Module 18 Understanding Assessment Techniques in Social

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SWE/WIF/UATSC/M18 by Mr. Antony Sagayaraj

Module 18

Understanding Assessment Techniques in Social Casework

Component IA

Role Name Affiliation

Principal Investigator Dr. Geeta Balakrishnan Principal, College of Social Work, Nirmala Niketan, Mumbai.

Paper Coordinator Prof. Xavier Kanickairaj National Institute of Social Work and Social Sciences, Bhubaneswar

Content Writer Mr. Antony Sagayaraj

Loyola College, Chennai.

Content Reviewer Prof. Xavier Kanickairaj National Institute of Social Work and Social Sciences, Bhubaneswar

Language Editor Ms. Marianne Claudia Rayer

Research scholar, Pondicherry University, Pondicherry

Component IB

Description of Module Subject Name Social Work Education Paper Name Working with Individuals and Families Module Name Understanding Assessment Techniques in Social

Casework Module ID SW/SCW/ 18 Pre Requisites Not Applicable Objectives • To understand the importance of assessment in

social casework • To learn the techniques of assessment • To know the supportive skills in social casework

Key words Assessment, Interview, Environment modification, Home visits, Collateral contacts, Referral, and Supportive techniques

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Quadrant 1 I Introduction

Assessment of a problem is very important in the process of social casework. If the process of assessment

or the diagnosis is not done in a professional and systematic manner, the caseworker will find it very

difficult to understand the problem of the individual and plan the appropriate intervention strategy. In

social casework, it is the assessment that reveals the nature of the person’s or the client’s current situation

at a particular point in time. As the process of intervention in social casework aims at enabling the

individual to free himself or herself from his or her psycho-social disabilities, assessment is the

inseparable part of the helping process.

Objectives

• To know the Techniques of Assessment,

• To learn the art of Interviewing,

• To grasp the essence of Environmental modification,

• To understand the importance of Home visits, and

• To be familiar with the Supportive skills in case work.

II Assessment

Assessment of facts is done by the caseworker in the light of his or her theoretical orientation and

knowledge, and the methods of intervention available to him. In tune with its nature, namely, psycho-

social, assessment emphasizes the understanding of psychological, biological, social and environmental

factors operating on the person, because these factors have their impact on the process of interview and

the techniques used. Moreover, this assessment gives a certain direction to proceed with the process of

intervention with the person or client.

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Assessment begins with a relationship and then requires skills that sufficiently engage the client in an

assessment and planning process in order to

• assess together the issues that are causing trouble (for the client and/or for others)

• agree to work on changing some aspects

• make and work on a plan for change

• sustain the work over time

• review frequently, reassess and re-plan

• bring the work to an appropriate end point that is acknowledged and celebrated.

III Assessment Techniques

Social case workers use various methods and techniques to make an assessment. The following are some

of the techniques which are generally used by social case workers.

v Interviewing

v Environmental modification

v Home visits

v Collateral Contacts

v Referral

v Supportive Techniques

(a)-Interviewing

An interview moves in the desirable direction only when its purpose is made clear. Therefore the persons

initiating contact should tell the others the purpose of the interview. If the interviewer has initiated the

contact, he should explain the purpose of the interview as directly as possible.

Clarifying the helping process In the initial interview and often during the first few interviews, the interviewer and the person with the

problem must come to a clear understanding of the purpose of the initial contacts. There should be:

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a) Statement of the problem to be considered during the interviews.

b) Statement of the goals. If the goals of the interviewer and client are not the same initially, they must

be discussed until an agreement is reached which is acceptable to all concerned.

c) Clarification of responsibility.

d) Statement of the time, frequency and the length of the interview.

e) Decision about the method of intervention.

The initial phase of contacts between the interviewer and the person with the problem involves the

following tasks:

1. Going out to meet the person with the problem at their own house, school, and workplace or

recreation area.

2. Verbalizing the differences in one’s lifestyle and cultural factors.

3. Making oneself available at a time or a schedule different than that usually followed.

4. Utilizing the help of other persons significant to the problem-solution of the person with the

problem.

The common mistakes in an interview are

• reassuring too soon,

• explaining quickly,

• bossing over the person with the problem,

• responding too quickly,

• interpreting quickly, and

• Advising too soon.

Purpose of interviewing

The purposes of interviewing are

v to make the person with the problem feel at ease,

v to talk about the difficulty or the problem,

v to obtain information,

v to study and assess the problem of the person, and

v to provide help to the person.

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In short, the main purpose is to gather information about the social background of the person with

problem, to find out what the problem is, what factors contribute to the problem, and what change and

modification is required for the solution of the problem or to enhance the quality of the person’s social

functioning.

Interview process

1. Pre- Interview Prepare for the interview; determine the specific objectives; choose the place of interview very

carefully - should be comfortable, free from distractions and enabling confidence for both the

worker and the person with the problem; focus on the personal characteristics of the person with

the problem; prepare the person with the problem for the interview; establish a rapport by

introducing oneself to and getting to know the person with the problem.

