ENGAGEMENT AND

ASSESSMENT IN SOCIAL
WORK PRACTICE
BY
JOHN SAMANYA
 COURSE DESCRIPTION
Establishing relationships with individuals, families, groups,
organizational actors and communities is the first step for
effective social work practice.

This course initiates students to basic knowledge and skills of

creating therapeutic relationships with clients. The course
describes the stages, dimensions, and purpose of engagement
and it equips students with knowledge of assessment.
 LEARNING OUTCOMES
At the end of the course, students will be able to:

 Articulate an understanding of generalist social work

practice;
 Describe the stages, dimensions, models, and challenges
of engagement
 Describe the methods and aspects of assessment

 Be able to engage clients and assess their needs,

 CONCEPTS AND DEFINITIONS
Social work is a profession that promotes
social change, problem-solving in human
relationships, and empowerment and
liberation of people to enhance well-being
(IFSW,2000).
Social work intervenes at the points where people interact
with their environments using the principles of human
Methods of social work practice
Methods

Secondary/
Primary/direct indirect

Social case work Social work

research

Social groupwork Social

administration

Community
organization Social action
 PRIMARY METHODS OF SOCIAL WORK

Social casework (This method is geared toward

helping individuals and families identify solutions to
personal or other problems related to difficulty with social
functioning).

The problems may include

 Stress, Interpersonal relationships, loss and

grief, emotional instability
 METHODS OF SOCIAL WORK
Social group work (Using this method social
workers help groups that are formed
naturally or formed by social workers).

Groups may help to address issues like

Addiction, social support to victims, PTSD.

 METHODS OF SOCIAL WORK
Community Organization (a method of
social work practice that allows communities
identify their needs, resources and arrange
ways of addressing the needs).

Community organizers work with established

organizations within the community like
 SECONDARY METHODS OF SOCIAL WORK

Social work research(This methods helps social

workers understand situations and develop
applicable knowledge needed for intervention).

Research can be used to get information on

communities, programs and groups to be able to
describe, predict, relate and generalize findings.
 SECONDARY METHODS OF SOCIAL WORK

Social welfare and planning. Administration

and planning is a social work method that

seeks to maximize the effective use of agency
resources in problem-solving.
 SECONDARY METHODS OF SOCIAL WORK

Social action (a method of social work used

for mobilizing masses to bring about

structural changes in the social system or to
prevent adverse changes).
The method aims at fighting social injustice, influencing
institutions, policies, and practices, introduction of new
mechanisms or programs, redistribution of power,
 GENERALIST SOCIAL WORK PRACTICE

The application of an extensive knowledge base,

professional values, and a wide range of skills to target
systems of any size, for change within the context of
four primary processes.

Social workers recognize that problems can occur at all

levels of living (individual, family, group, and
community levels)
 GENERALIST SOCIAL WORK PRACTICE

The generalist approach to social work practice rests

on four major principles.
Human behavior is inextricably connected to the social and
physical environment.

Opportunities for enhancing the functioning of any human

system include changing the system itself, modifying its
interactions with the environment, and altering other
systems within its environment.
 GENERALIST SOCIAL WORK PRACTICE

Work with any level of a human system from

individual to society uses similar social work
processes (Dialogue, discovery and development)

Generalist practitioners have responsibilities

beyond direct practice to work toward just social
policies as well as to conduct and apply research.
LEVELS OF GENERALIST SOCIAL WORK PRACTICE

MICRO-LEVEL SYSTEMS

The micro-level intervention focuses on work

with people individually, in families, or in small
groups to foster changes within personal
functioning, in social relationships, and in the
ways, people interact with social and institutional
LEVELS OF GENERALIST SOCIAL WORK PRACTICE

MEZZO-LEVEL SYSTEMS

Mezzo level intervention creates changes in task

groups, teams, organizations, and the network of
service delivery. In other words, the locus for change is
within organizations and formal groups, including their
structures, goals, or functions.
LEVELS OF GENERALIST SOCIAL WORK PRACTICE

MACROLEVEL SYSTEMS

This addresses social problems in the community,

institutional, and societal systems.

