Assessment

What is an experimental design?

A research design where participants are randomly assigned to groups, and an independent variable is manipulated to observe its effect on a dependent variable.

What is a quasi-experimental design?

A research design that lacks random assignment but includes an intervention and comparison to assess causal relationships.

What is a randomized control design?

A type of experimental design considered the gold standard for determining causality, involving random assignment and control groups.

What are psychotropic medications?

Medications that affect brain chemistry and are used to treat mental health disorders.

Name four categories of psychotropic medications.

Antipsychotics, antidepressants, antianxiety medications, and stimulants.

What are antipsychotics used to treat?

Schizophrenia, bipolar disorder, and severe depression.

What is tardive dyskinesia?

A side effect of long-term use of antipsychotics, characterized by repetitive, involuntary movements, often of the face and tongue.

What are antimanic agents used for?

To treat and prevent manic episodes in bipolar disorder.

What are antidepressants used to treat?

Depression, anxiety disorders, and other mood-related conditions.

Name three types of antidepressants.

Selective serotonin reuptake inhibitors (SSRIs), tricyclic antidepressants (TCAs), and monoamine oxidase inhibitors (MAOIs).

What are antianxiety medications primarily used for?

Treating anxiety disorders and acute anxiety symptoms.

Name a commonly prescribed antianxiety medication.

Benzodiazepines, such as lorazepam or alprazolam.

What conditions are stimulants commonly prescribed for?

Attention-Deficit/Hyperactivity Disorder (ADHD) and narcolepsy.

Name a commonly prescribed stimulant.

Methylphenidate (Ritalin) or amphetamine salts (Adderall).

Biopsychosocial Assessment

A comprehensive assessment that explores biological, psychological, and social factors affecting a client’s functioning and well-being. • Key Focus: Looks at health history, mental health symptoms, and social/environmental influences.

Beck Depression Inventory (BDI)

A 21-item self-report questionnaire used to assess the severity of depressive symptoms. • Scoring: Higher scores indicate more severe depression.

Minnesota Multiphasic Personality Inventory (MMPI)

A standardized psychometric test to assess personality traits and psychopathology. • Use: Helps diagnose mental disorders.

Rorschach Inkblot Test

A projective test where individuals interpret inkblots to uncover unconscious thoughts. • Use: Evaluates personality structure and emotional functioning.

Wechsler Intelligence Scale (WAIS)

An IQ test that measures cognitive ability in adults. • Components: Verbal comprehension, perceptual reasoning, working memory, and processing speed.

Thematic Apperception Test (TAT)

A projective test where individuals create stories about ambiguous pictures. • Use: Evaluates emotions, motivations, and unresolved conflicts.

Mental Status Exam (MSE)

A structured assessment of a client’s cognitive, emotional, and behavioral functioning. • Components: Appearance, speech, mood, thought process, cognition, insight, and judgment.

Mini-Mental Status Exam (MMSE)

A brief test to assess cognitive functioning, particularly for dementia. • Scoring: Out of 30 points; lower scores suggest cognitive impairment.

Safety Planning

Developing a plan to ensure safety during crises, especially for suicide risk or IPV. • Components: Warning signs, coping strategies, support contacts, and safe places.

Delirium

A sudden, reversible cognitive disturbance caused by medical conditions or substances. • Features: Disorientation, hallucinations, and fluctuating levels of consciousness.

Dementia

A progressive decline in cognitive function, memory, and executive functioning. • Example: Alzheimer’s disease.

Hallucinations

False sensory perceptions without external stimuli. • Types: Auditory, visual, tactile, olfactory.

Delusions

Fixed, false beliefs that are not grounded in reality. • Types: Persecutory, grandiose, and somatic.

Eating Disorders

• Anorexia Nervosa: Restrictive eating, intense fear of weight gain. • Bulimia Nervosa: Binge eating followed by compensatory behaviors. • Binge Eating Disorder: Recurrent binge eating without purging. • Pica: Eating non-nutritive substances. • Rumination Disorder: Repeated regurgitation of food.

Social Anxiety Disorder

Intense fear of social situations due to fear of embarrassment or scrutiny.

Factitious Disorder by Proxy

Inducing illness in another person to gain attention or sympathy.

Malingering

Intentionally faking or exaggerating symptoms for external benefits (e.g., money, avoiding work)

Illness Anxiety Disorder

Preoccupation with having a serious illness despite minimal symptoms.

Paraphilic Disorders

Intense and atypical sexual urges causing distress or harm.

