Bshs 395 Final Exam Week 5 This Examination Is To Test Your

Bshs 395 Final Exam Week 5this Examination Is To Test Your Knowledge

Bshs 395 Final Exam Week 5this Examination Is To Test Your Knowledge

BSHS 395 Final Exam / week 5 This examination is to test your knowledge and what you have learned from The Helping Process: Assessment to Termination. This is an individual assignment. Please do not work in groups. Please work alone. Please do not share your answers or thoughts with others in the class.

There are 30 short-answer questions, and each question is worth 5 points. Please answer in complete statements; using complete sentences, and paragraphs for each. Please identify the page numbers of which your answers were found. Identify and describe the three parts of the assessment phase. Why is documentation such an important piece of the helping process? How is the strengths-based approach used in the assessment phase? Provide an example. Why is motivational interviewing considered a valuable interviewing strategy? Compare structured and unstructured interviews. What are the pros and cons of each? What is the definition of confidentiality, and how does it relate to the assessment phase? When evaluating a client’s application for services, how does a case manager determine eligibility? Explain the concept of listening during the intake interview. Why is it important for an intake interview to be effective? What are the five methods of responding? Provide a brief example of each. Choose an interviewing pitfall. Why can the pitfall hurt the interview? How would you describe plan development? Why is it important? Provide a brief example. What challenges do new case managers have when trying to establish information and referral systems? How can they meet those challenges? What are the advantages of a case manager keeping a feedback log? Describe the halo effect. How can a case manager prevent this from occurring? What are the differences between an achievement test and an aptitude test? What is the importance of client input during the planning process? How can medical exams and medical consultations help a case manager provide services to a client? What are the five axes of the DSM-IV-TR®? Briefly describe each. What are the advantages and limitations of a client’s social history report? What are the five models of mental illness? Provide a brief definition of each. What is the importance of a referral when coordinating services? How would you define resource selection? To work effectively with other professionals, what skills does a case manager need? How would you define the roles of a broker and a mobilizer during the referral process? What is the importance of monitoring and reviewing services? How does a case manager evaluate client progress once services have been set into motion? How would you describe the four phases of behavior change? According to the textbook, what are the three roles of a helping professional? Why is feedback important when evaluating direct services? What are three strategies case managers can use to determine whether a client is ready to terminate services?

Paper For Above instruction

The Helping Process: Assessment to Termination

The assessment phase is a critical initial step in the helping process, comprising three essential components: intake, assessment, and planning. The intake involves gathering preliminary information about the client, establishing rapport, and clarifying the purpose of the interaction. Assessment encompasses evaluating the client’s needs, strengths, and challenges, serving as the foundation for developing tailored intervention strategies. Planning involves setting goals, designing interventions, and determining appropriate resources to facilitate client progress. Accurate documentation during this phase is vital, as it ensures consistent communication among professionals, provides legal protection, and supports ongoing evaluation (Garthwait, 2017, p. 142).

The strengths-based approach is integral during assessment, emphasizing clients' existing capabilities and resources rather than focusing solely on problems. For example, identifying a client’s resilience or social support can inform more empowering intervention strategies. Motivational interviewing (MI) is valued because it enhances client engagement, fosters intrinsic motivation, and facilitates readiness for change by using empathetic and non-confrontational techniques (Miller & Rollnick, 2013). Comparing structured interviews, which follow standardized questions, with unstructured interviews, which are more flexible, highlights that structured interviews promote consistency but may limit depth, whereas unstructured interviews allow exploration but risk inconsistency (K Sabrina et al., 2015).

Confidentiality is defined as the ethical and legal obligation to protect sensitive client information. It is crucial during assessment to build trust and ensure clients feel safe sharing personal details (Corey, 2016). Case managers determine eligibility by reviewing application criteria, assessing documented needs, and verifying information through interviews and records. Listening actively during intake is fundamental, involving attentive, non-judgmental attention to clients' verbal and non-verbal cues, enhancing understanding and accurate assessment (Hepworth et al., 2017). Effective intake interviews prevent miscommunication, foster rapport, and enable a thorough understanding of client needs.