At this level, generalist practitioners work to achieve

social change through neighborhood organizing,
community planning, locality development, public
education, policy development, and social action.
LEVELS OF GENERALIST SOCIAL WORK PRACTICE

SOCIAL WORK PROFESSION

Generalist practitioners address issues within the

system of the social work profession itself. These
activities project a professional identity, define
professional relationships with social work and
interdisciplinary colleagues, reorient priorities within
the social work profession, or reorganize the system of
 SOCIAL FUNCTIONING

Social functioning can be defined as all factors

influencing the performance of roles that enable
individuals to achieve a reasonable degree of fulfillment
to function as productive and contributing members of
society.
 TYPES OF SOCIAL FUNCTIONING

Effective social functioning. This is when a

person/group is in a position to adapt and deal with
problems like joblessness, parenting, and the loss of a
loved one.

At-risk social functioning. This is a situation where a

person is vulnerable to specific problems though the
problems have yet to surface. For example, it could be
 TYPES OF SOCIAL FUNCTIONING

Difficulties in social functioning. This is when

problems become so exacerbated (worsens) that the
person or society losses the ability to cope or unable to
initiate a change process.
 THE PLANNED CHANGE

Planned change is a process whereby social workers

engage a client, assess issues, identify strengths and
problems, establish a plan of action, implement the
plan, evaluate its effects, and finally terminate the
process.
 THE PLANNED CHANGE

Engagement

Engagement is the initial period when practitioners

orient themselves to the problem at hand and begin to
establish communication and a relationship with others
also addressing the problem.
 THE PLANNED CHANGE

Assessment

According to Hepworth, Rooney, Rooney, and Strom-

Gottfried (2013), assessment is “a process occurring
between practitioner and client, in which information is
gathered, analyzed, and synthesized potential solutions.
It’s also important to work with the client to develop a
mutually agreed-on focus of work and desired
 THE PLANNED CHANGE

Planning

Assessment sets the stage for the intervention by

identifying problems and strengths. Planning specifies
what should be done.
 THE PLANNED CHANGE

Implementation

Implementation is the process whereby client and

worker follow their plan to achieve their goals. It is the
actual doing of the plan. As you know, social work
intervention can involve virtually any size system.
 THE PLANNED CHANGE

Evaluation

Evaluation is the process of determining the extent to

which a given intervention was effective in achieving its
goals. After engagement and assessment, a social
worker makes a plan with the client, implements the
plan, and then evaluates the extent to which the plan
was successful.
 THE PLANNED CHANGE

Termination

Termination is “the end of the professional social

worker-client relationship”. The worker-client
relationship eventually must come to an end. It is not a
good ending for a worker to get up one day and, out of
the blue, say, “Well, goodbye.” Termination in
generalist practice involves specific skills and
 THE ENGAGEMENT

The engagement process is sometimes identified using

other terms such as cooperation, collaboration,
participation, or buy-in.

The process through which a client begins to actively

participate in their treatment.

It is the Dialogue (discussion between client and social

 THE ENGAGEMENT

Successful social workers engage their clients in a

conversation to understand their problems, strengths and
goals.

Problems, (What is the problem, what is causing it, How is it

affecting the client?)

Strengths (resources in terms of money, friends, experiences)

Goals (What is the motivation, what should be gained)

Engagement is a dialogue where the social worker and
the client dialogue on the following;
Build partnerships based on mutual respect, acceptance,
and trust,
Define respective roles,
Discuss client experiences
Define purpose with of their work together
Activate the client motivation and
Address the client crisis
The therapeutic process of engagement is universal to
all client and social worker interactions whether they
are voluntary or involuntary clients.

Involuntary clients or mandated clients are those who

come to treatment under the coercion of a legal body
or pressure from significant others, family members,
and institutions such as child protective services.

Voluntary clients come to the social worker willingly

 PURPOSE OF ENGAGEMENT
Forming partnerships: The relationship between
social workers and clients is a fundamental relationship
between human beings. This is based on
 Genuineness,

 Acceptance and respect,

 Trustworthiness,

 Empathy and cultural sensitivity

 PURPOSE OF ENGAGEMENT
Articulating situations

An open and respectful dialogue identifies the issues

clients confront and elucidates the contexts in which
these difficulties occur. During this mutual exchange,
clients and social workers define and strengthen their
working partnership.
 PURPOSE OF ENGAGEMENT
Defining directions

Defining a direction describes the process of

negotiating a mutually agreeable purpose or
preliminary goal. It logically precedes other actions
taken by workers and clients to assess resources or
develop an intervention plan.
 PHASES OF ENGAGEMENT
Preparation phase (This is the stage where one

prepares to meet a client)

Beginning phase (This is the stage where first contact

is made with the client)

Exploratory phase (This is where further discussions

are conducted with the client)

 PREPARATION PHASE
Preparation is important for social workers before meeting

with clients.

