MSW 500:Life Course Assessment

This assignment met the criteria for the 2015 EPAS Competency 1: Demonstrate Ethical and Professional Behavior and Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities. 

I demonstrate professional acumen in integrating theory into assessment practices. In the Human Behavior and The Social Environment I course, I applied theories such as Critical Race Theory (CRT), Person-in-Environment theory, and Attachment theory to assess familial and individual behavior while considering biological, psychological, and social factors. I determined my life course through a personal experience and now know how to critically examine family behavior through multiple contexts while considering the CRT/I framework. Such assessment allowed me to self-reflect and gain insight into my adherence to professional ethics. 

I recognize the significance of self-reflection and its impact on my ethical decision-making (Competency 1, 2015 EPAS). I also acknowledge the impact my personal experiences have on my perspectives. I commit to consciously considering the influence of the CRT/I framework on my decision-making when interacting with children, families, and youth (Competency 1). Moreover, by applying CRT/I principles, I intend to examine power dynamics and systemic inequalities when engaging with children and families, prioritizing ethical decision-making, and maintaining a professional demeanor.

I assessed risk factors and developmental stages to examine familial traumatic events and their impact on parental attachment and social relations (Competency 7). Following this, I used human behavior theories such as Person-in-Environment, Attachment Theory, and Erikson's Psychosocial Development Theory to analyze further how experiencing child abuse influences development and behavior. This assignment entailed a great way to self-reflect on personal experiences and how theories are not a one-size-fits-all method for application. By applying frameworks such as CRT/I, I can consider intersectional dynamics when working with a diverse clientele, which can guide me in applying culturally responsive methods. Furthermore, it allowed me to familiarize myself with the importance of family systems and how, when it comes to assessing the issue, the victim, as I once was, is the expert on their own story. Moving forward, I plan on integrating these skills into my practice when engaging with children and their families in the child welfare system setting. 

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