Expert answer:Project: Bio-Psycho-Social Assessment
Solved by verified expert:Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment. By Day 7 Submit a 6- to 9-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts: Part A: Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following: Presenting issue (including referral source) Demographic information Current living situation Birth and developmental history School and social relationships Family members and relationships Health and medical issues (including psychological and psychiatric functioning, substance abuse) Spiritual development Social, community, and recreational activities Client strengths, capacities, and resources Part B: Analysis of Assessment. Address each of the following: Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc. Analyze how the social environment affects the client. Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment. Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client. Explain how you would use the identified strengths of the client(s) in a treatment plan. Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue. Analyze the ethical issues present in the case. Explain how will you address them. Describe the issues will you need to address around cultural competence.ExcellentGoodFairPoorResponsiveness to Directions27 (27%) – 30 (30%)Paper fully addresses all instruction prompts.24 (24%) – 26.7 (26.7%)Paper addresses most of the instruction prompts; however, one or more prompts may have been insufficiently addressed.21 (21%) – 23.7 (23.7%)Paper addresses some of the instructions prompts, but may have missed several prompts or did not sufficiently address the majority of prompts.0 (0%) – 20.7 (20.7%)Paper does not address the majority of instruction prompts and/or insufficiently addresses all instruction prompts.Content22.5 (22.5%) – 25 (25%)Paper demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.20 (20%) – 22.25 (22.25%)Paper demonstrates a good understanding of most of the concepts and key points presented in the text(s) and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas. Paper demonstrates good critical thought.17.5 (17.5%) – 19.75 (19.75%)Paper demonstrates a fair understanding of the concepts and key points as presented in the text(s) and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. Paper demonstrates some critical thought.0 (0%) – 17.25 (17.25%)Paper demonstrates poor understanding of the concepts and key points of the text(s) and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings. Paper demonstrates poor critical thought.Competency: Assess Individuals, Families,Groups, Organizations, and Communities -Knowledge4.5 (4.5%) – 5 (5%)Student demonstrates excellent knowledge of theories of human behavior and the social environment. Student demonstrates an excellent ability to apply knowledge of theory when assessing a case study.4 (4%) – 4.45 (4.45%)Student demonstrates a good knowledge of theories of human behavior and the social environment. Student demonstrates a good ability to apply knowledge of theory when assessing a case study.3.5 (3.5%) – 3.95 (3.95%)Student demonstrates a developing knowledge of human behavior and the social environment, but knowledge may be incomplete. Student demonstrates some ability to apply knowledge of theory when assessing a case study.0 (0%) – 3.45 (3.45%)Student demonstrates limited or no knowledge of human behavior or the social environment. Student demonstrates no ability to apply knowledge of theory when assessing a case study.Competency: Assess Individuals, Families,Groups, Organizations, and Communities -Skills4.5 (4.5%) – 5 (5%)Student demonstrates an excellent ability to complete a bio-psycho-social assessment based on a case study. Student fully and accurately assesses biological, psychological, and social components.4 (4%) – 4.45 (4.45%)Student demonstrates a good ability to complete a bio-psycho-social assessment based on a case study. Student sufficiently assesses biological, psychological, and social components.3.5 (3.5%) – 3.95 (3.95%)Student demonstrates developing ability to complete a bio-psycho-social assessment based on a case study. Student may insufficiently assess 1 or more components related to biological, psychological, and social components.0 (0%) – 3.45 (3.45%)Student demonstrates limited or no ability to complete a bio-psycho-social assessment based on a case study. Student insufficiently or inaccurately assesses 2 or more components related to biological, psychological, environmental, and social components.Competency: Intervene with Individuals, Families,Groups, Organizations, and Communities –Cognitive and Affective Processes4.5 (4.5%) – 5 (5%)Student demonstrates excellent critical thought related to using assessment information to develop goals and explaining how to use client strengths in intervention.4 (4%) – 4.45 (4.45%)Student demonstrates good critical thought related to using assessment information to develop goals and explaining how to use client strengths in intervention.3.5 (3.5%) – 3.95 (3.95%)Student demonstrates some critical thought related to using assessment information to develop goals and/or explaining how to use client strengths in intervention. Explanation may be lacking in detail or idea not fully explained.0 (0%) – 3.45 (3.45%)Student demonstrates little or no critical thought related to using assessment information to develop goals or explaining how to use client strengths in intervention.Writing27 (27%) – 30 (30%)Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Paper contains multiple, appropriate and exemplary sources expected/required for the assignment.24 (24%) – 26.7 (26.7%)Paper is mostly consistent with graduate level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources.21 (21%) – 23.7 (23.7%)Paper is somewhat below graduate level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (number or quality).0 (0%) – 20.7 (20.7%)Paper is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources.*PLEASE FOLLOW THE DIRECTIONS AND RUBRIC. I HAVE ATTACHED THE CASE STUDY, THE LAST PAPER WRITTEN ON THE SUBJECT OF THE CASE STUDY, AND THE FORMAT FOR THE BIO-PSYCHO SOCIAL ASSESSMENT.