Personality Disorders Types:

:

o Cluster A: Paranoid, Schizoid, Schizotypal. o Cluster B: Borderline, Antisocial, Narcissistic, Histrionic. o Cluster C: Avoidant, Dependent, Obsessive-Compulsive.

Childhood Disorders

• Examples: ADHD, Conduct Disorder, Oppositional Defiant Disorder.

Autism Spectrum Disorder (ASD)

Developmental disorder with social deficits, repetitive behaviors, and sensory sensitivities.

Gambling Disorder

Persistent, problematic gambling behavior despite negative consequences.

Paranoid Personality Disorder

Pervasive distrust and suspicion of others. • Features: Believes others are deceitful, holds grudges, perceives innocent remarks as threats.

Schizoid Personality Disorder

Detachment from social relationships and restricted emotional expression. • Features: Prefers solitude, little interest in close relationships, emotionally cold.

Schizotypal Personality Disorder

Acute discomfort in close relationships, eccentric behaviors, and odd beliefs. • Features: Magical thinking, unusual speech patterns, social anxiety, odd appearance.

Borderline Personality Disorder

Instability in interpersonal relationships, self-image, and emotions with impulsive behaviors. • Features: Fear of abandonment, mood swings, impulsivity, self-harm, chronic feelings of emptiness.

Histrionic Personality Disorder

Excessive emotionality and attention-seeking behaviors. • Features: Dramatic, seeks approval, easily influenced, considers relationships more intimate than they are.

Narcissistic Personality Disorder

Grandiosity, need for admiration, and lack of empathy. • Features: Exaggerated sense of importance, entitlement, preoccupation with fantasies of power or success.

Antisocial Personality Disorder

Disregard for and violation of the rights of others. • Features: Deceitfulness, impulsivity, irritability, lack of remorse, repeated unlawful behaviors.

Avoidant Personality Disorder

Social inhibition, feelings of inadequacy, and hypersensitivity to criticism. • Features: Avoids social situations, fears rejection, sees self as socially inept.

Dependent Personality Disorder

Excessive need to be cared for, leading to submissive and clingy behavior. • Features: Difficulty making decisions, relies on others, fears being alone.

Obsessive-Compulsive Personality Disorder (OCPD)

Preoccupation with orderliness, perfectionism, and control. • Features: Inflexible, over-focused on rules and details, reluctant to delegate tasks, workaholic tendencies.

Genogram

A visual diagram representing family relationships, patterns, and medical or behavioral histories across generations. • Use: Helps identify family dynamics, hereditary issues, and social systems.

Active Listening

Fully concentrating, understanding, responding, and remembering what a client is saying. • Features: Eye contact, open body language, paraphrasing, and reflecting feelings.

Organic Disorders

Disorders caused by physical or medical conditions affecting brain function. • Examples: Dementia, delirium, traumatic brain injury (TBI).

Collateral Information

Data gathered from individuals or sources other than the client (e.g., family, medical records). • Use: Provides a fuller picture of the client’s history and functioning.

Insight

A client’s awareness and understanding of their own thoughts, behaviors, and mental health issues. • Levels: Good, partial, or poor insight.

Affect

The observable expression of emotions (e.g., flat, blunted, labile, inappropriate). • Example: Smiling while expressing sadness is inappropriate affect.

Enuresis

Repeated involuntary urination, typically at night, after age 5. • Subtypes: Primary (never achieved continence) or secondary (relapse).

Encopresis

Repeated involuntary defecation in inappropriate places in children older than age 4. • Features: Often linked to constipation or behavioral concerns.

Social Work Helping Process

A structured approach in social work involving: Engagement → Assessment → Planning → Intervention → Evaluation → Termination.

Reliability

Consistency of a measure or assessment tool over time. • Example: A test yields similar results across repeated administrations.

Validity

The extent to which an assessment tool measures what it is intended to measure.

SOAP Assessment

A structured note-taking format: o S: Subjective (client report) o O: Objective (observations, facts) o A: Assessment (clinician’s interpretation) o P: Plan (next steps).

Formative Evaluation

Ongoing evaluation during an intervention to improve effectiveness. • Example: Feedback gathered mid-program to adjust strategies.

Summative Evaluation

Evaluation conducted at the end of an intervention to measure overall outcomes. • Example: Final program effectiveness report.

