Social Work Client Assessment Paper

Client Assessment
Assessment are the cornerstone of a social worker’s work with a client. This paper will show an assessment of a client I am working with at my social work internship. The first part of the paper will be a biopsychosocial assessment that will include information about my agency, my client, the client’s history, the problems the client needs to address, my observations of the client, and my theoretical understanding of why these things are happening. The second part of the paper will focus on the developed intervention and treatment plan, barriers to the plan, and measuring progress towards the client’s goals in utilizing the plan.
I. AGENCY AND STUDENT’S ROLE
The agency is a local state Department of Social Services agency.

This signifies that the agency wants to aid in building strong, independent families, but that the manner in which we treat people in need of services is also of importance. People local to the county are able to come and apply for benefits such as food stamps, Medicaid, cash assistance for families (TANF), childcare, and energy assistance. There is also a services unit that investigates abuse and neglect of children and adults, places children in foster homes, when their own homes become a danger to them, offer support and services to families in crisis, and help elder adults who are having trouble meeting their needs (Caroline county, 2016). My role as a social work student is to assist the social workers in the services unit, primarily working in foster care, ongoing family services, and adult services. My internship is two days per week, which makes it more difficult to have cases completely on my own. My agency has assigned me cases to share with the unit social workers. This allows us to coordinate our actions on the clients’ cases, and ensures someone is available to meet client needs on a consistent basis. The agency has four teenagers in foster care who are between the ages of 13 years old to 18 years old. During this time-frame, the

Her attendance records showed she had not been attending school regularly, and at some point, she stopped coming to school at all. Social Services went to speak with Eve’s parents, and discovered that the address on file at the school was that of a motel. Eve was residing in the hotel with her older sister, whom I shall call “Amy”, two years older than she, and her parents. Family histories compiled from Eve’s grandparents reflected that Eve’s parents both have intellectual disabilities (I.D.). I.D. is characterized by persons with an IQ of less than 75, having limitations in self-care, socializing and communication skills, and having had their disabilities recognized before reaching the age of eighteen-years old (Kassel, 2014). Eve’s father is said to operate at the mental level of an elementary child, while Eve’s mother has higher functioning, operating at the mental level of a middle school child. The parents work at mostly fast-food, odd jobs, and landscaping. They have lived alternately as a family with both of Eve’s grandparents, and on their own. Eve and her family socialized mainly with her extended relatives. She has no recorded physical issues, and the birth of her children are the only hospital stays on file. Eve states she does not really have many friends and finds it hard to make them. Both Eve and Amy receive special education services in school and have an