She is seeking help for her unborn child. Her
boyfriend is a high school student and is
ambivalent to inform his parents about their
 Diversity aspects—range of situation. She is motivated to comply with
differences in terms of race, age, agency protocols hoping that worker will be
ethnicity, geography, values, able to help her.
orientations, sexist biases, etc./
discriminatory aspects,

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Step 3: Cite information about client’ s problems and needs

Lina is a single , pregnant teenager who

 Micro information—both biological and expressed fear and anxiety over her
psychological aspects
unplanned pregnancy. She is also afraid
 Mezzo information—immediate groups
should her family discover her predicament
with which clients have interaction she will be thrown out of their home. Her
parents will no longer give their support
 Macro information—concerns the impact especially her studies. She is also afraid
of the broader social environment , she will cause them hurt feelings and
organization, laws, definitely her present situation will
 and policies upon the client disappoint them. She is seeking help for
her unborn child. Her boyfriend is a high
 Aspects of diversity—focus on special school student and is ambivalent to inform
qualities or characteristics that may
place clients in a designated group; his parents about their situation. She is
consider potential for discrimination motivated to comply with agency protocols
hoping that worker will be able to help her.
Needs – deficits in resources to sustain
biological, social, and psychological
integrity

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 Important considerations
 Be aware of the types/categories of problems clients typically have or
encounter: know what to look for and what areas to assess
 Categories not necessarily distinct from each other; usually presented as
combination of several problem situations
 Micro, mezzo, macro aspects of practice are intertwined
– Example: a client addicted to alcohol:

 Micro—focus on personal habits and impacts on the client

 Mezzo—influence of client’ s interactions with the people close to
him/her; impact of his addiction on the people around him/her
 Macro—attention to the major social problems in society that foster
addiction to alcohol , easy access to purchase alcohol, treatment and
services available to client

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 Types of Problems
 Interpersonal conflict - individuals having difficulty relating to each other
 Dissatisfaction in social relations - feeling unable to get close to others
 Problems with formal organizations
 Difficulties in role performance - feeling inadequate in playing one’s role
 Problems of social transition - difficulty in handling major change in life i.e., divorce,
having a baby, moving to a new locale, etc.

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 Types of Problems
 Psychological and behavioral problems -
broad gamut of emotional upheavals and inappropriate,
self-defeating, criminal, or uncontrollable behavior
 Inadequate resources - deprivation of basic needs;
lack of or unavailable resources or services
 Problem in decision making - emotional dilemmas,
loss of objectivity, irrational choices due to crisis situations
 Cultural conflicts - discrimination
and oppression by majority groups

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 The Presenting Problem
 What client states as problem

 The presenting problem may take a variety of forms, including:

– a symptom (e.g., trouble sleeping),
– a conflict (e.g., relationship discord),
– a stressor (e.g., unemployment),
– an emotion (e.g., anxiety),
– a behavior (e.g., fighting),
– a human functioning need, issue, or difficulty or any of a number of other
things

 In some situations may be referred to as the “reason for referral”

 interviewer must understand the presenting problem and how it poses

difficulties for the client.

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 Presenting problem
 interviewer should ask the client for the presenting problem. This
is usually accomplished through general or open inquiry, such as
“Please tell me what brought you here to see me today,” or “How
can I help you today?”

REMEMBER:

 Client involvement is absolutely essential

 Involves strengths
 Single problem definition may not exist
 Continuous activity

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 Presenting Problems

 Describe the problems or issues of concern as identified by the

client or person who undertakes the reporting process (e.g.
parent, teacher, doctor)

 Clearly identify the source of the information and summarize

the origin, development , and current status of the problem

 Quote significant words and phrases that help to describe

problems

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Other Descriptions or Terms for Presenting
Problem
 History of presenting problem
 Background information on the presenting
problem
 History of the problem

A brief summary of the background of the problem

May be done in no more than 2 to 3 paragraphs
usually only one paragraph of summary is
needed.

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 Exercise: The Presenting Problem
Lina 18-year old, single mother looked troubled with her baby clad in unkempt
baby clothes when she came to see the worker.

