suzanne m. schunk, lcsw vice president of family support ...€¦ · 1. review of referral and...
TRANSCRIPT
The best writers keep these basics in mind at all times.
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Know why you are writing your report: ◦ To fairly and accurately assess something/someone (child
care setting, family and home, etc.)
◦ To objectively report observations of interactions between people (supervised visits, child care settings, etc.)
◦ To document concerns and recommend actions to be taken.
Know for whom your report is being written: Possible Audiences: ◦ Staff from CPS or other state agencies
◦ Parents and other family members
◦ Courts (Attorneys, Judges)
◦ Potential funders
◦ Newspapers, Internet, the public in general.
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Always use Title to refer to Yourself ◦ Avoid “I” and Limit Frequency of Self-Reference
Documentation needs to be completed within 24-48 hours of actual service/assessment!
Why? ◦ Accuracy
◦ Thoroughness
◦ Timeliness
◦ Ease of effort
◦ Professional ethics
◦ Legal realities
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If it was not documented…
IT DID NOT HAPPEN!
Lack of Documentation = Violation of Following: ◦ Codes of Ethics
◦ AZ Law
◦ Federal Laws: Health Information Portability & Accountability Act (HIPAA) and Federal Educational Rights & Privacy Act (FERPA).
◦ Agency Policies
◦ Possible Misuse of Government Funds
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Meeting with families is a crucial component of the service rendered to families under the term “home visit.” However, anyone can meet with a family. A true “Professional Home Visit” includes all of the following five elements:
1. Review of referral and professional preparation for the meeting.
2. Meeting with family to assess, inform, plan, or implement treatment, etc.
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3. Reflection upon and supervision around the family meeting.
4. Documentation of the meeting that is thorough, accurate, timely, reflective, and that includes the professional impressions, concerns, planning, etc. based on the field of knowledge. (This is what truly differentiates a professional HV from a friendly meeting with someone.)
5. Reflective planning and supervision of the documentation and around preparation for the next service to the family.
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Refers to the fact that supervisors are held equally as culpable—OR MORE SO—than staff themselves for wrongdoing.
This DOES include lack of documentation in files.
All documentation MUST be reviewed and approved by supervisor.
All staff MUST receive regular supervision that includes ensuring that all required documentation is completed and is done in timely and thorough manner.
60 Minutes or Witness Box Test
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For Court reports: Every person in the report needs to be named. Do not refer to people by their relationship only. It is critical to know exactly who is interacting with the families. (Exception: other foster children in home.)
Always use last names with adults (Mr., Ms.) ◦ NO: Persons present: Cinderella and the seven
dwarfs.
◦ YES: Persons present: Ms. Cinderella and seven of her friends: Mr. Grumpy, Mr. Happy, Mr. Dopey, etc.
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Ensure that everyone’s name/relationship is clear to the reader.
◦ Report listed Mr. Blue and Ms. Yellow as the adults
being studied and noted that they have three children together: Sky Blue, Royal Blue, and Burnt Orange.
◦ Nowhere is there any explanation of the last name “Orange” (not from maiden name, prior relationship, etc.)
◦ Leaves reader wondering if this is an error and, if so, what else if wrong with the report?
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Avoid using acronyms in reports unless you spell out words the first time and put initials in parentheses.
NO: At the CFT, SWB stated that the ACTH was submitted and the SRC was cancelled due to submission.
YES: At the Child and Family Team (CFT) meeting, Southwest Behavioral staff stated that the ….?
NO: The GM talked with the CM…
YES: The grandmother (GM) talked with the case manager (CM)…
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Write all reports in the PAST tense. ◦ NO: Ms. Cinderella shares she went to the store.
◦ YES: Ms. Cinderella shared she went to the store.
◦ NO: Ms. Sleeping Beauty tries to call unemployment, because fired. Talking to landlord, has good relationship, tells her to keep trying.
◦ YES: Ms. Sleeping Beauty was fired from her last job and has been calling the unemployment office. She has talked with her landlord, with whom she reported having a good relationship. According to Ms. Beauty, her landlord encouraged her to keep trying to get the unemployment.
The past, the present, and the future all walked into a bar.
IT WAS TENSE! 12
Avoid “would” in reports.. ◦ NO: Mr. Dumbo the Elephant would ask his
daughter…
◦ YES: Mr. Dumbo the Elephant asked his daughter…
◦ NO: Mr. Popeye would tickle his son’s stomach.
◦ YES: Mr. Popeye tickled his son’s stomach.
Also Avoid using the word “should”
◦ Never say anyone should do something (including in goals.)
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Ensure that every detail in your report is correct:
NO: A child’s date of birth is wrong; marriage date is wrong; etc.
NO: Client name is Mr. Hardcore. Your report states Mr. Hardcore met with this FSS today. Mr. Hamlin shared that he…
NO: Footer has different case name from report.
NO: Report says the family or child care center “cooperated with the assessment process.” Then it mentions several struggles you had with obtaining information from family/staff.