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Running Head: Connecting Knowledge and Research
Connecting Knowledge and Research
Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
Aleisha M. Morris
SOCW 6200: Human Behavior and the Social Environment I
Walden University
October 22, 2017
Connecting Knowledge and Research
2
Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
Introduction
Anything that shows sexual aggression such as rape, incest, child molestation, and other
ways of non-consensual associations is illegal at all cost. Sexual abuse is not only about sex, but
also includes attempts to acquire power over victims. There are many kinds of sexual abuse with
most victims being girls and women. Children and males are also sexually abused and assaulted
with many cases reported amongst LGBTQ communities. Sexual abuse among children is of
various kinds including situations where there is no physical contact such as voyeurism and
exposure. Perpetrators of this vice often use threats or manipulations to stop a child from
revealing their ordeals (Devries, 2014).
Brandon’s Journey to Treatment
Sexual abuse is a dangerous type of trauma as it brings indignity to victims. Victims of
childhood sexual abuse in most cases are too young to comprehend what is happening to them.
For this reason, they are not able to ask for help. Sexual harassment and assault may bring about
depression to its victims. Brandon is a twelve-year-old Caucasian male living with his mother
and her mother’s boyfriend. He had revealed that his father sexually abused him in his fourth to
the sixth year. His father was imprisoned after his mother called law enforcement. Brandon
participated in therapy to help attend to his challenges. He experienced anger and violence,
symptoms of post-traumatic stress such as phobia, fear of attack, nightmares and sleeping
problems, use of sexual overtone toward female peers, and failure to follow the rules both at
home and at school Fergusson (McLeod, 2013).
Connecting Knowledge and Research
3
Brandon’s mother turned down calls for psychological test fearing her son would be
labeled. However, Brandon needed to cop up with his skills and strategies, and control his
emotions. The issue could be achieved by expressing his feelings during therapy meetings meant
to help with dealing with depression challenges. It also would help with reducing possible posttraumatic symptoms. His second goal would be to focus on his reckless behavior by seeking
medicine from a psychiatrist and engaging in a home and community-based medication. The
principal objectives of intervening are to help with trauma resolution and promote healing and
development, this process involves normalization and education. Education will help Brandon
take on his life positively without looking back at his past experiences.
Effectively treating Child Sexual Abuse amongst Major Ethnic Groups
Jordan Institute for Families in their article “Assessing and Treating Child Sexual Abuse”
argues that to efficiently tackle the problems of a child and those of his or her family, one need to
evaluate his or her capability to deal with the setback. One needs to know to get conversant with
impacts of sexual abuse and understand the treatment process. According to them, a social
worker needs to find the occurrences that led to that incident. There is also need to evaluate
trauma to know the effect of the sexual abuse to the victim. They agree that treating practice
involves identifying the distinction between his or her healthy and destructing skills of coping.
They also agree that goals towards total normalization can be achieved through different ways
including self-therapy and medication (Karakurt, 2014).
The parents of biracial (African American & Caucasian) victims often lack confidence in
the police service or children service around them. It may also stop Brandon’s mother from
reporting such incidence. In some cases, they are ignored when they say their experiences in
Connecting Knowledge and Research
4
childhood abuse. Most of the victims from minority ethnic groups fear further seclusion from the
major ethnic groups they live amidst. A report found out that many cases were reported about
childhood abuse among white people compared to other races. These statistics do not imply that
such violations are few amongst other races. It is the fear of being labeled and their feeling of
inferiority that dissuade them from informing about abuse.
