CYCS2011-BriefFunctionalAssessmentReportAssignment31.docx
CodyLangCaseStudyPart3-UnethicalandUnprofessionalReporting1.pdf
April 8, 2022Nutrition for All Ages
April 8, 2022Brief Functional Assessment Report (30%): Using information from the Cody Case Study (parts 1, 2, and 3)
Preamble
In this assignment you will envision yourself as CYC-P working at Acorn House who is involved in Cody’s care. The information from Part 1 of the Case Study is writing that Cody has done with you to help you understand his life from his perspective. You have signed consent on file for a release of information and so you have read Part 2 of the Case Study, which is information that CAS has on file for Cody. You have signed consent to speak with Cody’s teacher, Mr. Syed at the Caring and Safe School Program and have read the recent Incident Report stored at Cody’s school. You also have access to the recent Incident Report stored at Acorn House. Both Incident Reports are from Part 3 of the Case Study.
Purpose
The purpose of this assignment is to provide students with an opportunity to demonstrate mastery of writing a Brief Functional Assessment Report for a young person using the Cody Lang case study. A functional assessment uses all the information available about the young person. This assessment tool uses client facts, staff observations, specific descriptions of behaviour and incidents, combined with the worker’s professional impressions and inferences to create an effective support plan.
Instructions
To date students have practiced writing in an unbiased, ethical way that is anti-oppressive, strengths-based, and objective while accurately recording observations, events, and interactions. Students have also practiced writing needs-based support recommendations while writing an Incident Report.
Now you will summarize Cody’s current functioning since staying at Acorn House. You will also formulate support recommendations that consider all information from the Case Study. You should consider any risk and protective factors for support goals that could help Cody meet his needs in more effective and satisfying ways.
This assignment requires students to:
1. Review and refer to all the information contained in the Cody Lang case study to write and submit Brief Functional Assessment Report using the template in this document that accurately summarizes client information and produces 2 distinct goal area recommendations.
2. Write using AOP and strengths-based lenses. Use an objective perspective and write using the active voice. Be clear, concise, and complete when summarizing details.
3. Demonstrate a professional level of written recording for a professional audience, including accurate and effective use of language, proof-reading, spelling, grammar, and overall presentation.
4. Ensure that the details represent the information provided in the Cody Lang case study.
5. Include the client’s voice by using select quotes where appropriate to demonstrate Cody’s perspectives.
6. Submit on Blackboard in the appropriate assignment drop box in either, .doc, .docx, or .pdf format by the due date. Include the instructions and the rubric (this entire, completed document).
Brief Functional Assessment Report Template (complete all sections within text boxes)
Client Information Summary
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Client Name: Cody Lang |
Date of Birth: |
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Current Age: |
Name of Residence: |
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Date of Admission: |
Date of Report: |
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Period of Report: Dec. 10, 20XX – Mar. 15, 20XX |
Report Written By: |
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Wardship Status: No Wardship [ ] Temporary Ward [ ] Crown Ward [ ] |
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CAS Social Worker: |
Reason for Admission: (List the reasons why Cody has been admitted to the program. Who made the referral? Indicate the recent behaviours of concern that led up to the intake).
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Reason for Admission: |
Family Composition and Contact: (List biological family and adopted family, frequency of calls and visits since admission and general statement about family involvement. Describe the nature and quality of contact between Cody and his parents including what happens on home visits. Include contact between parents and residence if any is known).
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Family and Contact: |
General Behaviour and Personality Observations: (This area focuses on Cody while at the residence and on return from home visits. Be sure to comment on Cody’s response to routines, limits, confrontation, mood changes/fluctuations and any unusual patterns of behaviour or activating events).
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General Behavior and Personality Observations: |
List of Significant Incidents: (Use available information from the Case Study: Part 3. List and briefly summarize the significant incidents that have occurred for Cody during the period of this report. Support recommendations are not included here).
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List of Significant Incidents: |
Relationship with Peers: (Use the information related to his peers in the residence, peers at school, and friends in the community and describe the nature and quality of interaction between Cody and these groups).
