SOCW 6200 Week 10 Project: Bio-Psycho-Social Assessment

SOCW 6200: Human Behavior and the Social Environment I
Week 10
Project: Bio-Psycho-Social Assessment
Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment.
By Day 7
Submit 9-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:
Part A: Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:

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 psychological and psychiatric functioning,      substance abuse)
Spiritual      development
Social,      community, and recreational activities
Client      strengths, capacities, and resources

Part B: Analysis of Assessment. Address each of the following:

Explain the      challenges faced by the client(s)—for example, drug addiction, lack of      basic needs, victim of abuse, new school environment, etc.
Analyze how      the social environment affects the client.
Identify      which human behavior or social theories may guide your practice with this      individual and explain how these theories inform your assessment.
Explain how      you would use this assessment to develop mutually agreed-upon goals to be      met in order to address the presenting issue and challenges face by the      client.
Explain how      you would use the identified strengths of the client(s) in a treatment      plan.
Explain how      you would use evidence-based practice when working with this client and      recommend specific intervention strategies (skills, knowledge, etc.) to      address the presenting issue.
Analyze the      ethical issues present in the case. Explain how will you address them.
Describe the      issues will you need to address around cultural competence.

Grading Criteria Rubric Detail.
Responsiveness to Directions
66.15 (27%) – 73.5 (30%)
Paper fully addresses all instruction prompts.
Content
55.12 (22.5%) – 61.25 (25%)
Paper demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.
Competency: Assess Individuals, Families,

Groups, Organizations, and Communities -Knowledge
11.03 (4.5%) – 12.25 (5%)
Student demonstrates excellent knowledge of theories of human behavior and the social environment. Student demonstrates an excellent ability to apply knowledge of theory when assessing a case study.
Competency: Assess Individuals, Families,

Groups, Organizations, and Communities -Skills
11.03 (4.5%) – 12.25 (5%)
Student demonstrates an excellent ability to complete a bio-psycho-social assessment based on a case study. Student fully and accurately assesses biological, psychological, and social components.
Competency: Intervene with Individuals, Families,

Groups, Organizations, and Communities –Cognitive and Affective Processes
11.03 (4.5%) – 12.25 (5%)
Student demonstrates excellent critical thought related to using assessment information to develop goals and explaining how to use client strengths in intervention.
Writing
66.15 (27%) – 73.5 (30%)
Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Paper contains multiple, appropriate and exemplary sources expected/required for the assignment.
Week 10: Gender, Gender Identity, Gender Expression, Sexism, Power and Privilege
In order to understand and assess human behavior, one must be aware of the pressures that gender-based stereotypes have on people. Social workers need to understand how human diversity affects behavior.
—Zaslow, Kirst-Ashman and Hessenauer (2019, p. 418)
Gender expectations and gender roles are most evident when they are being violated. When people defy the gender roles that a particular society defines as “normal,” tension and pressure to conform to those roles arises. It is this tension that creates an impact on one’s personal and professional environment, as it can affect psychological development and impact behavior. This week consider the differences among gender, gender identity, and gender expression as they relate to power and privilege.
References
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Boston, MA: Cengage Learning.
Learning Resources
Required Readings
Melchert, T. P. (2015). Treatment. In Biopsychosocial practice: A science-based framework for behavioral health care (pp. 211-233). Washington, DC, US: American Psychological Association. 
Goldbach, J. T., & Gibbs, J. (2015). Strategies employed by sexual minority adolescents to cope with minority stress. Psychology Of Sexual Orientation And Gender Diversity, 2(3), 297-306.
Kosciw, J. G., Greytak, E. A., Giga, N. M., Villenas, C., Danischewski, D. J., & Gay, L. (2016). The 2015 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation’s Schools. Executive Summary.
Steensma, T. D., Kreukels, B. C., de Vries, A. C., & Cohen-Kettenis, P. T. (2013). Gender identity development in adolescence. Hormones And Behavior, 64(2), 288-297.
Document: BioPsychoSocial Assessment Template(Word document)
Required Media
Braly. J. (2002). Oliver’s pink bicycle [Audio file]. Retrieved from http://themoth.org/posts/stories/olivers-pink-bicycle
Here is the link to all articles 
https://drive.google.com/drive/folders/12yO_SlnZP1Gksr-8Jn1eGpW3P-264j4Q?usp=sharing
SOCW 6200 Final Project: Bio-Psycho-Social Assessment 
Submit by Day 7 a 6- to 9-page paper that focuses on an adolescent from one of the case studies presented in this course. For this assignment, complete a bio-psycho-social assessment and provide an analysis of the assessment. This assignment is divided into two parts (Part A & Part B):
Part A: Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:
1. Presenting issue (including referral source)
2. Demographic information
3. Current living situation
4. Birth and developmental history
5. School and social relationships
6. Family members and relationships
7. Health and medical issues (including psychological and psychiatric functioning, substance abuse)
8. Spiritual development
9. Social, community, and recreational activities
10. Client strengths, capacities, and resources
Part B: Analysis of Assessment. Address each of the following:
· Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
· Analyze how the social environment affects the client. 
· Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
· Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
· Explain how you would use the identified strengths of the client(s) in a treatment plan.
· Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
· Analyze the ethical issues present in the case. Explain how will you address them.
· Describe the issues will you need to address around cultural competence. 
   
