Wk 10 assignment
BIOPSYCHOSOCIAL ASSESSMENT
In this course, you have explored the complex interplay of the social environment and aspects of biological, psychological, and social development from birth to adolescence. Of course, this interplay is never immediately apparent to a social worker when working with a new client. The social worker must gather information, via interview, to begin to understand and make sense of the client’s unique situation.
Social workers use a biopsychosocial assessment (sometimes called biopsychosocial-spiritual) to collect and document specific information about the client’s life and the factors that have shaped it. It is, at once, a summary of current issues and problems, a listing of past factors that may be relevant to the present situation, and a description of potential issues that may have an effect on the client in the future. The assessment provides a holistic picture of the client and is used to guide treatment and goal setting.
For this Assignment, imagine yourself as Ray’s social worker. Though you won’t be interviewing him, you have learned a great deal about his story in videos throughout the course. Now, in this Assignment, you apply that learning to identify, categorize, and record important information about Ray’s development in a biopsychosocial assessment.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
TO PREPARE:
- Review the videos depicting Ray’s case that have been provided throughout the course, as well as any notes you have taken on the videos thus far.
- Review any feedback you have received from Week 8 Discussion 2 and the Week 9 Assignment.
- Download the Biopsychosocial Assessment Template from the Learning Resources and use it for this Assignment.
BY DAY 7
Using the template, submit a 5- to 7-page biopsychosocial assessment focusing on Ray. The assessment should be written in professional language and cover the following sections:
- Presenting issue (including referral source)
- Demographic information
- Current living situation
- Birth and developmental history
- School and social relationships
- Family members and relationships
- Health and medical issues (including biological, psychological, and psychiatric functioning and substance use)
- Spiritual and cultural development
- Social, community, and recreational activities
- Client strengths, capacities, and resources
At the end of the document:
- Include a summary and analysis of the overall challenges experienced by the client and how the social environment has contributed to those challenges. Describe how this analysis of the social environment would be beneficial to treatment and goal-setting.
- Then, describe two goals that you can work on with this client based on the assessment. Explain why these goals are appropriate and relevant to the case in addressing the presenting issue and challenges.
Please use the Learning Resources and additional research to support your analysis. Make sure to provide APA citations and a reference list.
SUBMISSION INFORMATION
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
- To submit your completed assignment, save your Assignment as WK10Assgn_LastName_Firstinitial
- Then, click on Start Assignment near the top of the page.
- Next, click on Upload File and select Submit Assignment for review.
Rubric
SOCW_6200_Week10_Assignment_Rubric
| SOCW_6200_Week10_Assignment_Rubric |
| Criteria | Ratings | Pts |
| This criterion is linked to a Learning OutcomeSubmit a 5- to 7-page biopsychosocial assessment focusing on Ray. The assessment should be written in professional language and cover the following sections: presenting issue; demographic information; current living situation; birth and developmental history; school and social relationships; family members and relationships; health and medical issues; spiritual and cultural development; social, community, and recreational activities; and client strengths, capacities, and resources. | | 77 to >68.53 pts Exceeds Expectation Assessment meets expectations and exceeds by presenting client history and development thoroughly, with detail, and with insightful analysis of the connections across biological, psychological, and social domains. | 68.53 to >60.83 pts Meets Expectation Assessment is clear, complete, and identifies essential client history and development in biological, psychological, and social domains. | 60.83 to >53.13 pts Fair Assessment provides limited, incomplete, or vaguely developed description of the client’s history and development. | 53.13 to >0 pts Needs Improvement Assessment fails to or does not attempt to describe factors in the client’s history and development. |
| 77 pts |