Physical (meeting space, documents) and emotional

(readiness to receive the client, objectivity) preparation are

important in facilitating a good relationship with clients.

Awareness of personal and cultural expectations is key.

 Components/How do we prepare?
 Reviewing. Examining and considering information

available to you or the agency. You can ask another

person or the intake file. It helps to minimize repetition

and the client fills what he/she says is valued.

 Exploring. Asking information about a client, the

problem. Reviewing clients files can also help.

 Components/How do we prepare?

Preparatory Arranging

This involves logistical preparation for a meeting. It

includes scheduling an appointment, ensuring that there

is adequate time and privacy, and organizing the physical

environment. It may involve securing an interview room,

locating an interpreter, or rearranging furniture.

 Components/How do we prepare?
Preparatory Self-Exploration

This involves self-analysis or introspection. The

purpose of this skill is to identify the potential effects of
your personal history, characteristics, needs, biases.

It helps to bring into conscious focus those aspects of

yourself that might affect the nature and quality of your
engagement with and service to people.
 Components/How do we prepare?
Centering

This involves organizing your thoughts, feelings, and physical

sensations so that they do not interfere with your
professionalism, performance, and delivery of social services.

This may include stress-management exercises to reduce

emotional reactivity and promote self-control. Positive self-talk,
visualization, muscular relaxation, journal writing, and brief
meditation may be useful.
Preliminary Planning and Recording

This involves planning before meetings, contacts, and

interviews with clients.

• Why is this meeting occurring?

• What is its overall purpose?

• What do I hope to accomplish through this meeting?

• What questions should I ask?

 BEGINNING PHASE
This phase begins when you, in your role as a social
worker, and another person or people first encounter
each other.

First impressions are so important, the initial contact

often affects all future encounters.
 BEGINNING PHASE
Typically, you make contact with people in one of these
ways:
 Clients come for help with a problem they have identified as
being beyond their means of solution.
 Social workers may reach out to offer services to people who
are not initially seeking help.
 Clients are affected by a serious problem that threatens their
own or others’ welfare and request that a social worker or
agency intervenes to provide services.
 Components of beginning phase
Introducing Yourself

At the beginning of any first meeting, be sure to identify yourself by

full name and profession, and by agency or departmental affiliation.

Describing initial purpose

It is advisable that at the start of the meeting after the introduction

you can suggest that purpose as a possible focus for the meeting.
Especially in initial meetings, prospective or actual clients typically
tend to look to you, as the professional person in a position of
authority, for leadership.
 Components of beginning phase
Orienting clients

During the beginning phase of the working

relationship, many clients are quite unclear about what
to expect. Prospective clients are certainly concerned
about the issues that led to the contact, but many are
also worried that they may not be able to do what is
needed to address those issues.
 Components of beginning phase
Discussing Policy and Ethical Factors

An extremely important beginning skill involves

discussing potentially relevant legal, policy, and ethical
factors. Understanding the ground rules is a critical
element in developing an authentic, honest, and
trusting relationship. Failure to discuss relevant policy
and ethical factors with clients may be grounds for a
malpractice action.
 Components of beginning phase
Seeking Feedback

In using the skill of seeking feedback you encourage

clients to comment about the proposed purpose for the
meeting and your roles, their roles, policy or ethical
factors, or any other aspects of your introductory
remarks.
 RAPPORT BUILDING
Engagement with a client can only be successful only if there is a good
rapport between the client and the social worker.

Rapport means a sense of having a connection with the person.

One condition of rapport is that clients perceive a social worker as

understanding and genuinely interested in their well-being.

To create such a positive perception among clients who may differ in

significant ways from the social worker (including race or ethnicity,
gender, and age, for example), the social worker must attend to
relevant cultural factors and vary interviewing techniques accordingly.
 WAYS OF RAPPORT BUILDING
A good relationship with clients can be constructed in the following ways;
 Being well prepared for the session.

Social workers should always appear unrushed, calm, ready, and

prepared to be there for the client, putting their issues and problems out
of the way, for the duration of the session.
 Making a safe and trusting environment.

This may include taking the trouble to make the setting appealing;
offering a restful, clean, uncluttered, and pleasant setting; providing
comfy seating and perhaps a cup of tea; and ensuring there are
absolutely no intrusions, and that the room is soundproofed.
 WAYS OF RAPPORT BUILDING
Being aware of who the client is.

This very important because at least before the client enters the room
social workers should conduct some research and at least know the
client's name, and remembering key things about their issues (through
taking the time to read last week‟s notes).