Single Subject Design

Research design focusing on one subject over time to evaluate intervention effectiveness • Example: A-B-A design (baseline, intervention, return to baseline)

Millon Clinical Multiaxial Inventory (MCMI)

A psychological test used to assess personality disorders and clinical syndromes. • Use: Helps with diagnosis and treatment planning.

Stanford-Binet Intelligence Scale

A standardized test measuring cognitive abilities and intelligence. • Components: Measures reasoning, knowledge, and problem-solving.

External Validity

The extent to which research findings can be generalized to real-world settings.

Predictive Validity

The degree to which a test can predict future outcomes. • Example: SAT scores predicting college success.

Concurrent Validity

The extent to which a test correlates with an existing, established measure. • Example: Comparing a new depression scale with the BDI.

Qualitative Data

Non-numerical data describing characteristics, experiences, or behaviors. • Examples: Interviews, narratives, observations.

Quantitative Data

Numerical data used to measure variables and analyze statistical relationships. • Examples: Surveys, test scores, structured observations.

Cross-Sectional Design

A research method that studies different groups of people at one point in time. • Use: Identifies differences across age, demographics, or other variables.

Psychosocial Stress

Stress caused by social and psychological factors (e.g., relationships, finances, work). • Example: Stress from job loss or marital conflict.

Risk Assessment

Process of evaluating potential risks (e.g., harm to self/others, neglect) in a client’s environment or behavior. • Use: Guides safety planning and intervention.

Engagement

The initial phase of the helping process where rapport, trust, and a working relationship are established. • Key Skills: Active listening, empathy, and client-centered communication.

Macro Social Work

Focus on large systems such as communities, organizations, and policies. • Example: Advocacy, community organizing, policy development.

Micro Social Work

Focus on individuals or small groups for direct practice and intervention. • Example: Counseling, case management.

Mezzo Social Work

Focus on mid-level systems such as families, groups, and organizations. • Example: Support groups, family therapy, organizational consulting.

Trauma-Informed Care

An approach that recognizes, understands, and responds to the impact of trauma on clients. • Principles: Safety, trustworthiness, empowerment, collaboration, and cultural sensitivity.

Crisis Plans

A plan developed to help clients respond to crisis situations safely and effectively. • Components: Warning signs, coping strategies, emergency contacts, and safety steps.

Discharge (Follow-Up Care)

The final phase of care, ensuring continuity of support after services end. • Key Steps: Referrals, follow-up appointments, and client education.

Longitudinal Design

Research that studies the same group of people over a long period of time. • Use: Identifies developmental trends or long-term outcomes.

Experimental/Randomized Control

A research design where participants are randomly assigned to control and experimental groups to test interventions. • Strength: High internal validity

Quasi-Experimental Design

A research method similar to experimental design but lacking random assignment. • Use: Often used in real-world settings when randomization isn’t feasible.

Disorientation

A state of mental confusion where a person is unaware of time, place, or identity. • Types: o Time disorientation: Not knowing the current date or time. o Place disorientation: Uncertainty about current location. o Person disorientation: Failure to recognize oneself or others. • Example: A person with dementia may not recognize their own home or forget their age.

Grandiose

An inflated sense of self-importance, power, or abilities. • Associated Disorders: Bipolar I (during manic episodes), Narcissistic Personality Disorder. • Example: Believing one has special powers to influence world events.

Somatic

Relating to physical symptoms that are caused or exacerbated by psychological distress. • Example: Stress causing headaches, stomach pain, or fatigue without a medical cause.

Acute Stress Disorder (ASD)

A trauma-related disorder lasting from 3 days to 1 month after exposure to a traumatic event. • Symptoms: Intrusive thoughts, dissociation, avoidance, hyperarousal. • Example: Experiencing flashbacks after a car accident.

Panic Attacks

Sudden and intense periods of fear or discomfort peaking within minutes. • Symptoms: Palpitations, shortness of breath, trembling, dizziness, depersonalization. • Example: Feeling unable to breathe while in a crowded elevator.

Generalized Anxiety Disorder (GAD)

Excessive, uncontrollable worry about various aspects of life for at least 6 months. • Symptoms: Restlessness, fatigue, difficulty concentrating, muscle tension. • Example: Constant worrying about finances, work, and relationships.

Posttraumatic Stress Disorder (PTSD)

A disorder resulting from exposure to trauma, with symptoms lasting more than 1 month. • Symptoms: o Re-experiencing trauma (flashbacks, nightmares). o Avoidance of reminders. o Negative changes in thoughts/moods. o Hypervigilance. • Example: A veteran avoiding fireworks due to combat memories.