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Relationship with Peers: |
Relationship with Adults: (Use known information related to the staff and workers from the residence and CAS to describe the nature and quality of interaction between Cody and adults).
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Relationship with Adults: |
Support Recommendation: (Identify 2 recommended areas for growth for Cody and explain why you believe it is important to work with Cody on these issues. You do not need to describe steps involved in the goal. Consider either risk factors or protective factors when formulating your goal areas. Also consider unmet needs and discuss how the goal might meet the need or enhance strengths to support growth).
Goal area #1
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Identify if this is an individual or family or peer, or community goal: Description of goal area: Explain why/how this would help the young person: |
Goal area #2
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Identify if this is an individual or family or peer, or community goal: Description of goal area: Explain why/how this would help the young person: |
Rubric
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Rubric for Functional Assessment Report Assignment |
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APPLICATION OF CONCEPTS *Objective and descriptive * Use of anti-oppressive language and content * Uses strengths-based language * Includes young person’s voice * Respects confidentiality * Writes for purpose and audience (no emotionally charged language) |
15 |
11.25 |
7.5 |
3.75 – 0 |
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* Writing is objective & non-judgmental * Tone consistently respectful and professional * Writing includes strengths and young person’s perspectives * Confidentiality protected in full * Purpose and audience considered consistently |
* Writing is mostly objective & non-judgmental * Tone is professional * Writing includes some strengths and young person’s perspectives * Confidentiality somewhat protected *Purpose and audience mostly considered |
* Writing is somewhat objective and non-judgmental * Tone is informal * Writing includes little strengths and young person’s perspectives * Little regard for confidentiality demonstrated * Purpose and audience somewhat considered |
* Writing is frequently judgmental and/or subjective * Tone is casual * Writing includes little to no strengths or young person’s perspectives * Confidentiality is not protected * Little to no consideration of purpose and audience |
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CONTENT OF FUNCTIONAL ASSESSMENT REPORT * Summarizes details accurately * Functional assessment report is completed in full |
5 |
3.75 |
2.5 |
1.25 – 0 |
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* Information is completely accurate * All relevant information included * Assessment report is completed in full |
* Information is mostly accurate * Mostly relevant information included * Assessment report is mostly completed |
* Information is minimally accurate * Some relevant information included * Assessment report is somewhat complete |
* Information is inaccurate * Many irrelevant details included or many relevant details missing * Many or most sections incomplete |
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ELEMENTS OF WRITING * Spelling and grammar (including use of active voice) * Use of tense and first or third person perspective * Sentence structure and organization * Writing is clear and concise |
5 |
3.75 |
2.5 |
1.25 – 0 |
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* Zero spelling errors, full sentences used * No grammar errors, message is consistently clear * Tense and perspectives consistent * Sentences are complete and error free * Organized presentation with concise writing |
* 1 or 2 spelling errors, mostly full sentences * Minor grammar errors, message is clear * Tense and perspectives mostly consistent * Most sentences complete and error free * Minimal disorganization and mostly concise |
* 3 or 4 spelling errors, some full sentences * Moderate grammar errors, message is somewhat clear * Tense and perspectives somewhat consistent * Several incomplete or run on sentences * Some disorganization and somewhat concise |
* More than 4 spelling errors, many sentences are not complete * Major grammar errors that impact message clarity * Little to no consistency with tense and perspectives * Many incomplete or run on sentences * Little to no organization, not concise |
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FOLLOW UP RECOMMENDATIONS OR PLAN * Goal area clearly identified and described * Rationale for meeting needs and the potential benefits for the young person are clear |
5 |
3.75 |
2.5 |
1.25 – 0 |
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* Goals are clear and described in full * Fully demonstrates attention to unmet needs and potential benefits |
* Goals are mostly clear and descriptive * Demonstrates attention to unmet needs and potential benefits |
* Goals lack some clarity and detail * Somewhat demonstrates attention to unmet needs and potential benefits |
* Goals are unclear or have little to no detail * Attention to unmet needs and potential benefits minimal or not demonstrated |
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Total Marks: |
/30 |