Offering empathy.

This is sometimes called feeling in the client's shoes. Making an effort

to be there with and for the client, and trying to see how the client feels
about and sees things (which is likely to be different from the social
worker’s perception).
 WAYS OF RAPPORT BUILDING
• Having an accepting manner.

This includes things like; remaining unshocked, whatever the client

brings; being non-judgmental, however much the client's behavior
surprises or appalls us; offering unconditional positive regard (UPR) to
the client, however, they have been behaving; and maintaining respect
for the person (though not always condoning the behavior).

• Being unrushed, allowing the client time;

Letting the client stay with whatever feelings come up, without trying to
solve all the problems at that moment; and being patient with clients
who find it hard to talk about themselves.
 WAYS OF RAPPORT BUILDING
• Being congruent:

Being honest, in a well-considered and kindly way; and

not being 'brutally honest' in a confrontational or rude
way, but gently challenging dysfunctional beliefs and
behaviors, when the time is right. If rapport is
established, the client will grow to trust the social
worker, and a good foundation is laid for real growth
and healing to occur.
 EXPLORING
This is the process of discovering and understanding
the client in totality.

Exploration helps the client and the social work to

acquire a more complete and realistic understanding of
the person-issue situation from social, psychosocial,
biopsychosocial, or environmental perspectives.
Through this process, you social workers consider information
regarding
 The client,

 Friends and family,

 The circumstances (problem).

Social workers also identify

 Risks,

 Their likelihood to happen and impact

 Protective factors or mitigation measures.

 EXPLORING
Social workers also identify
 Strengths (academic, finance, experience),

 Attributes (joyful, sad, open, transparent, quiet,), and

 Resources (money, friends)

Such information, in conjunction with your professional

knowledge and, participation of your clients, contributes
to the development of an assessment and a work plan.
Social workers engage clients to achieve goals which
helps to;
 Eliminate, reduce, or manage the problems, and

 Contribute to a better quality of life and an

enhanced sense of well-being.

In exploring the client-in-environment, we seek

information about strengths or assets as well as the
challenges or obstacles in both the person or people
involved as well as within the environment.
The matrix shown above suggests, you often begin by exploring an issue as
currently experienced (cell 1). You might then trace its emergence, history, and
development (cell 2). As you do so, many people naturally begin to describe aspects
of themselves personally as well as dimensions of the situation.

As needed, you may next explore their present view of themselves (cell 3), followed
by a review of past experiences (cell 4). Then, to the degree that further information
is needed, you can return to the present situation, including the social context and
physical environment (cell 5), before exploring the situation as it has been in the
past (cell 6). Finally, encourage clients to envision what the future might be like if
they, the issue of concern, and the situation were to continue as before; and how the
future might be if things were to change for the better or the worse (cells 7, 8, and
9).
 WHAT DO WE EXPLORE?
 Exploring the issue/problem (examining the
context of the problem, frequency and intensity)
 WHAT DO WE EXPLORE?
Exploring the person (interested in the thinking, feeling, and
doing aspects of clients’ experiences).

Exploration of the situation (involves examining current and,

when applicable, past circumstances).

Exploration of the future (involves examining the issue, the

person, and the situation as they may emerge in the future).
Under this the social worker explores the worst and the best
cases.

Exploring strengths
 METHODS OF EXPLORATION
 Asking Questions (Questioning the client to discover
resources, strengths, competencies and assets).
 Seeking Clarification(clients sometimes make
statements that seem unclear or that they do not fully
understand).
 Reflecting Content (This is an empathic skill of
communicating your understanding of the factual or
informational part of a message).
 METHODS OF EXPLORATION
Reflecting Feelings (it is an empathic, and active
listening skills).

For example, phrases such as “You feel ashamed,”

“You’re hurting,” or “You’re terrified!” can be powerful
empathic reflections of feeling.
 Challenges of engagement
Clients‟ resistance.

Mistrust
 Communication in Engagement
Communication refers to the act or process of giving or
exchanging information, signals, or messages as by
talk, gestures, or writing.

Clients are frequently unaware of communications that

go beyond the verbal, and counselors/clinicians may
forget to attend to these nonverbal
 Forms of Communication
Oral communication (use of language and word of
mouth)

Non verbal communication (letters, signals and

behavior)
 Chronemics (communication through time).
 Artificial communication and appearance
(appearance and setting).
 Forms of Communication
 Haptics (communicating through touch like comfort
sympathy)
 Facial Expression (facial display)

 Gestures (Deliberate movements and signals)

 Forms of Communication
 Para linguistics vocal communication (tone of voice,
emphasis, loudness, and pitch.
 Body Language and Posture (Posture and movement)
For example, leaning forward is an indication of
paying attention.
 Proxemics ("personal space).

