Assessment Assignment

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Nov 24, 2024

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1 Assessment Assignment Alfremiri Florentino La Salle University SWK 660; Advance Practice Prof. Janine Mariscotti, MSW, LCSW October 18, 2022

2 Assessment Assignment Assessment Social work as a profession-based program has several steps to promote development, social cohesion, social change, and people's liberation. One of these steps is assessment, which entails gathering information concerning a client's situation, after which plans are devised based on the information to help the client overcome the challenges and issues. I will work with a foster care client on this paper to assess his situation. 1. Client Identifying Information: Age: 14 Gender: Male Ethnicity/Race: White Referral Source: Department of Social Services 2. Presenting Problem: The client was placed in foster care after his parents were arrested for drug possession and child neglect. He has been in and out of foster care for the past two years and has been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder. He has been having difficulty in school and getting into fights with other kids.

3 3. Bio-psychosocial History: The client was born to parents who were both addicted to drugs. He was neglected and often went without food or necessities. He was removed from his home when he was six years old and placed in foster care. He has been in and out of foster care since then. He has been diagnosed with Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder. He has been having difficulty in school and getting into fights with other kids. The child resides in a foster home of a single parent. The child's goal of permanency is to return to his birth parents, as parental rights are not yet terminated. 4. Other Relevant Information: The client has a history of trauma and neglect from his parents' drug issues. The child felt terror and helplessness due to traumatic situations that resulted in psychological detriment emanating from the parent's addiction , causing a neglected history and detachment in the child because of emotional unavailability from drug abuse that overwhelmed the child. The child has faced physical abuse that has caused a history of behavioral and other social problems due to the parents' exploitation of the child with increased severity of childhood trauma. The client faced the sudden removal of his parents and child maltreatment throughout his life. The child has difficulty trusting adults and often acts out at school and home. He has been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant disorder. If the permanency goal changes, a child will be up for adoption, and the child was asking the potential foster parent if she would be interested in adopting the child with an answer that was maybe.

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4 Concerns and Strengths The client has a history of trauma and neglect, leading to difficulty trusting adults and often acting out in school and at home. The foster parent knows that the child has been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder. However, the foster parent is struggling with the child's behavior. According to the Foster Parent, when the child is angry, he yells, hits, and cries. F.P. shared that child struggles with listening. F.P. stated that when a child goes through a behavioral crisis, she tries to calm him down by talking to him with a soft tone of voice, letting him know that it is not ok to hit or yell. For disciplinary measures, she takes away his video games. The foster parent has shared that when a child gets home from school, he goes straight to his room and would not talk to her much. It was stated that the foster parent receives weekly calls from the school about the child's behavior, such as going into an emotional crisis where the child starts crying, yelling, or interrupting and disturbing his classmates. However, According to school records and progress notes, the child has strengths in specific subjects such as math and sciences, where he gets good grades and is best behaved. The child is incredibly resourceful, able to use his skills and develop new ones to overcome obstacles. He is also resilient, able to adapt to changes in his environment and take on new challenges with courage and determination. Additionally, he has an impressive capacity for compassion and empathy, demonstrating an understanding of others' feelings and experiences well beyond his years. He is also an excellent listener and communicator, able to express his thoughts and feelings clearly and with respect for others. These qualities combined make him an invaluable asset to any family or community.

5 Goals The goals to solve these concerns include; 1. To provide the client with a safe and supportive home environment. 2. To help the client develop trusting relationships with adults. 3. To help the client cope with his Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder. 4. To help the client succeeds in school and his future endeavors. Interventions Based On the Specified Goals 1. Home: Create a safe and supportive home environment by providing structure and consistent rules. One of the rules is to ensure that the client gets enough sleep since lack of sleep would worsen the ADHD symptoms. Secondly, we will provide a home environment that offers a reasonable assurance for reformation. 2. Relationships: The aim is to help the client develop trusting relationships with adults by being a consistent and supportive adult. The Foster parent is willing to provide the support that he needs. In this case, we will devise good daily routines to help reduce impulsivity and improve his organizational skills. Furthermore, we will ensure that the client is exposed to more productive kids who will handle him with care four until he regains his focus. There will be a follow-up now and then to ensure that there are notable improvements. We foster his transformation, allowing him to see the world like most people do to ensure the client's future success and happiness.

6 3. ADHD/ODD: help the client cope with his Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder by providing him with tools and strategies to deal with his symptoms. Tools and techniques used in this case include encouraging the client to do regular exercise that will help improve focus and concentration (Mohamed, 2021). Secondly, we will collaborate with the school so that they can come up with a 504 plan that will offer the accommodation and support that the client needs to succeed academically. 4. School: help the client succeed in school by providing him with academic and behavioral support. In this case, the client will be offered an opportunity to express himself in areas he wants to succeed when growing up. Besides, he will be monitored by the school teachers by being offered career facilities of his choice to ensure that he understands the need for education well. To ensure that all these plans are successful, we will develop a concrete teacher and kid bond that will rotate around, reshaping the client's focus toward school life. Single Research Approach The single-system research approach that will be used to evaluate the effectiveness of the intervention is known as the A-B-A-B design. The approach involves collect of baseline information, applying an intervention and measuring its effects, and then measure of change when the cure is applied and removed (Flückiger et al., 2021). The approach involves two parts, with the first A representing the baseline measure, the first B a treatment measure, the second A withdrawal of the treatment, and the second B and last initial representing treatment reintroduction. The single research approach aims to determine whether the client's behavior

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7 positively impacts the intervention (Tanious et al., 2021). The research will require data analysis to determine the intervention's effectiveness, where the client can identify and express their emotions constructively and respectfully with the treatment implemented during and before the intervention. The A-B-A-B design developed an expected level of improvement at the first stage through evidence of improvement to the client before the removal and reintroduction of the treatment. The single research approach helped highlight the efficacy of the intervention in reducing Attention Deficit Hyperactivity Disorder that helped improve sleep time and interaction. After the second phase of treatment, the client was able to engage with other children at school with an interest in physical activities and a heightened sense of appreciation. The oppositional defiant disorder is diminished, and the child focuses more on education and alleviating other kids. The client is more focused on the future by encouraging other children to embrace the vitality of education in life with an exhibit of positive behavior in class. Performance has been good through good teacher reports regarding more focus and concentration in school. The assessment is a critical step that brings change among many suffering from situations that would be life-ending if not handled with the seriousness they require. However, from the client's case, we can deduce that nothing is impossible as long as proper protocols are in place to handle the challenge.

8 References Curnow, D. (2021). "The Offender Mindset.". Palgrave Macmillan, Cham, 2021. 17-32. Flückiger, C., Vîslă, A., Wolfer, C., Hilpert, P., Zinbarg, R. E., Lutz, W., & Allemand, M. (2021). Exploring change in cognitive-behavioral therapy for generalized anxiety disorder—A two-arms ABAB crossed-therapist randomized clinical implementation trial. Journal of consulting and clinical psychology, 89(5), 454. Mohamed, H. &. (2021). Successfully Engaging Students with ADHD. Tanious, R., Manolov, R., & Onghena, P. (2021). The assessment of consistency in single-case experiments: Beyond ABAB designs. Behavior Modification, 45(4), 560-580.

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