| This criterion is linked to a Learning OutcomeInclude a summary and analysis of the overall challenges experienced by the client and how the social environment has contributed to those challenges. | | 33 to >29.37 pts Exceeds Expectation Response meets expectations and exceeds by analyzing three or more connections between the social environment and the challenges experienced. … Response provides additional detail and critical thought through examples from the resources, peer-reviewed research, or other relevant sources. Four or more scholarly sources are used to support the response. | 29.37 to >26.07 pts Meets Expectation Response fully summarizes and analyzes the overall challenges experienced by the client. The response analyzes one or two connections between the social environment and the challenges experienced. The response describes how the analysis of the social environment would be beneficial to treatment and goal-setting. Response demonstrates an evident understanding of the case and connects to the Learning Resources, peer-reviewed research, and examples. At least three scholarly resources are used to support the response. | 26.07 to >22.77 pts Fair Response provides limited, incomplete, or vaguely developed summary and analysis of the overall challenges experienced by the client and how the social environment has contributed. … Response may demonstrate understanding of the case and connection to the Learning Resources, peer-reviewed research, and examples, but it is vague or poorly connected. At least one scholarly resource is used to support the response in addition to any non-scholarly sources. | 22.77 to >0 pts Needs Improvement Response makes little or no attempt to summarize and analyze client challenges and the connection to the social environment. No resources are used for support, or the response does not demonstrate understanding of the resources. |
| 33 pts |
| This criterion is linked to a Learning OutcomeDescribe how this analysis of the social environment would be beneficial to treatment and goal-setting. | | 22 to >19.58 pts Exceeds Expectation Response provides specific examples when describing how the analysis of the social environment would be beneficial to treatment and goal-setting. … Response provides additional detail and critical thought through examples from the resources, peer-reviewed research, or other relevant sources. Two or more scholarly sources are used to support the response. | 19.58 to >17.38 pts Meets Expectation Response describes how the analysis of the social environment would be beneficial to treatment and goal-setting. … Response demonstrates an evident understanding of the case and connects to the Learning Resources, peer-reviewed research, and examples. At least one scholarly resource is used to support the response. | 17.38 to >15.18 pts Fair Response provides limited, incomplete, or vaguely developed description of how the social environment analysis would be beneficial to treatment and goal-setting. … Response may demonstrate some understanding of the case and connection to the Learning Resources, peer-reviewed research, and examples, but it is vague or poorly connected. | 15.18 to >0 pts Needs Improvement Response provides little or no description of how the social environment analysis would be beneficial to treatment and goal-setting. No resources are used to support the response. |
| 22 pts |
| This criterion is linked to a Learning OutcomeDescribe two goals that you can work on with this client based on the assessment. Explain why these goals are appropriate and relevant to the case in addressing the presenting issue and challenges. | | 44 to >39.16 pts Exceeds Expectation Response meets expectations in providing two detailed, well-explained goals which are applicable to the client and address the client’s presenting issues. … Response explains why the goals are appropriate and relevant to the case and deepens understanding by adding connection and applicability to practice. … Response draws out specific or deeper understanding through examples from the resources, peer-reviewed research, or other relevant sources. Three or more scholarly resources are used to support the response. | 39.16 to >34.76 pts Meets Expectation Response provides two clear goals that are applicable to the client and address the client’s presenting issues. … Response demonstrates an evident understanding of the case and connects to the Learning Resources, peer-reviewed research, and examples. At least two scholarly resources are used to support the response. | 34.76 to >30.36 pts Fair Response only provides one clear goal. The response includes limited, incomplete, or vaguely developed explanation of goals and how they are applicable to the client and/or does not effectively address the client’s presenting issues. … Response may demonstrate understanding of the case and connection to Learning Resources, peer-reviewed research, and examples, but it is vague or poorly connected. At least one scholarly resource is used to support the response in addition to any non-scholarly sources. | 30.36 to >0 pts Needs Improvement The response does not provide two goals or goals are unclear. The response makes little or no attempt to explain the goals and their applicability to the client. No resources are used to support the response. |
| 44 pts |
| This criterion is linked to a Learning OutcomeCompetency Assessment | | 11 to >9.79 pts Exceeds Expectation Student meets expectations and exceeds by demonstrating a high competency in assessment related through demonstrated knowledge, values, skills, cognitive and affective processes employed as part of assessment. | 9.79 to >8.69 pts Meets Expectation Student demonstrates ability to use information about Human Behavior and the Social Environment to assess a case and develop appropriate goals based on assessment. | 8.69 to >7.59 pts Fair Student demonstrates some ability to use information about Human Behavior and the Social Environment to assess a case and develop goals based on assessment. Student may have missed identifying key assessment information and/or had misaligned goals. | 7.59 to >0 pts Needs Improvement Student demonstrates little or no ability to use information about Human Behavior and the Social Environment to assess a case or to develop goals based on assessment. Student missed identifying the majority of key assessment information and goals did not align with assessment. |