 Eye Gaze (looking, staring and blinking).

 Communication with Empathy
Being empathetic (also called “empathic”) means
seeing things through someone else’s eyes or putting
yourself in another person’s shoes and identifying with
what the person is feeling (based on their statements,
tone of voice, facial expression, body language, etc.).
 Importance of Empathy
 Empathy helps to build a connection between the
social worker and the client,
 Empathy can allow us to establish trust in
relationships,
 Empathy helps us understand and anticipate clients
feeling
 Empathy supports us in making better decisions
 Empathy and Sympathy
Empathy involves sharing another person’s emotional
experience and is based on an unspoken understanding: we can
co-experience and relate to the emotions of another person
without necessarily having to directly communicate this to them.

Sympathy, on the other hand, implies supportive feelings and

offerings: we offer assistance and love, for example, by telling
another person how sorry we feel for them. We may feel
genuinely sorry, but this does not mean we necessarily
understand what they are going through.
 COMMUNICATING WITH AUTHENTICITY

Authenticity is the ability to share about yourself by

relating in a natural, spontaneous, open, and genuine
manner.

This technique involves being non-defensive and it is a

moment where clients are expected to lower their
defenses.
 COMMUNICATING WITH AUTHENTICITY

There are two types of self-disclosure namely;

i. Self-involving statements. This includes messages that express the

social worker's reaction to the client during the course of the session.

For example “I am impressed with the progress you have made in the past
week……….”, “I want to share my reaction to what you have just said”

ii. Personal self-disclosing. This is when a social worker experiences

or has experienced what is similar to the client.

For example “as you talk about your problems with your children it
reminds me of similar difficulties I had with mine…….”
 VERBAL AND NONVERBAL FOLLOWING AND EXPLORATION

This involves the use of and sometimes blending of

discrete skills that enable social workers to maintain
psychological contact on a moment-by-moment basis
with clients and convey an accurate understanding of
their messages.
 VERBAL AND NONVERBAL FOLLOWING AND EXPLORATION

Furthering responses

This shows that the social worker is listening

attentively. This can be done through minimal
prompts and accent responses.
 Minimal prompts (verbal or non-verbal and these
includes nodding, facial gestures conveying and the
non-verbal like please go on “Mm-mm, I see, okay.
Accent response involves repeating in a questioning
tone of voice or with emphasis.

For example, the client might say “

My husband beats me every night”, the social worker

responds “Your husband beats you every night” the
client might respond yes, and the conversation
continues….
 VERBAL AND NONVERBAL FOLLOWING AND EXPLORATION

Paraphrasing

This involves using fresh words to restate the client's message

concisely. For example

Example 1

Client: I don’t want to get into a living situation in which will

not be able to make choices on my own

Social worker: So independence is a very important issue for

you.
Closed and open-ended responses

These are generally used to elicit specific information

from the client. Closed-ended questions define a topic
and restrict the client’s response to a few words or yes
and no answers.

For example

i. When did you obtain your divorce?

ii. Do you have someone to take care of you?

Seeking concreteness

Many people speak in generalities and with words that

lack precision when speaking of their experiences for
example (“How was the party?” “It was wonderful”).

Seeking concreteness helps the social worker get the

message from the client with preciseness.
 COMMON VERBAL BARRIERS TO COMMUNICATION

Reassuring, sympathizing, consoling, or excusing

• You will feel better tomorrow
• Don’t worry things will workout
• I feel sorry for you

Such statements prohibit clients from revealing their

inner pain and understanding their realities something
which can only be achieved if there is enough
exploration of feelings.
 COMMON VERBAL BARRIERS TO COMMUNICATION

• Advising or giving suggestions or solutions

prematurely
 I suggest that you move to a new place because you had so
many difficulties here
 I think you need to use a new approach with your son. Let
me suggest that…..

