Please see attached file
Deciding on which assessment tools to use, and when, can feel like a confusing process. For example, should you screen all adolescent clients for substance use regardless of presenting problem? Should you ask about suicide in every session or only when it feels like it could be a concern?
Such questions are made murkier by the adolescent development stage itself, which is characterized by major physical changes that can lead to mood issues. These mood issues, at the surface, may appear to be signs of mental illness but could just be the natural progression of the adolescent years.
In this Assignment, you examine assessment tools that would be appropriate for adolescent clients. As you explore the tools, you may find greater clarity about their use.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare
· Access the Online Assessment Measures link in the Learning Resources. Note: link : American Psychiatric Association. (n.d.).
Online assessment measures
Links to an external site.
.
On that site, explore at least three different assessment tools for adolescents under the various categories. A few that you may consider are: Level 2, Substance Use, Child Age 11 to 17; Severity Measure for Depression, Child Age 11 to 17; and Severity Measure for Generalized Anxiety Disorder, Child Age 11 to 17.
Select one assessment tool that you can see yourself using in practice with adolescent clients.
Consider why you have chosen this assessment tool and its strengths and limitations.
ASSIGNMENT BELOW:
Submit a 1-page paper analyzing the adolescent assessment tool you have chosen:
Why did you select the assessment tool?
Why might it be especially helpful for use with adolescents?
What challenges or limitations might there be for this assessment tool?
Use the Learning Resources to support your Assignment. Make sure to provide APA citations and a reference list.
submission information
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Rubric
SOCW_6111_Week4_Assignment_Rubric
SOCW_6111_Week4_Assignment_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSubmit a 1-page paper analyzing the adolescent assessment tool you have chosen:…Why did you select the assessment tool? …Why might it be especially helpful for use with adolescents?
27.5 to >24.48 pts
Exceeds 90–100%
Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.
24.48 to >21.73 pts
Meets 80–89%
Response fully explains reasons for selecting the assessment tool, as well as justifying its use with the specific population. … Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.
21.73 to >18.98 pts
Fair 70–79%
Response provides a limited, incomplete, or vaguely developed explanation of reasons for selecting the assessment tool and justification for use with the specific population. … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.
18.98 to >0 pts
Needs Improvement 0–69%
Response makes little or no attempt to explain the reasons for selecting the assessment tool and justify its use with the specific population. … Response does not demonstrate connection to the Learning Resources. No resources are used to support the response.
27.5 pts
This criterion is linked to a Learning OutcomeWhat challenges or limitations might there be for this assessment tool?
15 to >13.35 pts
Exceeds 90–100%
Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.
13.35 to >11.85 pts
Meets 80–89%
Response fully describes at least two challenges/limitations that might exist for this assessment tool when working with adolescents. … Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.
11.85 to >10.35 pts
Fair 70–79%
Response describes one or two challenges/limitations that might exist for this assessment tool when working with adolescents, but the description is limited, incomplete, or vaguely developed. … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.
10.35 to >0 pts
Needs Improvement 0–69%
Response makes little or no attempt to describe challenges/limitations that might exist for this assessment tool when working with adolescents. … Response does not demonstrate connection to the Learning Resources. No resources are used to support the response.
15 pts
This criterion is linked to a Learning OutcomeWriting
7.5 to >6.68 pts
Exceeds 90–100%
Paper meets length requirements, meets expectations, is generally error-free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. … Paper appropriately paraphrases sources, using one or fewer quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error-free (two or fewer). … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.
6.68 to >5.93 pts
Meets 80–89%
Paper meets length requirements and is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (three to five), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas….Paper appropriately paraphrases sources. Paper may use two to three short quotes but provides appropriate reference. Consistently documents sources in APA Style. Uses citations for ideas requiring attribution, with a few minimal errors (three to five). The reference list is complete and contains only minimal errors (three to five). Paper formatting is appropriate….There is a clear distinction between cited content and original thought….Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.
5.93 to >5.18 pts
Fair 70–79%
Paper does not meet length requirements (either somewhat too short or too long). The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (5–10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus….Paper may rely on four short quotes or one to two long quotes (over 40 words) and/or does not sufficiently paraphrase material from other resources into student’s own words. Attempts to document sources in APA Style. Citations are present but contain frequent APA errors or omissions. A reference list is provided but is incomplete and/or contains frequent APA errors. Paper formatting may be incorrect (e.g., single-spaced or without a title page)….Occasionally lacks a clear distinction between cited content and original thought….Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.
5.18 to >0 pts
Needs Improvement 0–69%
Paper does not meet length requirements (either significantly too short or too long). The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (11+), and interfere with the message. The paper is not organized or lacks focus….Paper relies excessively on quoting (five or more short quotes or three or more long quotes [over 40 words]) and/or uses quoted material without paraphrasing or referencing the source of the material. Little or no attempt has been made to document sources in APA Style. Citations are infrequent or missing, and a reference list is not provided. Little or no attempt has been made to format the paper in APA Style….There is no distinction between cited content and original thought….Tone and presentation of ideas reveal bias and subjectivity.
7.5 pts
Total Points: 50