BioPsychosocial History
[Template for Part A]
Name:
Date:
Agency:
DEMOGRAPHIC INFORMATION
Age:
Ethnicity:
Marital Status:
Date of Birth:
PRESENTING ISSUE(S)
Client Self-Assessment of Problem(s)/Reason(s) for Seeking Treatment/Motivation Onset/Duration/Intensity/Frequency Precipitating Stressors/Stressful Events Symptoms (in Client’s/Informant’s Own Words)
REFERRAL SOURCE
Who referred this individual for treatment? Was the informant a reliable historian?
Was information gleaned from previous treatment records, court documents, etc.?

 
CURRENT LIVING SITUATION 
Living Situation
Dependents/Care for Dependents Employment/Disability/Seeking Disability Income/Source of Income
Insurance Transportation Daily Living Skills
Social/Leisure Activities
Available Social Support
BIRTH AND DEVELOPMENTAL HISTORY
A. PRENATAL/BIRTH/DEVELOPMENT 
Pregnancy and Labor Developmental Milestone(s)
B. EARLY CHILDHOOD
Family of Origin—Parents/Siblings/Extended Family, as Relevant 
Geographic/Cultural/Spiritual Factors/as Relevant 
Abuse/Trauma History
Physical/Emotional/Sexual Abuse History
SCHOOL AND SOCIAL RELATIONSHIPS
This section should include information about social supports and the nature of those relationships; include current friendships, school/peer group experience, and military history, if applicable.
A. SOCIAL DEVELOPMENT 
Cultural/Peer Group/Environment School
Adolescence
B. EDUCATIONAL HISTORY 
Public or Private School(s) Where Attended 
Performance
Educational Level
Extracurricular Activities
C. MILITARY HISTORY What Branch
Duty Assignment (when/where) Rank/Discharge
FAMILY MEMBERS AND RELATIONSHIPS
A. SIGNIFICANT FAMILY RELATIONSHIPS
Family member and relationship
Relationship dynamics
B. INTERPERSONAL/MARITAL HISTORY 
Age of Involvement in Relationships 
Sexual Orientation
Length of Relationships
Relationship Patterns/Problems
Partner’s Age/Occupation
HEALTH AND MEDICAL ISSUES
A. MEDICAL HISTORY/HEALTH STATUS
History of Traumatic Injuries/Illnesses/Chronic Health Problems
Describe Current Illness
Is Client in Good General Health?
Is Client Allergic to Any Medications? Who Is Client’s Primary Care Physician?
Is the Client Being Treated by Any Other Physician(s)?
What Are the Client’s Current Psychiatric and Nonpsychiatric Medications?
Describe Client’s Health Habits: Appetite, Sleep, Exercise, Nicotine, Alcohol, Illicit Drugs, and Vitamins/Herbal Supplements?
Sexual Functioning: Preference/Problems
Pregnancy/Birth Control
Risk Behaviors for STDs
B. MENTAL STATUS 
Attitude/Appearance/Behavior Affect/Mood/Psychomotor Activity
Orientation/Memory/Cognition Thought Process/Content Speech
Insight/Judgment Homicidal/Suicidal Ideation Hallucination(s)/Delusion(s)
C. HISTORY OF PSYCHIATRIC ILLNESS AND PREVIOUS TREATMENT 
Previous Diagnoses/Medications/Inpatient and Outpatient Treatment History of Suicidal Ideation/Suicide Attempts/Self-Mutilation/Homicidal Ideation/Aggression
E. SUBSTANCE ABUSE HISTORY 
Type/Onset/Duration/Amount Frequency/Pattern of Use Involvement in Treatment
SPIRITUAL DEVELOPMENT
Religion/spirituality
SOCIAL, COMMUNITY, AND RECREATIONAL ACTIVITIES
CLIENT STRENGTHS, CAPACITIES AND RESOURCES
Cultural/ethnic factors
Personal strengths
Family/social resources
OTHER SIGNIFICANT FACTORS
SUMMARY
  
PART B
After completing the biopsychosocial assessment in part A, analyze the assessment according to the questions in the assignment directions. Use APA and scholarly writing to complete this portion of the assignment.