Clients will always ask for advice from the practitioner but it is
advisable that you develop the solution together.
 COMMON VERBAL BARRIERS TO COMMUNICATION

Judging or placing blame

 You are wrong about that

 That will not work

 You are not thinking straight

Clients do not feel supported when they perceive that the

social worker is critical, moralistic, defensive than warm and
respectful.
 COMMON VERBAL BARRIERS TO COMMUNICATION

Trying to convince clients about the right point of view

through logic, lecturing, instructing or arguing
 Let us look at the facts about drugs

 You have to take some responsibility for your life

 That attitude won’t get you anywhere

You should know that clients consider courses of action that

social workers view as unsafe, illegal or centrally to the client’s
goals.
 STRATEGIES USED IN ENGAGEMENT

The client-centered approach

The approach puts emphasis on the client. It was developed by

Carl Rogers with the following tenets principles;
 Clients can choose to grow and develop,

 Emotional feelings and client’s experience need to be given attention

 The therapeutic relationship should be nurtured

 Client can be able to learn and understand him/herself”.

 STAGES OF CHANGE MODEL
The Stages of Change Model explains the science behind
personal transformation.

You’ll discover how and why some changes stick, while others
don’t last, and how long it takes to build new habits.

This model was developed by researchers J.O. Prochaska and

Carlo C. DiClemente over 30 years ago. The model was
formed as a result of the authors’ research with smokers
Prochaska and DiClemente were originally interested in
the question of why some smokers were able to quit on
their own, whereas others required professional help.

Their key conclusion was that smokers (or anyone else

with a bad habit) quits only when they are ready to do so.

The model has been applied in the treatment of smoking,

alcoholism, and drugs. It is also a useful way of thinking
about any bad habit
 Pre-contemplation

An individual does not plan to make any positive changes. This may be
because they are in denial about their problem, feel too
overwhelmed to deal with it, or are too discouraged after
multiple failed attempts to change.

For example, someone may be aware that they need to start exercising
but cannot find the motivation to do so. They might keep thinking
about the last time they tried (and failed) to work out regularly.

Only when they start to realize the advantages of making a change

will they progress to the next stage.
Contemplation

In this stage, the individual starts to consider the pros

and cons of changing. (they start thinking about the
benefits of changing)

They start to acknowledge that altering their habits

would probably benefit them, but they spend a lot of
time thinking about the downside of doing so. This
stage can last for a long time.
You can think of this as the procrastinating stage.

For example, an individual begins to seriously consider the

benefits of regular exercise, but feels resistant when they think
about the time and effort involved. When the person starts
putting together a concrete plan for change, they move to the
next stage.

The key to moving from this stage to the next is the

transformation of an abstract idea to a belief (e.g. from “Exercise
is a good, sensible thing to do” to “I personally value exercise
and need to do it.”)
Preparation

People in this stage start to put a plan in place to move away from
the status quo

This stage is brief, lasting a few weeks.

For example, they may book a session with a personal trainer and
enroll in a nutrition course.

Someone who drinks to excess may make an appointment with a

drug and alcohol counsellor; someone with a tendency to overwork
themselves might start planning ways to devise a more realistic
schedule.
Action

At this point in the Stages of Change Model, the individual must put
their step-by-step plan into action. This stage typically lasts for
several months and involves many small steps. In our example, the
person would begin attending the gym regularly and overhauling
their diet.

Stage 4 is the stage at which the person’s desire for change becomes
noticeable to family and friends. However, in truth, the change
process began a long time ago. If someone you know seems to have
suddenly changed their habits, it’s probably not so sudden after all!
Maintenance

After a few months in the action stage, the individual will

start to think about how they can maintain their changes in
the long term, and make lifestyle adjustments accordingly.

For instance, someone who has adopted the habit of regular

workouts and a better diet will be vigilant against old
triggers (such as eating junk food during a stressful time at
work) and make a conscious decision to protect their new
habits.
• Unless someone actively engages with Stage 5, their new
habits are liable to come unstuck. Someone who has stuck
to their new habits for many months—perhaps a year or
longer—may enter the final stage.

• Maintenance can be challenging because it entails coming

up with a new set of habits to lock change in place. For
instance, someone who is maintaining their new gym-
going habit may have to start improving their budgeting
skills in order to continue to afford their gym membership .
Termination

Not many people reach this stage, which is

characterized by a complete commitment to the new
habit and a certainty that they will never go back to
their old ways.

For example, someone may find it hard to imagine

giving up their gym routine and feel ill at the thought
of eating junk food on a regular basis.
However, for the majority of people, it’s normal to stay
in the maintenance period indefinitely. This is because
it takes a long time for a new habit to become so
automatic and natural that it sticks forever, with little
effort.

To use another example, an ex-smoker will often find it

hard to resist the temptation to have “just one”
cigarette, even a year or more after quitting. It can
However, for the majority of people, it’s normal to stay
in the maintenance period indefinitely. This is because
it takes a long time for a new habit to become so
automatic and natural that it sticks forever, with little
effort.