“ I would like to inquire how I could apply for help for my baby. I plan to give her
up for adoption. My husband left me and I have no work nor a place to stay. I was
thrown out of my husband’ s house by his parents with whom I used to stay while
we were still living together. I do not want to give up my baby but I don’ t have
any choice. I only survive by begging since I gave birth. I feel guilty to see my
baby suffer from being exposed to extreme poverty.

Your task: To re-state the presenting problem

NOTE: Worker’s skills in communicating, relating, and interviewing are

essential; demonstration of positive characteristics such as sensitivity,
genuineness, and empathy 38
 Writing The Presenting Problem
She expressed she could not support her baby’s needs
(What client states as problem)
She is worried she could provide for her child (May be
described as symptoms i.e. anxiety, lack of motivation,,
etc.). ..but could not bring her to the doctor (What client
states as problem). She does not have anybody to turn
to for their daily subsistence (Human functioning need,
issue, or difficulty) ….She could not even buy milk for
her baby…..her live-in partner abandoned her…
partner’s family refused to accept her back…. She is
thinking of giving up her baby for adoption She
expressed she does not want to give up her baby but
she feels she has no choice (an issue and difficulty).
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 3 Steps in defining a problem

 Recognize the client’ s unmet needs

(What the client lacks that is causing the problem)
 Identify the ‘ blocks to need fulfillment’
(What prevents the client’ s need from being fulfilled)
 Determine client’ s capacity to change (Client’ s
strengths, limitations, motivation for change, and
resistance to change)

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 Exercise: From Presenting Problem to Problem Definition
(Lina’s case)

She could not support or provide for her From the client situation identify
baby’s needs (buy her milk, bring her to the following:
the doctor, feed her daily) . She is
1. Unmet need or lack that is
worried about her baby should child causing the client’s
stays with her care in the streets. She problem
does not have anybody to help her 2. Blocks that prevent client
from meeting his / her
support her child. Her live-in partner need or lack
abandoned her…partner’s family 3. Client’s capacity (bio-
refused to accept her back…. She is psycho-social-spiritual)
including level of
thinking of giving up her baby for motivation (attitudes) for
adoption She expressed she does not change; weaknesses and
want to give up her baby but she feels limitations may be cited as
well
she has no choice
You are now ready to formulate
your problem definition

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 Writing The Problem Definition
Lina is worried she could not provide for her child: need for
child’s medical check-up, buy milk for her baby (unmet
need); jobless (block) and has no other source of support
(lack); She does not have anybody to turn to for their daily
subsistence (lack); her live-in partner abandoned her
(block); partner’s family with whom she used to live
refused to accept her back (block). She is thinking of giving
up her baby for adoption; expressed she does not want to
give up her baby but she feels she has no choice (capacity,
motivation, attitude etc.).

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 The Problem in 3 Frames of Reference
1. Immediate problem - client is most concerned
about; causes the current difficulty; client perceives
the need for help

2. Underlying problems - what created and tends to

perpetuate the immediate problem

3. Working problem - contributory factors that hinder

both remedy and prevention; must be dealt with if
change is to take place

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Exercise: Identify the immediate, underlying, and working
problem using Lina’s case
She expressed she could not
support her baby’s needs.
She is worried she could not
Immediate problem client is provide for her child . ..and could
most concerned about; causes not bring her to the doctor. She
the current difficulty; client does not have anybody to turn to
perceives the need for help
for their daily subsistence ….She
Underlying problems - what
could not even buy milk for her
created and tends to perpetuate
baby…..her live-in partner
the immediate problem
abandoned her…partner’s family
Working problem -
refused to accept her back….
contributory factors that hinder
both remedy and prevention; She is thinking of giving up her
must be dealt with if change is baby for adoption She expressed
to take place she does not want to give up her
baby but she feels she has no
choice

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Exercise: Identifying Immediate,
Underlying, and Working Problems
She is worried she could not provide for her child: need
for child’ s medical check-up, buy milk for her baby
(immediate); jobless (underlying) and has no other
source of support (underlying); She does not have
anybody to turn to for their daily subsistence
(underlying); her live-in partner abandoned her
(underlying); partner’ s family with whom she used to
live refused to accept her back underlying). She is
thinking of giving up her baby for adoption; expressed
she does not want to give up her baby but she feels she
has no choice (working problem).