Conclusion
Ethnocentrism and racism have been well embedded into the society that people feel like
these social ills are part and parcel of the community. These evils draw drastic lines in such a
way that growth and development within the society in terms of people promoting love and unity
is thwarted. Trust in authority has diminished substantially in so much that these evils happen
and yet no appropriate action is taken to handle the situation amicably. Sexually abused victims
suffer most especially when they live with those who have abused them right by their side since
justice cannot prevail and there is nothing they can do about it. The society then should stand tall
to defend the rights of the minority to be in a position of upholding justice, love and unity.
Connecting Knowledge and Research
5
References:
Devries, Mak, Child, Falder, Bacchus, Astbury, & Watts, (2014). Childhood sexual abuse and
suicidal behavior: a meta-analysis. Pediatrics, peds-2013.
Fergusson, McLeod, & Horwood, (2013). Childhood sexual abuse and adult developmental
outcomes: Findings from a 30-year longitudinal study in New Zealand. Child abuse &
neglect, 37(9), 664-674.
Karakurt, & Silver, (2014). Therapy for childhood sexual abuse survivors using attachment and
family systems theory orientations. The American journal of family therapy, 42(1), 7991.
Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six
years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4
and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been
incarcerated since. Brandon has previously participated in therapy to address challenging behaviors,
including physical aggression, difficulty following rules at home and school, and using inappropriate
language with sexual overtones toward female peers. Brandon and his mother report that they ceased
participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers
have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity
disorder, but his mother has declined educational or psychological testing because she does not want her
son to be labeled and is unsure if she agrees with the use of psychotropic medication with children.
Brandon began attending trauma-focused treatment after demonstrating an increase in argumentative
behavior and minor property destruction at home. His mother reported that the majority of undesired
behaviors were initiated during interactions with her boyfriend. Brandon’s use of physical aggression has
not increased in school; however, a female peer recently reported him for using sexually explicit language
toward her. Brandon admitted to using inappropriate language toward the female peer but appeared to
have a limited understanding of what the phrases used meant. Brandon’s mother noted during intake that
she is concerned that her son will become a violent sexual offender or a pedophile and noted that his use
of sexual language was likely the start of sexual behavior problems.
At the beginning of treatment, Brandon reported that he frequently feared for his physical safety but
often could not pinpoint what made him feel unsafe. He had searched the Internet to find registered
sexual offenders in his neighborhood, and he had begun sleeping with a loaded BB gun under his pillow
in case someone entered the home to assault him again. Brandon had flashbacks when trying to fall asleep
and described feeling like he was floating outside of his body when he thought of his abuse. He had seen
a television show where victims spoke at the parole hearings of their perpetrators, and he spent many
hours thinking about what he would say if he went to his father’s parole hearing in 3 years. Brandon felt
like he loved his father very much and that his father was a great father except for when he hurt him.
Brandon identified wanting to feel less worried, sleep better, and fight less with his mother as primary
treatment goals.
I worked with Brandon in both individual and family sessions to address his symptoms of depression and
post-traumatic stress disorder (PTSD). Utilizing the trauma-focused cognitive behavioral therapy
approach, early sessions focused on coping skills and emotional regulation. As Brandon became more
comfortable with expressing feelings and utilizing coping skills, he began discussing his sexual abuse
history and the ongoing effect this experience had on his life. I met with Brandon’s mother for collateral
sessions in order to help her identify and process her own feelings about his abuse and to develop skills
to support Brandon through his treatment. Brandon’s mother was provided with psychoeducation
regarding childhood sexual abuse, and her belief that her son would become a violent sexual offender as
a result of his experience was challenged through cognitive behavioral therapy. She agreed to meet the
agency psychiatrist, and after the initial consultation she agreed to have Brandon meet with the doctor.
After a psychiatric evaluation, Brandon was prescribed a low dose of antidepressant medication.
Brandon completed a trauma narrative that addressed the details of his sexual abuse experience, his
disclosure of the abuse, and the trial and subsequent imprisonment of his father. Brandon included a
description of his feelings at each point in his narrative, as well as what he learned in treatment about
childhood sexual abuse and coping skills to deal with uncomfortable feelings and impulsivity. Brandon
shared his trauma narrative with his mother, who provided a safe and supportive space during this
experience through the use of skills learned and practiced during collateral parent sessions. Brandon’s
symptoms of depression and post-traumatic stress decreased steadily during the course of treatment.