To use another example, an ex-smoker will often find it

hard to resist the temptation to have “just one”
cigarette, even a year or more after quitting. It can
 STAGES OF GROUP FORMATION

PRE-GROUP FORMATION

A social worker identifies the need for

organising a group and initiates steps to
form the group. In the initial
 STAGES OF GROUP FORMATION
Key considerations
 Purpose of group
The purpose of this group is to create platform for the parents of the drug
addicted youth share their problems, experiences and develop the skills to
manage their community.

 Size/composition of group(Homogenity / Hetrogenity)

 Duration

 Contracting (conditions)
 STAGES OF GROUP FORMATION

FORMING STAGE (GROUP FORMATION)

This stage is also called the orientation stage because

individual group members come to know each other.

Group members who are new to each other and can’t

predict each other’s behavior can be expected to
experience the stress of uncertainty.
 STAGES OF GROUP FORMATION

The Steps Involved in this Stage are:

 Self- presentations by the worker and the members
 Orientation about the group
 Goal formation
 Structuring the group session
 Reviewing the contract
 STAGES OF GROUP FORMATION

STORMING STAGE

Members engage in more direct communication

and get to know each other.
 STAGES OF GROUP FORMATION

NORMING STAGE

Members establish spoken or unspoken rules

about how they communicate and work. Status,
rank and roles in the group are established.
 STAGES OF GROUP FORMATION

PERFORMING STAGE

In this phase the group has achieved harmony, defined

its tasks, worked out its relationships, and has started
producing results.

Members have learned how to work together and

contribute their resources to meet the team's purposes.
 ASSESSMENT
A process occurring between practitioner and
client, in which information is gathered, analyzed,
and synthesized to provide a concise picture of the
client and his or her needs and strengths.

It refers to gathering relevant information about a

problem so decisions can be made about potential
solutions.
Hepworth and Larsen (1986) assert that assessment collects
information concerning the following areas
 The nature of clients‟ problems,

 Coping capacities of clients and significant others (usually family

members), including strengths, skills, personality assets,
limitations, and deficiencies;
 Relevant systems involved in clients‟

 Resources that are available or are needed to remedy the

problems; and
 Clients‟ motivation to work on their problems.
 ASSESSMENT
Payne (2008) identifies assessment as something
that is continuous and ought to be part of a cycle.

• Milner and O’Byrne (2009) put forward a

framework for assessment with five key stages:

1.Preparing for the task.

2.Collecting data from all involved.

 ASSESSMENT
3. Applying professional knowledge to analyze,
understand and interpret the information
gathered.

4. Making judgments.

5. Deciding and/or recommending

 METHODS OF ASSESSMENT
The traditional assessment method

The focuses on identifying what is wrong with the individual

(client) and then trying to fix it.

Strengths-based assessment model

This perspective maintains that “individuals will do better in

the long run when they are helped to identify, recognize, and
use the strengths and resources available in themselves and
their environment
 PRINCIPLES OF
ASSESSMENT
Understanding the need

A need is something that refers to the kinds of

problem which people experience.

A good assessment in social work has always

been needs-led‟, although at times a need can be
understood differently by people and can become
a „contested‟ concept.
 PRINCIPLES OF
ASSESSMENT
Working with Systems and Ecology

Like most people, users of social work services

very rarely live in a vacuum. Most of us are part
of systems, networks, and connected
relationships that serve to shape and influence
our lives in complex and multifaceted ways.
 PRINCIPLES OF
ASSESSMENT
Building on Strengths

If social workers are to work collaboratively with

individuals and families the assessment process
must take account of capacities, strengths, and
protective factors. In doing so, social workers will
take an asset-based approach that seeks to
recognize resilience and capacity for change.
 PRINCIPLES OF
ASSESSMENT
• Being Person-centered

This is where the person is placed at the center of

the service and treated as a person first. The focus
is on the person and what they can do, not their
condition. Support should focus on achieving the
person’s aspirations and be tailored to their needs
and unique circumstances.
 PRINCIPLES OF
ASSESSMENT
Taking an Interprofessional Approach

An interprofessional approach to assessment

highlights the importance of recognizing that
different professionals have particular areas of
expertise. No one professional can have the whole
picture that makes up the lived existence of an
individual.
 MODELS OF ASSESSMENT
A model is a simplified view of reality that helps explain
how something works.

Models are designed to give you an understanding of the

big concepts that underpin certain actions, behaviors, or
approaches.