Obsessive-Compulsive Disorder (OCD)

A disorder characterized by intrusive obsessions and repetitive compulsions aimed at reducing anxiety. • Examples: o Obsession: Fear of germs. o Compulsion: Excessive handwashing.

Agoraphobia

Intense fear of situations where escape might be difficult or help unavailable. • Examples: o Avoiding open spaces, public transportation, or crowded places. o Refusing to leave home alone.

Major Depressive Disorder (MDD)

Persistent low mood, loss of interest, and associated symptoms for at least 2 weeks. • Symptoms: Fatigue, sleep issues, hopelessness, suicidal ideation.

Persistent Depressive Disorder (Dysthymia)

Chronic low-grade depression lasting at least 2 years (adults) or 1 year (children). • Example: Feeling consistently sad, tired, and unmotivated over years.

Dissociative Disorders

Conditions involving disruptions in memory, identity, perception, or consciousness. • Types: o Dissociative Amnesia: Memory loss of personal information. o Depersonalization: Feeling detached from oneself. o Dissociative Identity Disorder: Presence of two or more distinct identities.

Conversion Disorder

Neurological symptoms (e.g., paralysis, seizures) without medical cause, often triggered by stress. • Example: Sudden inability to walk after witnessing a traumatic event.

Factitious Disorder

Intentionally faking or producing physical/mental symptoms to assume the sick role.

Somatic Symptom Disorder

Excessive focus on physical symptoms causing significant distress and impairment.

Prolonged Grief Disorder

Persistent and impairing grief lasting longer than culturally expected. • Timeline: o Adults: Grief lasting >12 months. o Children: Grief lasting >6 months.

Sexual Dysfunctions

Disorders affecting sexual desire, arousal, or performance. • Examples: Erectile dysfunction, female orgasmic disorder.

Hoarding Disorder

Persistent difficulty discarding possessions, regardless of value. • Example: Living in cluttered conditions due to excessive saving.

Substance Use Disorder

Problematic use of substances leading to impairment or distress. • Example: Continued alcohol use despite relationship and work problems.

Traumatic Brain Injury (TBI)

Brain dysfunction caused by external force (e.g., fall, accident). • Symptoms: Confusion, memory loss, mood changes.

Assessment

Gathering client information to identify strengths, needs, and concerns.

Planning

Developing goals and intervention strategies to address client needs.

Termination

Ending services while ensuring follow-up care and evaluation of progress.

Independent Variable

The factor that is intentionally changed or controlled in an experiment to observe its effect. The variable manipulated by the researcher.

Dependent Variable

The outcome being measured in research.

Cross-Sequential Design

Combines cross-sectional and longitudinal methods to study multiple groups over time.

Tourette’s Disorder

• A neurological disorder characterized by the presence of both motor and vocal tics that persist for at least 1 year. • Motor Tics: Sudden, brief, repetitive movements (e.g., blinking, shoulder shrugging, facial grimacing). • Vocal Tics: Involuntary sounds or words (e.g., throat clearing, sniffing, grunting, or shouting). • Example: A child repeatedly blinking (motor tic) and making a humming sound (vocal tic) without control.

Cyclothymic Disorder

Chronic mood fluctuations with periods of hypomanic and depressive symptoms lasting 2+ years (1 year in children). • Example: Frequent mood swings between mild highs and lows without severe episodes.

Bipolar Disorder

A mood disorder with alternating manic, hypomanic, and depressive episodes.

Bipolar I Disorder

At least one manic episode lasting 7+ days or requiring hospitalization, often followed by depression. • Manic Episode: Elevated mood, high energy, risky behaviors. • Example: Staying awake for days, impulsive spending, grandiosity.

Bipolar II Disorder

At least one hypomanic episode (4+ days) and one major depressive episode. No full manic episodes. • Example: Feeling very productive for days, followed by weeks of sadness.

Cyclothymic Disorder

Chronic mood fluctuations with periods of hypomanic and depressive symptoms lasting 2+ years (1 year in children). • Example: Frequent mood swings between mild highs and lows without severe episodes.

Manic Episode

A period of abnormally elevated, expansive, or irritable mood and increased energy lasting at least 1 week. • Symptoms: Inflated self-esteem or grandiosity, Decreased need for sleep, Racing thoughts or flight of ideas, Increased talkativeness, Risky behaviors (e.g., overspending, reckless driving), • Impact: Causes significant impairment in functioning and may require hospitalization. • Example: A person starts multiple unrealistic projects, spends excessively, and sleeps very little for several days.