After 8 months of sessions and the successful completion of his trauma narrative, the family and I agreed
that Brandon was ready to terminate trauma-focused treatment. Brandon continued receiving medication
management with a psychiatrist and transitioned into home- and community-based treatment that
focused on his ongoing impulsive behaviors.
BioPsychosocial History
[Template for Part A]
Name:
Date:
Agency:
DEMOGRAPHIC INFORMATION
Age:
Ethnicity:
Marital Status:
Date of Birth:
PRESENTING ISSUE(S)
Client Self-Assessment of Problem(s)/Reason(s) for Seeking Treatment/Motivation
Onset/Duration/Intensity/Frequency Precipitating Stressors/Stressful Events Symptoms (in
Client’s/Informant’s Own Words)
REFERRAL SOURCE
Who referred this individual for treatment? Was the informant a reliable historian?
Was information gleaned from previous treatment records, court documents, etc.?
CURRENT LIVING SITUATION
Living Situation
Dependents/Care for Dependents Employment/Disability/Seeking Disability Income/Source of Income
Insurance Transportation Daily Living Skills
Social/Leisure Activities
Available Social Support
BIRTH AND DEVELOPMENTAL HISTORY
A. PRENATAL/BIRTH/DEVELOPMENT
Pregnancy and Labor Developmental Milestone(s)
B. EARLY CHILDHOOD
Family of Origin—Parents/Siblings/Extended Family, as Relevant
Geographic/Cultural/Spiritual Factors/as Relevant
Abuse/Trauma History
Physical/Emotional/Sexual Abuse History
SCHOOL AND SOCIAL RELATIONSHIPS
This section should include information about social supports and the nature of those relationships;
include current friendships, school/peer group experience, and military history, if applicable.
A. SOCIAL DEVELOPMENT
Cultural/Peer Group/Environment School
Adolescence
B. EDUCATIONAL HISTORY
Public or Private School(s) Where Attended
Performance
Educational Level
Extracurricular Activities
C. MILITARY HISTORY What Branch
Duty Assignment (when/where) Rank/Discharge
FAMILY MEMBERS AND RELATIONSHIPS
A. SIGNIFICANT FAMILY RELATIONSHIPS
Family member and relationship
Relationship dynamics
B. INTERPERSONAL/MARITAL HISTORY
Age of Involvement in Relationships
Sexual Orientation
Length of Relationships
Relationship Patterns/Problems
Partner’s Age/Occupation
HEALTH AND MEDICAL ISSUES
A. MEDICAL HISTORY/HEALTH STATUS
History of Traumatic Injuries/Illnesses/Chronic Health Problems
Describe Current Illness
Is Client in Good General Health?
Is Client Allergic to Any Medications? Who Is Client’s Primary Care Physician?
Is the Client Being Treated by Any Other Physician(s)?
What Are the Client’s Current Psychiatric and Nonpsychiatric Medications?
Describe Client’s Health Habits: Appetite, Sleep, Exercise, Nicotine, Alcohol, Illicit Drugs, and
Vitamins/Herbal Supplements?
Sexual Functioning: Preference/Problems
Pregnancy/Birth Control
Risk Behaviors for STDs
B. MENTAL STATUS
Attitude/Appearance/Behavior Affect/Mood/Psychomotor Activity
Orientation/Memory/Cognition Thought Process/Content Speech
Insight/Judgment Homicidal/Suicidal Ideation Hallucination(s)/Delusion(s)
C. HISTORY OF PSYCHIATRIC ILLNESS AND PREVIOUS TREATMENT
Previous Diagnoses/Medications/Inpatient and Outpatient Treatment History of Suicidal
Ideation/Suicide Attempts/Self-Mutilation/Homicidal Ideation/Aggression
E. SUBSTANCE ABUSE HISTORY
Type/Onset/Duration/Amount Frequency/Pattern of Use Involvement in Treatment
SPIRITUAL DEVELOPMENT
Religion/spirituality
SOCIAL, COMMUNITY, AND RECREATIONAL ACTIVITIES
CLIENT STRENGTHS, CAPACITIES AND RESOURCES
Cultural/ethnic factors
Personal strengths
Family/social resources
OTHER SIGNIFICANT FACTORS
SUMMARY
PART B
After completing the biopsychosocial assessment in part A, analyze the assessment according to the
questions in the assignment directions. Use APA and scholarly writing to complete this portion of the
assignment.
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