Why This Book Is Needed
A conceptual introduction sets forth the book’s aim: to guide clinical social work students (and practicing clinicians) to explore assessment from a range of theoretical frameworks, each with its own emphasis, limitations, and form of evidence, and to think critically about what each perspective has to offer, takes for granted, omits, and counts as knowledge. It begins by exploring the meaning of the key terms “critical thinking,” “diagnosis,” and “assessment” and draws on both theory and research to trace how these concepts have been addressed in social work education and practice. Following an overview of the book’s structure and content, including introduction to the case of Ray (a case that will be used throughout the chapters and analyzed from each clinical perspective), the introduction concludes with specific suggestions for educators about ways to use the book to develop complex, reflexive, and critical thinking in their students.
Perceptions of mental health assessment and resource-oriented music therapy assessment in a child and youth mental health service
ABSTRACT Introduction Music therapists are increasingly being employed in multidisciplinary mental health services. Assessment is usually undertaken early in mental health treatment and can significantly influence people’s engagement with therapy. However, little is known about how people perceive mental health assessment and music therapy assessment. Method The purpose of this qualitative study was to explore, through focus groups, young people’s perceptions of assessment in Child and Youth Mental Health Services (CYMHS) in Australia. Three young people discussed their recollections of mental health assessment in inpatient and outpatient CYMHS settings. Two of the young people reviewed a Resource-Oriented Music Therapy Assessment (ROMTA) devised by the first author and the Healthy Unhealthy uses of Music Scale (HUMS), envisaged music therapy assessment, and made suggestions for sensitive implementation. Results Thematic analysis revealed four themes regarding mental health assessment: not understanding; coming out feeling worse; getting through somehow and finally getting help. Based on these themes, participants suggested that music therapy assessment should be thoroughly explained and taken at the young person’s pace, that trust and rapport should be developed before asking personal questions and using quantitative measures, and that assessment tasks should be based on what young people are comfortable with. Discussion This research addresses a gap in the literature regarding young people’s perceptions of mental health assessment and music therapy assessment. In this study, young people indicated a preference for individualised, conversational approaches rather than standardised measures. Findings indicate that assessment should be supportive, collaborative and provide sufficient information to promote autonomy.
Further developments in Societies for Clinical Social Work: A ten-year follow-up study
In 1973, the first report of the development of Societies for Clinical Social Work was published, describing a fledgling movement among clinical workers across the nation. The present survey offers parallel data on that movement ten years later. The movement apparently continues robust growth, and seems more tightly focused on very specific goals which rank highly with society members and their leaders, particularly vendorship issues and education for clinical social work. The opinions of members of these societies suggest that they are firmly identified with social work history, education, and values, but are committed to parity with other independent professionals in the field of psychotherapy.