2. Interview Process Explore the facts shared by the person with the problem, ask relevant questions, and get complete

and accurate information. The questions asked should be clear and understandable by the person

with the problem and the responses should be recorded.

3. Ending the interview When the case worker feels that information is being repeated by the person with the problem or

when the conversation has attained a point of saturation it indicates that the interview should be

terminated. The objectives of the interview should be fulfilled.

Types of interview

1. Structured interview- It is also known as controlled, guided or directive interview. A set of

predetermined questions is used during the interview.

2. Unstructured interview- It is also known as uncontrolled or non-directive interview. The worker

develops the questions as the interview proceeds.

3. In-depth interview- It is a combination of the structured and unstructured types of interview.

(b)- Environmental modification

The identification of factors contributing to the dilemma of the person with the problem is the first

indicator of whether environmental treatment is needed. Changes in the environment often have

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immediate effects on the inner life of an individual and on interpersonal relationships. A new job that is a

better “fit” for the person with the problem may increase self-esteem, reduce anxiety and contribute to a

major satisfaction. If a change in the external situation would seem to benefit the person with the

problem, a second indicator is the assessment of whether or not it is likely that the change can be brought

about. According to Hamilton, environmental modification refers to all attempts to correct or improve the

situation in order to reduce strain and pressure. The emphasis is on modifying the unfriendly situation.

The focus is on the change of the physical environment, or the alteration of any of the social systems,

which may be essential for the better functioning of the person with the problem.

(c) Home visits

The importance of family has been well recognized by the personnel in the field of social work, especially

those in the mental health field. Home visits are an opportunity to observe and understand the home

environment and the social environment of the person with the problem. Hence it is important to observe

the interaction level of the family members at home. The case worker needs to obtain prior permission.

The study of the emotional, social and physical aspects of family life is necessary to plan the treatment

effectively. It is also very important to gather sufficient details of information so that our prediction has

less chances of being based on hunches or prejudices, and this is achieved easily and effectively through

home visits. Home visits aim at therapeutic, sustaining and preventive measures as well. At the WHO

European Conference on Mental Hygienic Practice (1959), it was recommended that home visits should

be used for diagnostic or assessment purposes as well as for intervention and supervision of long-term

patients in their own homes.

In medical and psychiatric settings, it is often impossible for the psychiatrists or the psychologists to

obtain an adequate picture of the family background by interviewing the child, the parents and others

concerned in the clinic.

Home visits help a great deal in assessing the problems of the person, the relevance of family interaction

to these problems, personality characteristics of the parents and siblings, studying the patterns of the

intra-familial, interpersonal relationships, socio-economic status of the family and the pattern of

interaction with the external world.

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During the Home Visits social caseworkers can persuade the clients to utilize the services of the Agency

to the maximum extent. They can educate the family members about the needs of the person with

problem and help to strengthen the ties between the person with problem and the family. They can

facilitate the process of rehabilitation of the discharged persons from the institutions.

(d) Collateral contacts

Significant individuals who are in contact with the person with the problem, and who can provide relevant

information about the person with the problem are called collateral contacts.

The individual’s family members, friends, neighbors, relatives, and colleagues are some examples of his

or her collateral contacts. These contacts can assist the caseworker in assessing the person with the

problem better and they can also serve as resources to solve the problem.

(e) Referral

The process of sending a client from one practitioner to another for various reasons such as resistance,

denial, excessive transference by the person with problem, prior acquaintance of the person with problem

with the worker, hostility of the person with problem, lack of confidence in the worker, or for availing

some particular resources. Sometimes before termination, cases are referred to another case worker or

therapist in the same or another agency for some important reasons.

In referral, the helping process does not end but it is the contact with a particular case worker which

terminates. The person with the problem starts a new helping relationship with another caseworker or

therapist.

Referral is done when a different type of worker or therapist is required to achieve the formulated goals of

intervention, and when the worker and the person with the problem find it difficult to move forward or

assume new responsibility.

The case may be referred to some other agency if, at some point, it is decided that the person with the

problem cannot be helped in this agency for some reason, such as lack of required services, and so on.

Referral involves preparation of a referral note which gives a very brief summary of the problem and the

efforts taken to solve the problem along with a psycho-social assessment.

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Preparation for termination is undertaken through the referral stage, which is not the final stage, and it

involves certain activities such as explaining the reasons for referral, talking of appropriate positive and

negative feelings during the referral process, tackling separation anxiety in one or two sessions, handling

the questions factually and preparing the person or the client for a new relationship with another worker

or therapist and so on.

When referral is done for availing of some concrete help, the case worker may, if required, also assume

the role of an advocate or liaison worker. Advocacy may be required when the agency does not offer its

service to the person with problem. The social case worker tries to interpret the rule books for

expectations and precedents and pleads for services to the person with problem. While assuming these

two roles the case worker must assess the risk and time involved. If this is possible, the case worker can

work as an enabler.

