Social assessment for on an older adult

Social Assessment Rubric

 
 
Treatment Plan
(15 pts)    Three or more measureable goals and treatment plans are presented clearly. If any gaps in service are present, these are discussed. A thorough, assessment of the person’s functioning is included using objective language. Vulnerabilities are discussed thoroughly and a clear discussion of strengths is presented.     Three or more goals and treatment plans are presented, but all are not measureable. If any gaps in service are present, these are discussed. A thorough, assessment of the person’s functioning is included using objective language. Vulnerabilities are discussed thoroughly and a clear discussion of strengths is presented.    Two or more measureable goals and treatment plans are presented; or obvious gaps in service are not discussed; or vulnerabilities are not discussed thoroughly or a clear discussion of strengths is not presented.    A treatment plan and goals are vaguely presented, without development, clarity, or are not measureable.     A treatment plan and goals are not evident or is briefly mentioned.
Integration of Course Learning
(15 pts)    A discussion is included of at least five ways the older adult fits into “normal” aging profile and appropriate examples and course material are utilized in conjunction to support these conclusions. Two or more “abnormal” aspects are discussed in detail and presented objectively and in conjunction with examples and course materials.     A discussion is included of at least three –four ways the older adult fits into “normal” aging profile and appropriate examples and course material are utilized in conjunction to support these conclusions. Two or more “abnormal” aspects are discussed in detail and presented objectively and in conjunction with examples and course materials.    A discussion is included of at least one-two ways the older adult fits into “normal” aging profile and appropriate examples and course material are utilized in conjunction to support these conclusions. One “abnormal” aspect is discussed in detail and presented objectively and in conjunction with examples and course materials.    A discussion of normal and abnormal aspects is presented, but it is vague and underdeveloped. Or course materials and examples are not used in conjunction to explain the students rationale.     A discussion of normal and abnormal aspects is not evident or is only briefly mentioned.

Social Assessment Assignment Description

Complete a comprehensive psychosocial assessment of an older adult WHO TURN (90 this year Oct. 18, 2014). She is not a very sickly old lady and she is not on any medication. She is an old nun and she is a very strong person and she takes herself around a lot. The purpose of this assignment is to provide an opportunity for students to practice their interpersonal skills and to allow an older person to serve as a resource for better understanding the needs of the elderly.  The assessment should be10 pages in length and should reflect the assessment concepts and strategies covered in the course readings and lectures. The paper should be formatted using basic APA guidelines (including a title page and reference page, which are not included in the10 page length requirement) and include at least five scholarly articles.  Please use the different Headings as you write the paper.

A.    Demographics of the person:  (age, gender, ethnic background, marital status, number of children, employment status/present, living arrangements).

B.    Physical status:  disabilities, chronic or acute illnesses, nutrition status, sensory impairments, medications, mobility, general satisfaction/dissatisfaction with current health status, overall view of health, and level of being able to provide own daily living needs.

C.    Psychological status: cognitive ability and emotional health: mental status, general outlook on life, coping abilities, affect, cognition, memory, orientation, clarity of thought.

D.    Social Functioning: availability and functioning of support systems, social activity level, social skills, and relationship with others (family, friends, neighbors and staff).  Include a summary of what you learned from the family member and from the service provider(s) you talked to. Give a brief description of your relationship with the person including the circumstances of your interactions. Describe a typical day for this person.

E.    Spiritual and cultural function: how does the older adult identify his or herself spiritually and culturally? Is religion/spirituality/faith important to the older adult? Does a particular religious affiliation describe the person? Does the older adult identify particular cultural traditions/norms that are important to their identity and coping? How important are spiritual and cultural factors in the life of the older adult?

F.    Formal service usage; services the older adult receives in and out of their residence.  Assess the physical environment in which the person lives and the services provided.

G.    Historical events: Have any large-scale events (e.g., Great Depression, presidential elections, 9/11, etc.) influenced the person’s attitude toward life? Gather other personal history that is relative to this person’s assessment.

H.    Financial resources: What financial resources are available for this person? Do they have health and/or life insurance etc.? Interest is in their perception of finances and not how much they have.  Address social policies and programs this person takes part in and explain how the policies have helped or hindered.

I.    Personal philosophy of aging: What are the person’s personal views, attitudes, beliefs, and feeling about growing older? What social theory of aging best fits this person and why did you pick this particular theory?

J.    Research Component: Research and discuss, in detail, a topic related to the problems or concerns that relates to this elder. Include a copy of the professional research articles’ abstracts along with the assessment.

K.    Treatment Plan conclusion: Please include goals and treatment plans you would have for this person if you were to provide services for this person from a professional stand point.  You may want to include in this gaps in services or needs that are not being met at this time as expressed by this person or assessed by you.  Please include other things you feel are relevant to understanding this person.  Overall assess this person’s current functioning, including vulnerabilities and a thorough discussion from a strengths-based perspective. 

L.    Integration of Course Materials: Describe how this person fits into the “normal” aging profile from information gained from class material and readings.  How is this person “abnormal” from a gerontological standpoint?

RECOMMENDED JOURNALS
•    The Gerontologist
•    Journal of applied Gerontology
•    Journal of Aging and Social Policy
•    Journal of Gerontological Social Work
•    Journal of Social Service research
•    Research on Aging
•    Social Service Review
•    Social Work 

RECOMMENDED WEB SITES
Administration on Aging                www.aoa.gov
Alzheimer’s disease Education and Referral        www.alzheimers.org
American Association of Retired Persons        www.aarp.org
American Society of Americans            www.asaging.org
Galen Institute.Inc.                www.galen.org
Gerontological Society of American         www.geron.org
Kaiser Family Foundation                www.kff.org/medicare
National Association for Home Care        www.nahc.org
National Association of Social Workers        www.naswdc.org
National Institute on Aging             www.nih.gov/nia
National Family Caregivers Association        www.nfcacares.org