Utilizing Two Of The Assessment Models In Chapter 5 ✓ Solved

Utilizing Two of the Assessment Models Provided in Chapter 5

In a 3-page paper, complete the following: 1. Utilizing two of the assessment models provided in Chapter 5 of the course text, provide a comprehensive assessment of Paula Cortez. 2. Using the Cowger article, identify at least two areas of strength in Paula’s case. 3. Analyze the perspectives of two members of the multidisciplinary team, particularly relative to Paula’s pregnancy. 4. Explain which model the social workers appear to be using to make their assessment. 5. Describe the potential for bias when choosing an assessment model and completing an evaluation. 6. Suggest strategies you, as Paula’s social worker, might try to avoid these biases. Support your assignment with specific references to the resources. Be sure to provide full APA citations for your references.

Sample Paper For Above instruction

Comprehensive Assessment of Paula Cortez Using Selected Models

Assessment in social work is a multidimensional process that involves understanding the complex interactions between individual, familial, and environmental factors. In the case of Paula Cortez, a comprehensive evaluation requires selecting appropriate assessment models that can account for her multifaceted health, psychological, social, and environmental issues. This paper explores two assessment models from Chapter 5 of the course text, analyzes strengths from Cowger’s article, and discusses perspectives from multidisciplinary team members, potential biases, and strategies to mitigate them.

Assessment Model 1: The Strengths-Based Model

The strengths-based assessment model prioritizes understanding an individual’s abilities, resources, and capacities to foster empowerment rather than focusing solely on deficits (Holosko et al., 2013). Applying this model to Paula reveals notable resilience and resourcefulness. Despite her health challenges, Paula has demonstrated determination by teaching herself to paint with her left hand after paralysis. Her proactive approach in seeking social services, such as Medicaid, WIC, and housing assistance, showcases her resourcefulness. Furthermore, her artistic talent and ability to sustain her household suggest inner strengths that can serve as a foundation for growth and recovery. Recognizing these strengths can help social workers develop more empowering interventions.

Assessment Model 2: The Ecological System Model

The ecological system model considers multiple layers of influence on a person’s life, including individual, family, community, and societal levels (Holosko et al., 2013). Applying this model to Paula involves examining her personal health struggles, family dynamics, social isolation, and societal factors such as access to healthcare and social support networks. Her immigrant background, history of abuse, and current social isolation contribute significantly to her well-being. Understanding these factors can help develop interventions that address not only her health issues but also her social connections and community engagement, which are crucial for holistic support.

Identifying Strengths Using Cowger’s Article

Cowger (1994) emphasizes “client strengths” as vital for empowerment and effective intervention. In Paula’s case, two key strengths are her resilience and artistic talent. Her resilience is evident in how she overcame severe health issues, taught herself to paint with her non-dominant hand, and sustained her household amidst numerous health setbacks. Additionally, her artistic talent provides a therapeutic outlet and a source of personal identity. These strengths can be harnessed in treatment plans that promote empowerment and self-efficacy, helping Paula find new avenues for healing and social reintegration.

Perspectives of Multidisciplinary Team Members

Two members of the team—the medical doctor and the mental health clinician—offer contrasting yet complementary perspectives regarding Paula’s pregnancy. The medical doctor might focus on her physical health complications, including her HIV/AIDS, circulatory problems, and healing ulcers, expressing concern over her capacity to care for her children physically and medically. Conversely, the mental health clinician is likely to evaluate her psychiatric history, bipolar disorder, and current emotional state, emphasizing the importance of stability for her well-being and that of her children. Both perspectives highlight the necessity of integrated care tailored to her multifaceted needs, emphasizing collaboration between physical and mental health services.

Assessment Model Used by Social Workers

The social workers in this case appear to employ a biopsychosocial assessment model. This comprehensive approach considers biological factors (e.g., health conditions, HIV status), psychological aspects (e.g., bipolar disorder, past trauma), and social influences (e.g., family dynamics, social isolation). The model aligns with holistic practices that encompass multiple dimensions of Paula’s life, facilitating a nuanced understanding necessary for effective intervention planning.

Potential Biases in Model Selection and Evaluation

Biases in assessment can stem from cultural stereotypes, personal values, and assumptions about clients' strengths or deficits. For example, relying heavily on a deficit-based model may overlook clients’ resilience, while emphasizing individual pathology could ignore systemic issues such as socioeconomic barriers. Additionally, applying models without cultural competence risks misinterpreting behaviors or neglecting culturally specific strengths. Such biases can lead to misdiagnosis, ineffective interventions, or strained client-worker relationships. It is essential to remain aware of one's biases and assumptions to avoid compromising assessment validity and client empowerment.

Strategies to Avoid Assessment Biases

As Paula’s social worker, employing culturally responsive assessment practices is vital. Strategies include engaging in cultural humility, actively listening to clients’ narratives, and incorporating clients’ perspectives into the assessment process. Collaboration with culturally competent colleagues and using validated assessment tools appropriate for diverse populations can mitigate bias. Furthermore, ongoing training on cultural competence and reflexive supervision can help practitioners recognize and challenge their own biases, promoting more equitable and accurate assessments.

Conclusion

Effective assessment of complex clients like Paula requires utilizing appropriate models, recognizing client strengths, understanding multidisciplinary perspectives, and remaining vigilant against biases. By adopting strengths-based and ecological models, integrating insights from literature such as Cowger (1994), and applying culturally responsive practices, social workers can develop more comprehensive, respectful, and empowering intervention strategies tailored to clients' unique circumstances.

References

• Holosko, M. J., Dulmus, C. N., Sowers, K. M., & Sowers, K. M. (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions. ProQuest Ebook Central.
• Cowger, C. D. (1994). Assessing clients’ strengths: Clinical assessment for client empowerment. Social Work, 39(4), 455-461.
• Arnold, E. M., & Lederach, P. (2012). Cultural competence in social work practice. Journal of Social Work Education, 48(5), 801-817.
• Graybeal, C. T. (2007). Strengths-based practice: Reflection and critique. Families in Society, 88(1), 10-16.
• McGoldrick, M., Giordano, J., & Pearce, J. K. (2011). Ethnicity and family therapy. Guilford Press.
• Pinderhughes, E. E. (2012). The importance of cultural competence in social work practice. Families in Society, 84(3), 283-289.
• Saleebey, D. (2006). The strengths perspective in social work practice: Extensions and cautions. Families in Society, 87(4), 437-445.
• Jones, D. N., & Hearn, J. D. (2004). Ethical considerations in culturally competent assessment. Social Work, 49(4), 620-629.
• Wyngaard, L. M. (2016). African cultural perspectives and social work practice. International Social Work, 59(4), 627-639.
• Weaver, H., & Lewis, J. (2013). Critical cultural competence: A learner's guide for transforming practice. Social Work, 58(3), 235-243.