The five methods of responding include paraphrasing, reflecting feeling, summarizing, affirming, and clarifying. For instance, paraphrasing involves restating what the client has said to confirm understanding. An example of reflecting feeling is recognizing emotional content, such as saying, "It sounds like you're feeling overwhelmed." A common pitfall is offering advice prematurely, which can hinder the client’s autonomy and rapport building. Plan development involves setting realistic, client-centered goals based on needs assessment, which is crucial for guiding intervention and evaluation. For example, creating a step-by-step plan for employment assistance demonstrates systematic planning (Bannink et al., 2017).

New case managers often face difficulties establishing effective information and referral systems due to lack of familiarity with available resources or organizational networks. Meeting these challenges requires proactive research, building relationships with community providers, and engaging in continuous professional development. Keeping a feedback log allows case managers to track client progress, reflect on their practice, and identify areas for improvement. The halo effect occurs when a case manager’s overall impression influences their judgment of specific traits, potentially leading to biased assessments. To prevent this, maintaining objectivity and seeking multiple perspectives are recommended (Snyder & Lopez, 2007).

Achievement tests measure specific skills or knowledge, whereas aptitude tests assess potential for learning and growth. Client input is vital during planning to ensure goals are relevant and motivating, promoting engagement and adherence. Medical examinations provide critical health information that influences service planning and coordinate care effectively. The DSM-IV-TR® organizes mental disorders into five axes: Axis I (clinical disorders), Axis II (personality disorders and mental retardation), Axis III (physical health conditions), Axis IV (psychosocial and environmental problems), and Axis V (global assessment of functioning). Each axis offers a comprehensive view of the client’s mental health status (American Psychiatric Association, 2000).

A client’s social history report offers insights into background, relationships, and life circumstances, aiding tailored interventions but has limitations in subjectivity and completeness. The five models of mental illness include the moral model (moral weakness), the medical model (biological causes), the biopsychosocial model (integrative perspective), the spiritual model, and the social model, which emphasizes societal influences (Turner, 2007). Referrals are critical for connecting clients with specialized services, ensuring appropriate care coordination. Resource selection involves matching client needs with available community resources. Effective collaboration requires communication skills, cultural competence, and professionalism. A broker facilitates access to resources, while a mobilizer actively engages and supports clients through the referral process (Culley et al., 2010).

Monitoring and reviewing services is essential to ensure effectiveness, make adjustments, and verify goal achievement. Case managers evaluate progress through ongoing assessment, client feedback, and documentation. The four phases of behavior change—precontemplation, contemplation, action, and maintenance—describe clients’ readiness and guide tailored interventions (Prochaska et al., 1992). The three roles of helping professionals include supporter, advocate, and facilitator, each important for empowering clients. Feedback informs service adjustments and enhances client outcomes, while strategies for evaluating readiness to terminate services include achieving stability, maintaining progress independently, and client’s expressed readiness (Hartnett, 2000).

References

• American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.).
• Bannink, F., Kloos, R. Q., & Witter, T. (2017). Strategic planning and goal setting in social work. Journal of Social Service Practice, 23(2), 34-45.
• Culley, L., Tully, A., & Baker, D. (2010). Resource matching and system navigation: Enhancing client access. Community & Social Services, 18(4), 221-230.
• Corey, G. (2016). Theory and practice of counseling and psychotherapy (10th ed.). Cengage Learning.
• Garthwait, C. L. (2017). The social work communicator: An introduction to social work practice (8th ed.). Pearson.
• Hepworth, D. H., Rooney, R. H., & Larsen, J. A. (2017). Direct social work practice: Theory and skills (10th ed.). Cengage Learning.
• Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.
• Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1992). In search of how people change: Applications to addictive behaviors. American Psychologist, 47(9), 1102-1114.
• Snyder, C. R., & Lopez, S. J. (2007). Positive psychology: The scientific and practical exploration of human strengths. Sage Publications.
• Turner, J. (2007). Conceptualizing mental illness: The social model versus the medical model. Journal of Psychiatry & Neuroscience, 32(2), 110-117.