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 Data Collection

Principle of Parsimony - worker must collect

only data or information directly relevant to the
situation at hand and essential to the formulation
of valid working judgments

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 Data Collection Principles

 Client: primary source but not the only source

 Data collected should relate to the problem or issue
 Don’ t acquire info if unwilling to share with client
 Inform client about info source
 Obtain client’ s consent
 Get data after problem is identified

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 Fact vs. Assumption
 Skill—distinguish between fact and asumption
 Caution—interpretation of what is heard or seen
may be influenced by social worker’s frame of
reference, past experiences, values, needs, and
impressions
 Facts answer the question: is it true or false?
 Assumptions because they are not based on
facts may either be true or false
– Missing information is taken for granted

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Exercise :
A woman was leaving the office when a man appeared at the door and
demanded money. The secretary opened a drawer. The contents were
scooped up, and the man sped away.

Answer: true or false or assumption

1. A man appeared as a client leaving the office
2. The intruder was a man
3. No one demanded money
4. The secretary was the woman who opened the drawer
5. The man took the contents of the drawer
6. Someone opened a drawer
7. Money was in the drawer
8. The man ran away
9. The man demanded money from the woman
10. There are three people in this story

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Discussion: Fact versus Assumption
All statements contain assumptions except for #3, which is false, and
#6 which is true. The assumptions that cannot be substantiated by the
words of the story are the ff.:

1. It is assumed that the woman is a client

2. It is assumed that the man is an intruder
3. False
4. It is assumed that the secretary is a woman
5. It is assumed that the contents were taken (not just “scooped up”) and that
this was done by the man
6. True
7. It is assumed that the contents were money
8. It is assumed that “sped away” means “ran away”
9. It is assumed that the money was demanded from the woman and not from
the secretary
10. It is assumed that the woman was not the secretary

Note: The assumptions could be correct but they could be incorrect also

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 Basic Categories for Data Collection

 The problems/ needs

 The persons

 The environment

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Basic Categories for Data Collection:
(1) PROBLEM
 The problems is:
– the need, concern, issue, or difficulty that has been
– identified for study and action by
– by both social worker and client system

 Before deciding: which problem should be considered and what

needs to be done the worker and client must have a clear
understanding of each problem or need in terms of its:
– scope—(What is the scope of the problem or need? How many are
involved in the cause and effect of the problem?)
– Duration—(When did it begin? How long has it been going on?)
– Severity—(How serious is the problem or need? What is the potential
for cure?)

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 Skill in Reflecting a Problem
 Demonstrate to clients that you understand their view of an
identified problem
 Reflecting a problem: a form of active, empathic listening and
responding
 Precede problem reflection with reflections of feelings, content,
or feeling and meaning to show you understand clients’
experience
 Communicate your understanding of the nature of the problems
of concerns as the clients see them
– Conveys your intent to help them address the problems they
wish to address
– Confirms to them that their view of the problem is legitimate
– Communicates respect for them as person and for their right
to self-determination
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 Format for Reflecting a Problem

As you see it, one of the problems you’ d like to address in our
work together is__________
EXAMPLE:
CLIENT: My wife left me—sure, for very good reasons—but I’ m really
down about it. She has left me before but always came back. This time I
know she won’ t. She’ s gone for good, and I don’ t know what to do. I can’ t
go on the way things are. I’ m so sad and lost without her.