Hypomanic Episode

• A less severe form of a manic episode with elevated mood or irritability lasting at least 4 consecutive days. • Symptoms: Similar to mania but less intense:, Increased energy or productivity, Reduced need for sleep, Grandiosity or inflated self-confidence, Talkativeness and racing thoughts • Impact: Does not cause significant functional impairment or hospitalization. • Example: A person feels unusually energetic, starts new projects, and works efficiently without disruption.

Intervention

The process of implementing strategies to address a client’s identified problems, needs, or goals. Steps: Selecting appropriate methods (e.g., counseling, referrals, psychoeducation), Collaborating with clients to develop solutions,Monitoring and adjusting the intervention as needed • Example: Providing cognitive-behavioral therapy (CBT) to help a client manage anxiety.

Attention-Deficit/Hyperactivity Disorder (ADHD)

A neurodevelopmental disorder marked by persistent inattention, hyperactivity, and impulsivity that occurs in two or more settings (e.g., school, home). • Symptoms: o Inattention: Difficulty focusing, frequent mistakes, losing items. o Hyperactivity: Fidgeting, talking excessively, difficulty sitting still. • Example: Struggles to complete homework at home and frequently disrupts class at school.

Conduct Disorder

A behavioral disorder in children marked by repetitive violations of social norms and others' rights. • Symptoms: Aggression, destruction of property, theft, deceitfulness. • Example: A child frequently bullies peers and engages in vandalism.

Oppositional Defiant Disorder (ODD)

A disorder characterized by defiant, angry, and argumentative behaviors in children. • Symptoms: o Often argues with authority figures o Refuses to comply with rules o Deliberately annoys others. • Example: A child frequently refuses to follow teacher instructions and argues when corrected.

Autism Spectrum Disorder (ASD)

A developmental disorder involving challenges with social interaction, communication, and repetitive behaviors. • Symptoms: o Difficulty with eye contact, gestures, and understanding social cues. o Repetitive movements or speech. o Sensory sensitivities (e.g., disliking loud noises). • Example: A child avoids playing with peers and repeats the same phrases.

Separation Anxiety Disorder

Excessive fear or anxiety about being apart from attachment figures, common in children. • Symptoms: o Refusing to go to school o Nightmares about separation o Physical complaints (e.g., stomachaches) when separated. • Example: A child cries excessively when dropped off at school.

Enuresis (Bedwetting)

Repeated involuntary urination during the day or night in children aged 5 years or older. • Example: A 7-year-old wets the bed at least twice a week for three months.

Encopresis

Repeated involuntary or intentional passage of feces in inappropriate places in children aged 4 years or older. • Example: A 6-year-old soils their underwear despite being toilet trained.

Reactive Attachment Disorder (RAD)

A condition in children caused by neglect or inconsistent caregiving, leading to difficulty forming healthy attachments. • Symptoms: o Emotionally withdrawn behavior o Failure to seek comfort when distressed o Limited positive emotions. • Example: A child avoids hugs and refuses comfort when upset.

Disinhibited Social Engagement Disorder (DSED)

A disorder in children characterized by inappropriate, overly familiar behavior with unfamiliar adults due to neglect or insufficient caregiving. • Symptoms: o Reduced or absent fear of strangers. o Willingness to approach and interact with unfamiliar adults. o Limited checking back with caregivers, even in unfamiliar settings. • Example: A child runs up to an unknown adult in a park, asking for a hug and acting as though they know them.

The purpose of a biopsychosocial assessment is to gather comprehensive information about a client’s psychological, social, and physical health to inform treatment planning.

True: A biopsychosocial assessment provides a holistic view of the client’s life, considering biological, psychological, and social factors to guide treatment decisions.

A comprehensive assessment includes gathering information about a client’s history, strengths, challenges, and current functioning.

True: A comprehensive assessment involves collecting detailed information from various areas of the client’s life to create an accurate understanding of their situation and needs.

In an assessment, a social worker should not consider cultural and environmental factors as they are unrelated to a client’s mental health and functioning.

False: Cultural and environmental factors are integral to understanding a client's mental health and functioning. Social workers must consider these factors to provide effective, culturally competent care.

During an assessment, social workers must ensure that the assessment process is nonjudgmental and respects the client’s confidentiality and rights.

True: Ethical assessments require social workers to approach clients with respect, maintain confidentiality, and ensure that the process is unbiased and nonjudgmental.