| 11 pts |
| This criterion is linked to a Learning OutcomeWriting | | 33 to >29.37 pts Exceeds Expectation Paper meets length requirements, meets expectations, is generally error free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. … Paper appropriately paraphrases sources, using one or less quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error free (two or fewer). … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt. | 29.37 to >26.07 pts Meets Expectation Paper meets length requirements and is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (three to five), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas. …Paper appropriately paraphrases sources. Paper may use two to three short quotes but provides appropriate reference. Consistently documents sources in APA Style. Uses citations for ideas requiring attribution, with a few minimal errors (three to five). The reference list is complete and contains only minimal errors (three to five). Paper formatting is appropriate. There is a clear distinction between cited content and original thought. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt. | 26.07 to >22.77 pts Fair Paper does not meet length requirements either somewhat too short or too long. The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (five to 10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus….Paper may rely on four short quotes or one to two long quotes (over 40 words) and/or does not sufficiently paraphrase material from other resources into student’s own words. Attempts to document sources in APA Style. Citations are present but contain frequent APA errors or omissions. A reference list is provided but is incomplete and/or contains frequent APA errors. Paper formatting may be incorrect (e.g., single-spaced or without a title page). …Occasionally lacks a clear distinction between cited content and original thought. …Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt. | 22.77 to >0 pts Needs Improvement Paper does not meet length requirements either significantly too short or too long. The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (11+), and interfere with the message. The paper is not organized or lacks focus….Paper relies excessively on quoting (five or more quotes) or three or more long quotes (over 40 words), and/or uses quoted material without paraphrasing or referencing the source of the material. Little or no attempt to document sources in APA Style. Citations are infrequent or missing, and a reference list is not provided. Little or no attempt has been made to format the paper in APA Style. …There is no distinction between cited content and original thought. Tone and presentation of ideas reveal bias and subjectivity. |
| 33 pts |
| Total Points: 220 |
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References
- Zastrow, C. H., Kirst-Ashman, K. K., &Hessenauer, S. L. (2019). Understanding human behavior and the social environment(11th ed.). Cengage Learning.
- Chapter 9, “Gender, Gender Identity, Gender Expression, and Sexism” (pp. 410–454) (Review)
- Debnam, K. J., & Mauer, V. (2021). Who, when, how, and why bystanders intervene in physical and psychological teen dating violenceLinks to an external site.. Trauma, Violence & Abuse, 22(1), 54–67. https://doi.org/10.1177/1524838018806505
- Leone, R. M., Haikalis, M., Parrott, D. J., &DiLillo, D. (2018). Bystander intervention to prevent sexual violence: The overlooked role of bystander alcohol intoxicationLinks to an external site.. Psychology of Violence, (5), 639–647. https://doi.org/10.1037/vio0000155
- Gale, L. (2019, June 14). Biopsychosocial-spiritual assessment: An overviewLinks to an external site.. Social Work Practice & Skill. https://www.ebsco.com/sites/g/files/nabnos191/files/acquiadam-assets/Social-Work-Reference-Center-Skill-Biopsychosocial-Spiritual-Assessment.pdf
- Document:Biopsychosocial Assessment Template Download Biopsychosocial Assessment Template(Word document)
- Zastrow, C. H., Kirst-Ashman, K. K., &Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.
- Chapter 5, “Ethnocentrism and Racism” (pp. 233–281)
- English, D., Lambert, S. F., Tynes, B. M., Bowleg, L., Zea, M. C., & Howard, L. C. (2020). Daily multidimensional racial discrimination among Black U.S. American adolescentsLinks to an external site.. Journal of Applied Developmental Psychology, 66. https://doi.org/10.1016/j.appdev.2019.101068
- Tynes, B. M., Willis, H. A., Stewart, A. M., & Hamilton, M. W. (2019). Race-related traumatic events online and mental health among adolescents of colorLinks to an external site.. Journal of Adolescent Health, 65(3), 371–377. https://doi.org/10.1016/j.jadohealth.2019.03.006
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