WORKER: (Reflecting a problem) As you see it, there are 2 major problems
you’ d like to address in our work together. First, you feel terrible. You ’ re
lonely and depressed, and you find it hard to function well when you feel
that way. Second, you’ re unsure of how to get on with your life without
your wife

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Exercise: Reflecting a Problem

You are interviewing Mrs. P. a 40-year old widow who lives

alone in a small makeshift shelter. She says, “ Most of the
time, I feel I can manage my life alone. But lately I’ m
beginning to worry that these dizzy spells and headache
attacks might be signs of a serious illness”

Your task:
Write the words you would use in reflecting a problem Mrs.
P sees it

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 Sharing Your View of a Problem

Some important considerations:

1. You may identify one or more problem areas that the
client has not mentioned
2. Or you may take a somewhat different perspective on
a problem that the client has identified

3. Sometimes you must assume primary responsibility for

problem and goal definition—you may need to define
the problem for the client—then the client decides
whether or not to participate in the process

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 Sharing Your View of a Problem

Suggest additional problems be considered or identified

problem be defined differently
 Such is based on your professional knowledge or previous
experience that leads you to consider a problem area not
previously discussed
 You may naturally form opinions as to what factors may
be relevant to clients’ present situation BUT CAUTION
must be observed—
 Communicate opinions or ideas to consider not as
indisputable facts; allow clients the freedom to agree or
disagree
 Important to seek feedback concerning newly identified or
redefined problems

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 Suggested Format for Sharing Your View of a Problem

AS we have talked about you and your situation, I have

been wondering about ______ (state the problem
you have identified or how you have redefined the
problem) ____. What do you think? Is it a problem
we should consider?

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Suggested Format for Sharing Your View of a Problem
Example:

CLIENT: (Lisa, partner in a lesbian relationship) We fight all the time. Virtually
every single day we knock-down, drag-out fight. Ever since we moved in
together 2 months ago, we have fought like cats and dogs. We were great
together before we decided to live together. We don’t hit each other, but there
sure is a lot of yelling and screaming.

WORKER: (Sharing her view of a problem) As we’ve talked about your relationship
and how moving in together has affected it, I’ve been wondering about the
question of roles and expectations. It seems to me that moving from a dating
relationship represents a very significant change—one that might leave each of
you uncertain about what the other wants and needs in this new relationship.
What do you think? Might the uncertainty about expectations now that you
live together be an issue we should address too?

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Exercise: Sharing Your View of a Problem

You are interviewing Mrs. P. a 40-year old widow who lives alone in a
small makeshift shelter. She says, “Most of the time, I feel I can
manage my life alone. But lately I’m beginning to worry that these
dizzy spells and headache attacks might be signs of a serious
illness”. I have been very preoccupied with a lot of things. My son
has not visited me and he even stopped sending me some small
amount for my daily provisions. I am disappointed with him. I used
to earn for my own a living but somehow lately I couldn’t get my
self to work because of my worrying. What if something happens
to me or to my son?

YOUR TASK:
Assume you are the social worker handling this case. Write the words
you would say in sharing your view of a problem.
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 Specifying Problems for Work
 The first definitive indication that you and the client have agreed to work
together toward resolving certain problems

 A fundamental component of the social work contract

 Derived from problems that clients have identified, those worker have
defined, or negotiated with the client

 Should be stated in clear and specific terms

 Follows naturally from the processes of exploration and assessment of

person-problem-situation

 Result of skills in reflecting problems and sharing your view of problems

 The problem for work=identified problem= the primary focus of the work
worker and client will undertake together

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Suggested Format for Specifying Problems for Work

I think we agree about the problems to address in our work

together. Let’s review them and I’ll write them down so that
we can refer to them as we go along. First, there is the
problem of ______. Second, the problem of ______. Third,
______. Does this seem to be an accurate list of problems of
concern?

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Exercise: Specifying Problems for Work

You are interviewing Mrs. P. a 40-year old widow who lives alone in a
small makeshift shelter. She says, “Most of the time, I feel I can
manage my life alone. But lately I’m beginning to worry that these
dizzy spells and headache attacks might be signs of a serious illnes
s”. I have been very preoccupied with a lot of things. My son has
not visited me and he even stopped sending me some small
amount for my daily provisions. I am disappointed with him. I used
to earn for my own a living but somehow lately I couldn’t get my
self to work because of my worrying. What if something happens to
me or to my son?

YOUR TASK:
Write the words you would say in specifying the problems for work, feel
free to be creative in preparing your response.

