Adult Biopsychosocial Assessment
Demographic Information:
Basic demographic information disguised for confidentiality
(Ex:. S is a 28 yr. old Caucasian, single mother of 3 children – 2 in foster care. She has been living in a women’s residential program with her youngest child since August. She has ongoing involvement with DSS and substance abuse treatment programs…)
Identification of Subject:
How was this person selected? Why did you pick them?
Using the subjects own words, when possible, why are they agreeable to participating in this assessment?
Family and other Significant Relationships (attach genogram):
Discuss where person grew up, household members, abandonment or losses, family strengths/support, family stressors/problems, family mental health and substance abuse history, and other important family risk factors.
For instructions on how to make a genogram: http://www.wikihow.com/Make-a-Genogram
Observational Assessment (What You Observe):
Describe of the subject’s appearance and behavior during the assessment period. (Ex: observed behavior, level of cooperation, ability to relate to interviewer, any symptoms or unusual behavior).
History: ( See below )
Educational History:
Discuss educational environment (public, private, large, small, etc.), academic abilities, any special education services, grade completed, college or trade school attendance, educational strengths/support, and educational stressors/problems.
Occupational/Work History:
Discuss occupational/work experience, mention any special circumstances that prevented work, strengths/support, and occupation related stressors/problems.
Physical Childhood/Adolescent Development History:
Discuss any complications at birth, whether developmental milestones were appropriately met, past behavioral concerns, past health issues or major surgeries, or any abuse.
Cognitive Childhood/Adolescent Development History:
Discuss any cognitive or learning disabilities, IQ testing results if known, or any past concerns regarding language or learning abilities, or areas of giftedness.
Social/Emotional Development History:
Discuss subject’s ability to establish and maintain social relationships, social problems or concerns, connections to institutions or community resources, and social supports and stressors.
Also discuss the subject’s ability to express and regulate emotions.
Past Interferences with Global Functioning:
De termine if there have been any past issues that may have interfered with functioning and whether/how they were addressed or overcome.
Current:
Physical Health/Behavior:
Discuss current strengths/supports, stressors/problems, or recent changes to health.
Cognitive Functioning:
Discuss current strengths/supports, stressors/problems, or recent changes to cognition.
Social Relationships:
Discuss current strengths/supports, stressors/problems, or recent changes to social relationships.
Spiritual/Religious Considerations:
Discuss current strengths/supports, stressors/problems, or recent changes.
Legal (status, impact, stressors):
Discuss any current legal concerns that may be impacting subject’s functioning.
Current Education
If the subject is currently participating in any educational programs, discuss strengths/supports, stressors/problems, or recent changes.
Employment/Vocation:
Discuss current strengths/supports, stressors/problems, or recent changes.
Economic/Financial Status:
Discuss current strengths/supports, stressors/problems, or recent changes.
Leisure/Recreational:
Discuss current strengths/supports, stressors/problems.
Personality Assessment
Include results and brief summary of personality assessment. Use the online Big 5 personality Test or another personality test of your choice.
Theoretical Formulation: (This will provide support for your recommendations).
In the discipline of psychology and sociology, a lot of time is spent exploring child and adolescent development, but we must not forget about the critical development of adults, as well. Identify and explore three theories of adult development that describe your interviewee. Development is the series of age-related changes that happen over the course of a life span. Sigmund Freud and Erik Erikson are the obvious choices, but consider other theorists who describe development as a series of stages.
A stage is a period in development in which people exhibit typical behavior patterns and establish particular capacities. To name a few from the Textbook;
Daniel Levinson’s Seasons of Life Theory
George Vaillant’s Adult Tasks Theory
Bernice Neugarten’s Social Clock Theory