A mental status examination (MSE) is used to assess a client’s appearance, behavior, mood, thoughts, cognition, and insight during an evaluation.

True: An MSE is a systematic assessment tool that provides a snapshot of a client’s mental functioning at the time of evaluation, including emotional, cognitive, and behavioral factors.

Assessments should only focus on identifying problems and deficits, without considering the client’s strengths and resources.

False: Effective assessments consider both problems and strengths, recognizing the client’s resources and capabilities, which can be leveraged in treatment planning.

In assessments for children and adolescents, the social worker must consider the developmental level and use age-appropriate techniques and tools.

True: Developmentally appropriate tools and techniques are essential for assessing children and adolescents, as they differ in their cognitive, emotional, and social capabilities from adults.

In order to protect the client’s privacy, social workers should avoid documenting sensitive information in assessment reports, even when relevant.

False: Sensitive information should be documented when relevant to the client's case, but it must be done in accordance with confidentiality guidelines and ethical standards, ensuring the client’s privacy is protected

Client strengths identified during an assessment should be integrated into the treatment plan to enhance therapeutic outcomes.

True: Incorporating client strengths into the treatment plan can improve engagement and enhance the likelihood of positive therapeutic outcomes.

A risk assessment is conducted to evaluate potential risks to the client or others, such as suicidality, homicidality, or abuse, and is an essential part of the assessment process.

True: Risk assessments are a critical component of the assessment process to identify immediate safety concerns and inform interventions.

A social worker should always ensure that the client’s informed consent is obtained before conducting any assessment.

True: Informed consent is essential in the assessment process, ensuring that clients understand the purpose, process, and potential outcomes of the assessment and agree to participate voluntarily.

Psychological assessments are typically conducted by social workers rather than licensed psychologists.

False: Psychological assessments, especially those involving testing and diagnostic evaluations, are typically conducted by licensed psychologists. Social workers may conduct clinical assessments, but they are not generally responsible for formal psychological testing.

Cultural competence during the assessment process requires social workers to adapt their tools and approach to align with the cultural context of the client.

True: Culturally competent assessments take into account the client's cultural background, values, and worldview, adapting the approach and tools as necessary to ensure relevance and effectiveness.

In a comprehensive assessment, the social worker should avoid making judgments about the client’s situation until all information is gathered.

True: Social workers should refrain from making judgments or assumptions until they have gathered enough information from various sources to understand the client’s situation comprehensively.

An assessment should always be conducted in a way that respects the client’s autonomy.

True: Respecting the client’s autonomy and ensuring they feel in control of the assessment process is critical for building trust and fostering a collaborative relationship.

The purpose of a family assessment is to understand the individual client’s behavior in isolation, without considering family dynamics.

False: A family assessment explores the dynamics, relationships, and functioning of the family system as a whole, which can influence the individual’s behavior and mental health.

The results of an assessment should be shared with the client, and the social worker should explain how the results will inform treatment planning.

True: Transparency with the client about the results of the assessment is essential to ensure that they understand how the information will be used to develop a treatment plan.

The client’s cultural background should be considered in the assessment process, but it is unnecessary to modify assessment tools for cultural relevance.

False: Cultural considerations are vital in assessments, and assessment tools may need to be adapted to ensure they are culturally relevant and valid for the client.

Assessment tools and techniques should always be evidence-based and tested for reliability and validity before being used in practice.

True: Using evidence-based, reliable, and valid assessment tools ensures that the results are accurate, consistent, and helpful in treatment planning.

A client’s involvement in the assessment process is crucial, and social workers should actively engage the client in the assessment rather than making decisions solely based on the collected data.

True: Engaging clients in the assessment process ensures that they have a voice in their treatment planning and fosters collaboration and trust.

The results of an assessment should be documented in a clear, concise, and organized manner to ensure clarity and facilitate future decision-making.

True: Clear and concise documentation is essential to ensure that the assessment findings are easily understood and can inform ongoing treatment planning and interventions.

Assessments should be conducted in a neutral, non-judgmental manner, allowing the client to share information freely without feeling pressured or judged.

True: A non-judgmental and neutral approach ensures that clients feel safe and comfortable, which enhances the accuracy and effectiveness of the assessment process.

It is acceptable for a social worker to share a client’s assessment results with a third party without the client’s consent if they believe the information is critical to the client’s treatment.

False: Social workers must obtain the client's informed consent before sharing assessment results with third parties, except in cases where disclosure is legally required or the client is at imminent risk of harm.

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