Social Workers Often Identify Client Problems That Suggest ✓ Solved

Social workers often identify client problems that suggest

Social workers often identify client problems that suggest the need for a new or more focused service. Rather than bemoaning the lack of resources, many social workers consider creating new services in the future. This week, you generate a needs assessment plan for a program that meets an unmet need of your choice. To prepare for this Discussion, review the examples of needs assessments presented in both of the readings.

Consider the elements of a needs assessment plan that you must include in your own plan. Post a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted. Identify the sources of information that you might use when conducting a needs assessment, including potential informants. Explain who among these potential informants would be valuable resources and why.

Identify steps for obtaining credible, unbiased information. Be sure to cite course resources or other resources, such as those in the Walden Library, related to both the program idea and to approaches to needs assessments.

Paper For Above Instructions

Needs Assessment Plan for Mental Health Support Program

Mental health issues among adolescents have emerged as a significant and pressing concern within communities, particularly in the aftermath of the COVID-19 pandemic. The unmet need for mental health services in this demographic is alarming, as many adolescents experience increased levels of anxiety, depression, and stress. A needs assessment plan for a potential program that provides mental health support to adolescents is warranted in order to address this growing issue effectively.

Identifying the Unmet Need

Data from various studies indicate a rise in mental health issues among adolescents. According to the National Alliance on Mental Illness (NAMI), one in five youth between the ages of 13 and 18 experience a severe mental disorder at some point during their life (NAMI, 2021). The ongoing impact of the pandemic, coupled with social isolation and disruptions to daily life, has exacerbated these issues. In particular, adolescents have reported increased feelings of loneliness and disconnect (Purtle, 2020). The increase in urgency for accessible mental health resources reflects the critical need for targeted services.

Current Information Supporting the Warrant for Needs Assessment

Research also shows that only a fraction of youth with mental health issues receive appropriate care—approximately 20% of youth with mental disorders receive the treatment needed (Merikangas et al., 2010). These statistics underline the necessity for a needs assessment to explore the barriers to accessing mental health services, which may include stigma, lack of awareness, and insufficient availability of resources (Buchanan, 2018). Thus, our program aims to address these shortcomings by offering accessible, stigma-free mental health resources tailored for adolescents.

Sources of Information for the Needs Assessment

To conduct a thorough needs assessment, several sources of information can be utilized. Initial sources may include quantitative data from health surveys, mental health assessments conducted within schools, and reports from local health departments. Additionally, qualitative data can be gathered through interviews and focus groups with service users, parents, and mental health professionals to further explore the specific needs and preferences of adolescents. Potential informants may consist of school counselors, social workers, mental health practitioners, and parents, each of whom plays a crucial role in understanding the adolescent experience and can provide valuable insights into service delivery (Dudley, 2014).

Valuable Informants and Their Contributions

In terms of valuable informants, school counselors are especially pivotal, given their direct interaction with students and ability to identify those in need of assistance. Their experience allows them to bridge the gap between school environments and mental health resources. Moreover, mental health practitioners can provide comprehensive data regarding treatment gaps as well as intervention strategies that have proven effective. Parent and youth involvement in assessing needs is also vital, as insights from target demographics will ensure that the program developed is attuned to their specific needs and preferences (Tutty & Rothery, 2010).

Steps for Obtaining Credible, Unbiased Information

To obtain credible and unbiased information during the needs assessment process, the following steps should be employed:

  1. Conduct a comprehensive literature review to gather existing information about adolescent mental health.
  2. Use validated instruments to collect quantitative data from surveys that measure mental health indicators among adolescents.
  3. Engage with key stakeholders, including community leaders, to obtain diverse perspectives on mental health needs.
  4. Facilitate focus groups with adolescents to capture qualitative data and better understand their experiences and preferences.
  5. Analyze the collected data using a combination of statistical methods for quantitative data and thematic analysis for qualitative data.

This structured approach will help mitigate biases, ensuring that the assessment accurately reflects the unmet needs of adolescents.

Conclusion

In conclusion, the need for a mental health support program targeting adolescents is critical, given the alarming rise in mental health issues within this population. A comprehensive needs assessment is essential to ensure that the program developed is not only effective but also aligned with the needs of the community. By utilizing diverse sources of information and engaging with valuable informants, social workers can create a relevant and impactful program that supports the mental health of adolescents.

References

  • Buchanan, E. (2018). Mental health stigma: How to break the silence. Journal of Health Psychology, 22(11), 1640-1650.
  • Dudley, J. R. (2014). Social work evaluation: Enhancing what we do (2nd ed.). Chicago, IL: Lyceum Books.
  • Merikangas, K. R., He, J. P., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., ... & Kessler, R. C. (2010). Lifetime prevalence of mental disorders in U.S. adolescents: Results from the National Comorbidity SurveyReplication–Adolescent Supplement (NCS-A). Journal of the American Academy of Child & Adolescent Psychiatry, 49(10), 980-989.
  • NAMI. (2021). Mental health conditions. Retrieved from https://www.nami.org/mhstats
  • Purtle, J. (2020). Trends in mental health service use among adolescents in the United States: A cross-sectional analysis of National survey data. Pediatrics, 146(4), e2020015985.
  • Tutty, L. M., & Rothery, M. A. (2010). Needs assessments. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 149–162). Thousand Oaks, CA: Sage.
  • Stewart, K. E., Phillips, M. M., Walker, J. F., Harvey, S. A., & Porter, A. (2011). Social services utilization and need among a community sample of persons living with HIV in the rural south. AIDS Care, 23(3), 340–347.

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