Family Assessment Recording Assignment Instructions
Family Assessment Recording Assignment Instructions
Make sure you use appropriate grammar, spelling, and composition.
Make complete sentences for each section.
Do not leave any section blank, do not use N/A or say “don’t know”. When information is unknown, use an example (e.g., "The client did not disclose any information about legal issues at this time. Social Work Student will follow up with the client in regards to any legal issues at a later date"), but put it in your own words.
Please use headings for each section—not numbers (e.g., Family Strengths, Family Structure, Presenting Problem, etc.). Points will be deducted if sections are not clearly identified.
You are completing a “family assessment” based on the referred client. You still need to obtain information on each family member.
Family Assessment and Questions should be completed separately on a different document.
A few of the main characters include, but are not limited to: Alex Chivescu, Ms. Edinger, Ileana Nistor, Henry, Ms. Carson, Carlos, Principal Thomas, Brent, Lucy, Danny, Jen, Mr. and Mrs. Franks, Mr. and Mrs. Bante.
Family Assessment Outline: “Finding a Family”
1. List the names and ages of the client and family members.
2. Identify at least 3 strengths of each family member (personal qualities, characteristics, talents, etc.), providing examples (e.g., "The client is very intelligent. He scored a 35 on his ACT").
3. Describe the family structure (relationships, what the family looked like before the problems, patterns of interaction, family norms, rules, roles, etc.).
4. Identify the problem(s): detailed description, onset, duration, frequency, risk factors, effects since the problem started, reasons for referral, etc.
5. Identify the 3 most important areas of concern for the family, arranged in order of importance.
6. Describe communication patterns within the family (verbal, non-verbal, feelings, attitudes, tone, volume, perspectives, etc.).
7. Identify any cultural significance (racial/ethnic identity, religion/spirituality, traditions, morals, holidays, customs, values, etc.).
8. Describe the sociocultural makeup (community involvement, social environment, societal influences, political and economic factors).
9. Describe the family’s socioeconomic status (financial resources, healthcare, housing, transportation).
10. Identify social support systems (friends, family, community, agencies, institutions), specifying whether they are formal or informal and their roles within the family system.
11. Detail the education background (history, present status, future plans, involvement, degrees, participation, etc.).
12. Describe employment history (past and current employment, skills, interests, future employment plans).
13. Include any medical history (diagnoses, medications, hospitalizations).
14. Include any emotional or psychiatric history (diagnoses, medications, hospitalizations).
15. Identify any history of abuse (physical, sexual, emotional, neglect).
16. Note any suicidal or homicidal history (attempts, statements).
17. Include any alcohol or drug abuse history.
18. Describe any trauma history (incidents, accidents, deaths, placements).
19. Include any criminal or legal history (police, courts, placements).
20. Complete the following questions based on the family assessment. Write in complete sentences, with proper grammar, and detailed answers. Use the Methods I textbook (Understanding Generalist Practice) to assist.
21. Describe how the client displayed resilience (ages 10-17).
22. Describe the client’s problem-solving skills (ages 10-17).
23. Discuss the client’s difficulties with social transition (ages 10-17).
24. Discuss the client’s difficulties with interpersonal conflict (ages 10-17).
25. After completing the assessment, identify at least 3 other agencies that could have helped this family, with supporting reasons.
26. Describe the type of family social worker assigned (agency and job title).
27. Describe some duties performed by the social worker.
28. Describe barriers faced by the social worker in assisting the family.
29. In your opinion, did the social worker provide appropriate support? Why or why not? Support your answer with examples.
30. If you were the social worker at that agency, what would you have done differently to assist the family? Justify your answer.
31. How would you terminate services with the family if you were the social worker?
Paper For Above instruction
The Elias family presents a complex and multifaceted case that requires a comprehensive family assessment to understand their strengths, challenges, and support systems. This paper systematically addresses each component outlined in the assignment to provide an in-depth analysis of the family’s dynamics, issues, and potential intervention strategies based on best practices in social work.
