You Are Working In A New Youth-Oriented Adolescents 13-17 Ye

You Are Working In A New Youth Oriented Adolescents 1317 Years Of Ag

You are working in a new youth-oriented (adolescents 13–17 years of age) agency that has hired you to complete initial assessments. It is up to you to develop the tool you will use to evaluate new clients for treatment in your facility. Your boss asks you to provide 4 styles of assessment: one to use on the client’s initial visit; one for use in gathering psychosocial history information; one to diagnose and refer clients for treatment; and lastly, he asks you to put together a format for evaluating risk assessment for juvenile inmates who are ready for placement in your facility’s group home. Your boss asks you to see an adolescent, 13-year-old client who is considered to be a low risk and is starting to commit petty theft. Address the following: Explain 2 types of assessments you can use to open this client to your services. Explain how you would utilize each of the assessments. Identify 1 benefit and 1 potential drawback that each assessment provides. How might your client react to this assistance, and how might you convince him to give therapy a try? When commenting to other students’ posts, address why you feel their approach to convincing the client to try therapy will or will not work. Give at least 1 positive comment. If you disagree, be sure to explain why. In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings. Please site information.

Paper For Above instruction

In working with adolescents, especially those in a juvenile facility, establishing effective assessment tools is crucial for facilitating engagement and ensuring appropriate treatment pathways. For a 13-year-old client considered low risk but exhibiting petty theft behaviors, selecting suitable assessment methods is essential to understand their needs and foster cooperation. Here, I discuss two types of assessments—initial screening assessment and psychosocial history assessment—as well as how they can be utilized, their benefits and drawbacks, and strategies to encourage the adolescent's participation in therapy.

Initial Screening Assessment

The first assessment I would employ is the initial screening assessment, designed to quickly identify core issues, risk factors, and immediate needs of the adolescent during their first visit. This assessment is brief yet comprehensive, often administered through structured interviews or standardized questionnaires such as the Youth Risk Behavior Survey (YRBS) or the Strengths and Difficulties Questionnaire (SDQ). The primary purpose is to gather preliminary information, establish rapport, and determine whether further evaluation or immediate intervention is necessary.

Utilization involves engaging the client in a conversational manner, asking age-appropriate questions about their behaviors, feelings, attitudes, and social circumstances. The goal is to make the adolescent feel heard and understood, which helps build trust. The benefit of this assessment is its efficiency—it provides rapid insights into major issues, enabling quick decision-making. However, a potential drawback is that it may oversimplify complex issues, leading to an incomplete understanding of the client's needs. The adolescent might initially react with resistance or skepticism, especially if they perceive the assessment as intrusive or stigmatizing. To encourage participation, I would emphasize confidentiality, explain that the assessment aims to help them, and reassure them that their honesty is vital to receiving appropriate support.

Psychosocial History Assessment

The second assessment is the psychosocial history interview, which delves deeper into the adolescent's background, family dynamics, educational experiences, peer relationships, and history of behavioral issues. This can be conducted through semi-structured interviews or standardized tools like the Child and Adolescent Functional Assessment Scale (CAFAS). It allows me to contextualize the adolescent’s current behavior within their life experiences, identifying contributing factors such as family conflict, trauma, or peer influence.

This assessment offers the benefit of providing a comprehensive understanding of the adolescent’s social environment, which is essential for developing individualized treatment plans. A drawback, however, is that it requires more time and rapport-building, which can be challenging if the adolescent is unwilling or guarded. The client may initially be hesitant or defensive, fearing judgment or repercussions of sharing sensitive information. To motivate him, I would create a nonjudgmental atmosphere, explain how understanding his background can lead to better support, and highlight that the goal is to help him succeed rather than punish.

Encouraging Participation in Therapy

Adolescents often respond better when they feel empowered and understood. To encourage this client to engage in therapy, I would emphasize confidentiality, focus on building trust, and highlight how therapy can help him develop better coping skills, avoid further petty crimes, and achieve personal goals. Providing examples of positive outcomes from others and involving the adolescent in decision-making about treatment can also foster motivation. Establishing a connection based on respect and acknowledgment of his feelings increases the likelihood that he will give therapy a chance.

Conclusion

Effective assessment tools are vital in juvenile mental health services, especially for engaging adolescents with problematic behaviors. Combining an initial screening assessment with a detailed psychosocial history offers a balanced approach to understanding and addressing the adolescent's needs. Encouraging participation requires empathy, clarity, and an emphasis on the benefits of therapy, which can help override initial resistance and pave the way for successful intervention.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Boyd, R. (2011). Youth assessment and intervention: Best practices. Journal of juvenile justice, 12(2), 45-60.
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• National Institute of Mental Health. (2020). Children and Teens. https://www.nimh.nih.gov/health/topics/child-and-adolescent-mental-health
• Resnick, M. D., et al. (1997). Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health. JAMA, 278(10), 823–832.
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