Assessment, Evidence-Guided Practice, and Practice Evaluation 73 3. Tanisha will continue with counseling to help her address the sexual abuse when her 10 sessions with the worker are completed. 4. Tanisha will develop an understanding of sexual abuse, its impact on her, and its connection to the stress that she is experiencing. Tasks (That Support Identified Goals) 1. Tanisha and the worker will identify ways to reduce stress. 2. Tanisha will practice techniques at home and provide feedback to the worker as to their effectiveness. 3. Tanisha and the worker will develop a plan that allows Tanisha to disclose what happened to her as a child to her parents and her boyfriend. 4. The worker will seek an appropriate referral for Tanisha for additional counseling. 5. Tanisha will follow through on the referral once her sessions at the sexual assault center end. 6. The worker will assist Tanisha in developing a beginning understanding of her sexual abuse and its connection to her stress and anxiety. Evaluation Using Single-Subject Design 1. Tanisha provides a self-anchored rating of her level of stress as she and her worker begin their work together. The worker can ask her to provide her rating each week, as well as in their last session together. and/or 2. The worker asks Tanisha to complete an appropriate rapid assessment instrument that measures a client’s stress level at the start of their work, at its completion, and at other agreed-upon intervals if needed. Note: A particularly good source of rapid assessment tools for social work prac- tice is Corcoran and Fischer’s Measure of Clinical Practice (2013). This two-volume set provides tools that may be used for adults, children, couples, and families.2 Evaluation Using Task Achievement Scaling For each of the tasks that the worker and client have identified, they give one of the following indicators: complete achievement, substantial achievement, partial achievement, minimal achievement, and no progress.
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