(f) Supportive techniques

There are some supportive techniques which the caseworker can make use of in the process of assessment

and intervention. They are

Ø acceptance which is a basic technique of helping, conveyed through words and the overall

behavior of the case worker. It is also characterized by the way the worker demonstrates warmth

and genuineness to the person with the problem. The way the person with the problem is listened

to is important in creating a feeling of being accepted. One way to accept the person with the

problem is to empathize rather than sympathize. Sympathy is a feeling of concern, compassion or

sorrow, while empathy refers to the ability of entering into the person’s or client’s ‘shoes’ or

mental state and to feel with the latter.

Ø assurance which is a technique used by the worker to help the person with the problem

understand that his or her feelings are not judged and that the worker is not shocked at hearing the

client express feelings of hatred, jealousy, resentment or anger.

Ø facilitation of expression of feelings which is a technique of helping the person with the problem

to ventilate his or her feelings. Strong feelings that are bottled up can create blocks in thinking. In

such cases, it is essential for the worker to help the person with the problem to express and here

the worker acts as a prodder and prompter.

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v accrediting and building of self confidence which refers to the worker pointing out to the

person with the problem his or her strengths and giving him or her due credit for the tasks

performed. This helps the person with the problem build up his or her confidence.

v Being with the person with the problem is a technique that is essential when the person with

the problem loses confidence or is weighed down with anxiety and is unable to make decisions or

carry out his/her tasks. In such instances the presence of the worker will serve as a support.

(g) Supportive skills in case work

Exploring case work skills further

Listening:

In social work this is an active process, and not just a series of 'nods' and an overuse of 'mms' that might

provoke hostility and impatience in the service user. The guidelines offered by Jacobs (1985:13) on the

details of how to listen well are helpful here:

• Listen with full attention, without interruption.

• Listen to the base line (what is not openly said but possibly being felt).

• Look for non-verbal communication to understand the feelings.

• Listen to yourself and how you might feel in a described situation, as a way of further

understanding (empathy).

• Try to tolerate pauses and silences that are a little longer than is usual in conversations. Avoid

asking lots of questions to break silences.

• Help yourself and the other to feel comfortable and relaxed.

It is also useful to identify some of the features of ordinary conservation which are not so helpful in

professional interviews. An interesting formulation of these is described by Townsend (1987:21).

They are:

• Daydreaming (losing attention, thoughts wandering).

• Labeling (putting the other person into a category before hearing the evidence).

• Scoring points (relating everything you hear to your own experience).

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• Mind reading (predicting what the other person is thinking).

• Rehearsing (practicing your next line in your heads).

• Cherry picking (listening for a key piece of information and then switching off).

• Interrupting (being unable to resist giving advice).

• Dueling (countering the speaker's verbal advances with parries and thrusts of your own).

• Side stepping sentiment (countering expressions of emotion with jokes or clichés).

Responding

Social case workers also need to be able to give skilled and accurate responses. Initially responses may

be non-verbal, but it is crucial to begin to offer more than token monosyllables to indicate that the speaker

is being heard and understood. Social case work skills such as summarizing, reflecting and paraphrasing

are very useful indeed to check that information is correctly understood and recorded to ensure that the

services offered meet the expressed need and that you have understood what the other person means to

say.

• Be as accurate as possible in describing feelings/ideas that you perceived (not just ‘depressed’ or

‘angry’).

• Use your empathic understanding to make this description accurate, although tentatively, because

you could be wrong. Keep questions to a minimum unless you need precise information (in which

case ask precise questions); if you want to open up an area use open questions; if you wish to

promote use rhetorical questions; avoid questions beginning with ‘why’.

• Use minimal prompts (mm, yes, or repeat the last few words).

• Paraphrase, summarize or reflect accurately as a way of prompting, an indication that you have

been listening, and a way of checking that you have heard accurately.

• Avoid making judgments or loaded remarks.

• Wherever possible, link between reported experiences, events, reactions and ideas.

IV. Summary v In social case work, it is the assessment that describes the nature of the client’s current situation

at a particular point in time.

v Interview as an assessment technique moves in the desirable direction only when its purpose is

made clear.

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v These are the types of interview - Structured interview, Unstructured interview and In-depth

interview.

v Environmental modification refers to the efforts directed at the client’s social context that will

mobilize or restructure the available resources in order to enhance the functioning of the

person.

v The techniques such as home visits and collateral contacts are unique to the nature of

assessment. These techniques contribute tremendously for the case work process.

v Supportive techniques such as Acceptance, Assurance, Facilitation of expression of feelings,

Accrediting and Building of self confidence play an important role in case work process.

v In referral, the helping process does not end but it is the contact with a particular case worker

which terminates.

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Module 18 Understanding Assessment Techniques in Social