1. Conceptualization of assessment (3-4 pages) The purpose of this assignment is to facilitate the students’ conceptualization about their role in an assessment process. Following and integrated with the engagement process, students are to address the following questions: What is the purpose of the assessment? What is the role of the social worker during the assessment? How do the following factors impact the assessment? Practice setting in which the assessment is conducted? Who the client is (e.g., Individual or family? Child, adolescent, adult, older adult? Mandated or voluntary? Aspects of identity – race, culture, gender, sexuality, religion, ability?) The goal of the social work interaction? What methods and skills will the student use for assessment? Please speak to the role of the biological, psychological, social and spiritual domains of assessment. How will the assessment affect the next steps in the helping process? For this portion of the assignment, materials, notes, texts and other books may be used for reference. All quotations and paraphrases must be cited and the citation must be appropriately referenced and documented using APA Writing Style Manual. 2. Biopsychosocial-spiritual assessment (3-4 pages) The purpose of this portion of the assignment is to provide you practice using emerging assessment skills and to demonstrate your ability to apply learning on clinical documentation. Using the sample assessment from the primary text as a guide, the student is to write a brief assessment of an initial “client” based on one of the following scenarios: 2) a fictional client encounter as portrayed in a movie, TV show or book or WE WILL BE USING KEVIN FROM THE MOVIE “WE NEED TO TALK ABOUT KEVIN, ASSESSMENT OF CHARACTER AND HISTORY IN THE ATTACHMENT. For option 2, please obtain approval from the instructor for the movie, TV show or book you wish to use. For 3, if you are the “client,” please DO NOT role play being yourself; it works best if your role play an actual client or someone you’ve known in the past who is not in your inner circle of family and friends, and not someone who is suicidal or wishing to harm others. This assignment should be written in 12-point Times New Roman font, double-spaced, and proofread for errors in grammar, spelling and APA style. 3. Final : Consistent with the learning objectives and EPAS competencies outlined at the beginning of the syllabus, the midterm assignment is intended to improve students’ capacity to apply a strengths-based bio-psycho-socio-spiritual assessment of client concerns in the context of the DSM-5 diagnostic model. The instructor will present students with two case studies, for which students will provide a diagnostic assessment, including: The resources, strengths and or competencies that are evident in the client situation. Other sociological or biological variables such as class, culture, socioeconomic status, and/or physical limitations that play an important role in contributing to or shaping the focal problems. A DSM-5 diagnostic assessment, with a listing of the diagnostic criteria for the diagnosis selected and explanation for how the client meets each criterion. A description of which other disorders considered in the differential diagnosis, and why those ultimately were not selected. A list of additional questions the assessor would like to ask the client to develop a more comprehensive understanding of the client’s diagnosis. An annotated bibliography of two (last 20 years) research-based articles or chapters that could be used to assess this case and to select possible treatment goals. A list of treatment goals consistent with the client assessment.