Smale et al. (1993) offer us, three models, the Procedural, the
Questioning, and the Exchange to guide us in carrying out
assessments.
 The Procedural model
 This model is often associated with guidance related to
legislation, involves using systems that are devised to
ensure consistency and thoroughness in data collection.
 The services(solutions) provided to a client are based on
such data collected.
 It is about using tools that give us data about the client and
the problem.
 Remember the client is the primary source of data
 The Questioning model

 This model of assessment focuses on the nature

of the questions and how the information is used.
 Using this approach problems and solutions
reside with the individual and the social worker’s
task is to identify the problem and highlight the
most appropriate approach to resolve the issue
 The Exchange model

 In this model, the service user becomes the expert

concerning their own needs and through their
involvement in their assessment becomes empowered.
 It acknowledges that the worker’s expertise lies in their
problem-solving abilities.
 The aim, through the development of trust, is to seek a
compromise between choices and needs through the
involvement of all parties.
 ASSESSMENT TOOLS

GENOGRAMS
• A genogram is a picture of a person’s family relationships and
history.
• A genogram is structurally similar to a family tree, but serves a
very different purpose.
• A genogram includes information about relationships and
interactions between family members, while a family tree only
depicts lineage.
Genograms were first developed in clinical psychology and
family therapy settings by Monica McGoldrick and Randy
Gerson and popularized through the publication of a book
titled Genograms: Assessment and Intervention in 1985.

This new system visualized the client in the context of other

relatives including parents, grandparents, spouses, siblings,
children, nephews, and nieces.
Uses of genograms
Helping to understand the key people and relationships in a
clients life.
Help us to see patterns within those relationships and
generational patterns which are affecting our client.
Genograms also help our clients to put a framework together
that explains their circumstances. Many young people who are
being abused struggle to speak about it especially children
It can also help them see the concerns that we have as
professionals for themselves.
Example
Amina is 14 years and she comes from a family which has a history of
substance abuse. Amina’s paternal grand father Ibrahim died in 2009
at the age of 89 and her paternal grand mother Hawa is 73 years and
she suffers from dementia. Amina’s father Farouk is 47 years and he
married Kafiya (39) in 2014. Farouk divorced Amina’s mother Sundus
(33) in 2011 after having two children (Amina and Mohamed 11 years).
Amina and brother live together with their step mother Kafiya and
their father Farouk.

Draw a genogram showing Amina’s family relationship.

 Exercise
Mustapha is 34 years in 2019 . He got married 6 years ago to
Fatuma (30 years) and they have 2 identical twin girls (Hibo
and Roda 5years). Mustapha’s father Nur (66) is addicted to
smoking and he started smoking after the death his wife Asia
(54) in 2016. Nur’s father Abdirahman had recovered from
smoking by the time he died at the age of 94 in 2003. and his
mother Zaitun died at the age of 81 in 2010.

Draw a genogram to describe this story.

 ECO-MAPS
Ecomap is a diagram often used by social
workers or nurses showing the social and
personal relationships of an individual with his or
her environment.
Ecomaps were developed in 1975 by Dr. Ann
Hartman.

Ecomaps are essentially diagrams that place the

client (or client system) at the center, and
visually display the key social and personal
A visual diagram showing interconnections
between a person and their environment.
Shows the links a person has to the larger social
system
 micro, macro, mezzo levels
informal supports: extended family, friends
formal supports: service agencies, careers,
communities
Depicts relationships, behaviors, and social
networks of a person and/or family.
Identifies both strong and weak
connections a person and/or family has to
their external world.
Locates the person or family in their
current social context.
Provides guidance regarding what to look
at in a case, not what to do in a case.
Provides useful tools for assessment of
family, social, and community
relationships and the quality of these
connections.
 SOCIO-GRAMS

A sociogram is a visual depiction of the relationships among a

specific group or links that a person has.

The purpose of a sociogram is to uncover the underlying

relationships between people. A sociogram can be used to
increase your understanding of group behaviors.
Social scientist Jacob L. Moreno developed the
sociogram in the mid-20th century as a quantitative
method for analyzing social relationships in prisons and
reform schools.

His goal was to create a sociometric tool that would help

administrators learn how reciprocal and non-reciprocal
communication patterns, status, alliances and hidden
agendas affected a group's ability to remain cohesive.
Sociogram
• A graphic display of group members ratings of one
another
• Stars (center): individuals preferred by many
members
• Isolates (edges): preferred by few
• Chains: members who form cliques