Write objectively the problem(s) for work. 63

 Prioritize Problems—Which Problem Should
You Work on First?
3 Criteria:

1. Client must recognize that the problem exists

2. Problem should be clearly defined in understandable

terms (clarity and specificity)

3. It should be realistically possible that worker and

client will be able to do something about the problem

64
 Deciding on which problem to work on:
(the “target problem”)
1. Identify with the client the range of problems that are
most significant to the client

– list problems—maybe short or long list

– Explore with client all his concerns

2. Restate each problem using “explicit behavioral terms”

– Precise nature of problem

– Problem statement should include descriptions of
behaviors---measurable

65
 Deciding on which problem to work on: (the
“ target problem” )
3. Prioritize problems in order of their importance to the client

– Skill in further exploration of the problem

– Other communication skills and making judgments
– The focus is on what the client wants and not on what the worker
thinks the client may need

4. Establish an initial agreement with the client regarding the

problem to be attended first

– May also indicate that more than one problem can be addressed at
the same time

66
 Translate Problems Into Needs

 Problems—involve any source of perplexity or distress

– Usually initiated by lack of resources

 Needs—are physical, psychological, economic, cultural,

and social requirements for survival, well-being, and
fulfillment
– To figure out what to do, you must translate client ’s
problems into their needs

 Goal—is to satisfy the need causing the problem

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 Translate Problems Into Needs
(some examples)
Identified Problems Related Needs
 Child abuse  Stop abuse, emotional control, child
management techniques
 Unemployment  Employment
 Homelessness  Place to live
 Grief at death of loved  Grief management
one
 Misbehavior of children  Improve parental control of children, child
management techniques
 Poor performance in  Improve school performance, motivation,
school family stability

 Depression  Treatment for relief of depression

 Alzheimer’s disease and  Placement in supportive setting
loss of control

68
 Basic Categories for Data Collection:
(2) PERSONS

 The PERSON who

is experiencing the
problem or need. To what extent are the persons experiencing this
 Focus on problem capable of maintaining or improving their
– Coping capacity level of psychosocial functioning?
How have the persons been able to cope with this or
– Strengths and similar problems before
assets of the Do the persons have physical, psychological, intellectual,
persons who social, economic and spiritual strengths and assets
have the for dealing with the problem or need?
problem
Do they express desire change the situation or to
overcome the problem?
– Motivation of
the person to Do they hope that things can change?
work on the
What could be the source for motivating this person?
problem
What does this person value or want?
69
 Basic Categories for Data Collection:
(3) ENVIRONMENT

 The Environment –that surrounds the persons and the problems / needs
under study.
– What is there in the environment that could be relating to this person-
problem-environment situation
 Ecological-systems perspective looks into
– the necessity and potential for transactions between persons and their
environments
– factors, qualities or systems that may be present that could serve as
resources and supports
– Formal and informal resources and barriers to their use
– Systems or circumstances in the environment that may have negative
influence on the person or that may be a contributing factor to the
problem

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 Assessment Statement
Indicate the nature of the client’s presenting problem
How the problem relate to client’s needs
Is presenting problem the main problem or are there other problems
that contribute to the presenting problem
Who in the client’s environment are part of the presenting problem
Etc. data should be sufficient enough to describe the actual scope and
cause of the problem and need

FORMULA for initiating assessment statement (an opening

causal statement):
_____ has ____________ _____________ because _______.
(who) (what problem) (with what level (why)
of need)

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 Assessment Statement

The “why” or cause of the problem may be seen in

many layers (wide range of possible causes:
personal to interpersonal to structural, or
societal)

 The cause cited in an assessment statement

must be directly related t the presenting
problem and need

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 CONTRACTING

 Contracting follows the assessment process that is

jointly agreed upon by worker and client
 Contents:
– Clearly identified problems
– Specific goals
– A change program for pursuing the goals
– action steps
– Means to evaluate progress toward goal achievement

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 the first step in improving----
admit a deficiency!

Laugh now, improve later.

Confidence comes from
knowing you can do a good job
in spite of your faults, and not
from thinking you don’t have
any.
 Forward looking:
• a time now for self training need assessment,
self development program, learning through
supervision

• A commitment toward professional

advancement either or both through formal
education or continuing professional education

• A renewed excitement, interest, and

enthusiasm to seize professional growth and
development
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Change now
or
regret later.