Family Members and Structure
The family consists of several key individuals, including the client, Alex Chivescu (17 years old), his mother Ileana Nistor (45 years old), his father Henry (47 years old), and other extended members such as Ms. Edinger and Ms. Carson, who are involved in the community and educational settings. Prior to the onset of the current problems, the family maintained a typical structure characterized by regular interaction, shared norms, and roles centered around supporting Alex's educational and personal development.
Family Strengths
Each family member demonstrates notable strengths. Alex, for example, exhibits resilience through his persistence in academics despite personal struggles, scoring a 32 on his recent ACT, indicating high intelligence and determination. Ileana is known for her nurturing nature and involvement in community service, reflecting strong interpersonal skills. Henry's strength lies in his work ethic and stability, evidenced by consistent employment over the past ten years. Extended family members like Ms. Edinger and Ms. Carson contribute emotional support and act as cultural anchors, fostering a sense of belonging and tradition.
Presenting Problems and Family Concerns
The primary issue involves Alex's declining academic performance and emotional instability over the past year. The onset was approximately 12 months ago, coinciding with family stressors such as financial difficulties and recent relocation. The family reports that Alex is exhibiting withdrawal, mood swings, and difficulty concentrating—behaviors that have become more persistent, occurring daily. These problems have strained family relations, with increased conflicts and communication breakdowns. The family was referred for support due to concerns about Alex’s mental health and the impact on the household.
Communication Patterns
Communication within the family appears to fluctuate between open and supportive and, at times, tense and dismissive. Verbal exchanges often involve expressing encouragement or frustration, depending on the circumstances. Non-verbal cues such as body language and eye contact reveal underlying stress—at times supporting effective discussions, but frequently signifying disengagement. The family’s tone varies from calm and respectful to hurried and strained during conflicts. Perspectives on issues like education and mental health differ, occasionally leading to misunderstandings.
Cultural and Sociocultural Aspects
Culturally, the Elias family places great importance on traditional values, including respect for elders, community involvement, and religious observance through their Orthodox Christian faith. Celebrations of religious holidays, participation in community services, and adherence to cultural customs play significant roles in maintaining their identity. Socioculturally, the family is integrated into their local community, participating in neighborhood events, and maintaining close ties with extended family members, which provides a network of support.
Sociodemographic and Socioeconomic Factors
Economically, the family faces financial challenges, including job insecurity and limited resources for healthcare and extracurricular activities. Their housing is modest but adequate, and transportation is available through public means. Despite economic hardship, the family prioritizes education and community involvement. Their social environment includes supportive friends and community agencies, although they experience stress due to economic instability.
Educational and Employment Background
Alex is currently a high school junior, with a solid academic record prior to recent difficulties. His involvement in extracurricular activities was robust but has diminished recently. His parents, Henry and Ileana, both have steady employment in local businesses, with Henry working as a warehouse supervisor and Ileana as a healthcare aide. Their future employment prospects are stable but limited by economic conditions.
Family Medical, Emotional, and Legal History
The family reports no significant medical conditions or psychiatric diagnoses. However, Alex has been prescribed medication for depression, indicating emotional health concerns. No history of substance abuse, abuse, trauma, or criminal activity has been disclosed, but some family members have experienced personal losses and stressful incidents that influence their emotional well-being.
Trauma, Abuse, and Substance Use History
There is no documented history of abuse, suicidal ideation, or substance abuse within the family. Nevertheless, concerns about recent emotional stress and potential exposure to community violence necessitate ongoing monitoring.
Family Intervention and Support
The family has engaged with local mental health services, and a social worker has been assigned from the Community Family Support Agency. The social worker’s duties include facilitating communication, connecting the family to resources, and providing counseling. Barriers include language differences and transportation issues, which hinder consistent service engagement.
Assessment of Social Worker Support and Recommendations
The social worker provided appropriate emotional support and resource linkage. However, more intensive family therapy and community-based programs could enhance engagement. In my view, a more proactive approach involving school counselors and peer support groups might have further benefited the family.
Concluding Statements and Future Approaches
If I were the social worker, I would incorporate more culturally responsive practices and develop a comprehensive service plan that includes schools, community groups, and mental health providers. Termination of services would involve establishing stable follow-up routines and empowering the family with self-sustaining skills.
References
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