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Many words of similar meaning (synonyms) have very different connotations (emotional overtones) and can slant your report. Avoid them unless you truly mean to give that impression.
Examples: ◦ Assertive Aggressive
◦ Innocent Pure, Vindicated, Naïve, Exonerated
◦ Plump Fat, Overweight, Heavy, Big-boned
◦ Economical Cheap, Frugal, Stingy, Thrifty
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Everyone has their “pet peeves” that really push their emotional buttons. These can interfere with your objectivity, judgment, and assessment. Know them and use supervision!
Examples: ◦ Sexual Abusers; DV abusers
◦ Health and safety issues
◦ Sanitation concerns
◦ Live-in partners/sexual orientation
◦ Parents who abuse or neglect children
◦ Substance addicted parents
◦ Mothers with many children by different men
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Only use language that reflects positively on agency, worker, program. Fully explain any unusual behavior or changes to program.
NO: Mr. Hyde was belligerent and hostile on the telephone
and would not let this FSS speak. This FSS hung up on him.
YES: Mr. Hyde was ……and not let this FSS speak. This FSS ended the telephone call.
NO: Suddenly there is a new FSS name without explanation. YES: Explain it.
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NO: This FSS told the Wicked Stepmother that a co-worker would be attending the next home visit. (Why? Is this common?)
YES: This FSS told the Wicked Stepmother that a co-worker would be attending the next supervised visit due to concerns that the team had about Ms. Stepmother’s behavior toward this FSS. (or to shadow and learn, etc.)
NO: This FSS was 15 minutes late for the visit.
YES: Explain why late.
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Example of how spell check is fallible:
◦ I have a spelling checker,
◦ It came with my PC.
◦ It plane lee marks four my revue
◦ Miss Steaks aye can knot sea.
◦ Eye ran this poem threw it,
◦ Your shore real glad two no.
◦ Its very polished inn it’s weigh,
◦ My checker tolled me sew!
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Examples of reports that were not proofread: ◦ Gook luck! Peddling bikes
◦ Individual milk cartoons were served.
◦ The classroom doe snot have any books.
◦ No substations were made for a child who could not eat meet.
◦ “Watch-up when you cross in front of the swing.”
◦ The children were served feed.
◦ Child locks on cabinet doors had plastic zippers hanging down where children can pull up and injure their face or eyes.
◦ A written copy of the anal review was given to staff. ◦
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Make your reports error-free so that grammatical mistakes don’t diminish the impact of your information.
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Professional Report Writing is NOT texting or tweeting!
YES, everything must be in full sentences with correct grammar,
spelling and punctuation!
And YES, it does take more time—sorry!
Skipping little words such as “his”, “for”, “a”, “the”, etc. is not acceptable. (This is not texting!)
◦ NO: The Cheshire Cat will learn about child’s eating
habits and encourage healthy eating. (Needs: her child’s eating habits)
◦ NO: Home visit scheduled March 3rd was canceled. (Needs the HV scheduled for)
◦ NO: Teacher stayed in room and cleaned. (Needs the teacher and the classroom.)
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A. Watch pronouns and their antecedents. Better to use a name than be confusing and leave doubt as to whom “he” or “she” refers. ◦ NO: Mother Goose walked into the room and Karla
went to greet her. She seemed very happy to see her.
◦ YES: Mother Goose walked into the room and Karla went to greet her. She (or Karla) seemed very happy to see her mother.
◦ Ms. Appleseed and her mother were both present for today’s home visit. Johnny returned from school and she gave him a big kiss.
◦ Her father has struggled with drug addiction and has tried to cut off ties with him.
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Watch for Incorrect Pronouns: ◦ Jack Sprat and Missy were both present for this home visit.
He gave Missy a big hug and a smile. They played together on the floor with blocks and then Mr. Sprat changed his diaper.
◦ Ms. Sprat was busy preparing a fat dinner while the girls worked on a puzzle. When the meal was ready, he called them to the table.
Always Refer in the Same Way to Person:
Mary does not have any family who live locally. Mother
reported she has friends who are supportive. Ms. Johnson stated….
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If noun/pronoun is plural, rest of sentence must match: ◦ NO: Both adults indicated that they do not have a
valid AZ Driver’s license.
◦ YES: Both adults indicated that they do not have valid AZ driver’s licenses. OR Neither adult has a valid AZ driver’s license.
“Which” or “that” refer to things, but not people. Always use “who” for people. ◦ NO: Mr. and Mrs. Blah, which are the grandparents
◦ YES: Mr. and Mrs. Blah, who are…
◦ NO: The person that accompanied Ms. Jones
◦ NO: Ms. Smartypants is the person that won the contest. 26
“
Who” is a subject (like “he.”) Subjects do something.
“
Whom” is an object (like “him.”) Objects have something done to them.
Who is never preceded by a preposition:
◦ The child, who came to the door, was home alone.
◦ We need to find out who wrote this report.
Whom is always preceded by a preposition:
◦ Mrs. Claus wanted to know for whom the elves were making toys.
◦ Keep in mind to whom you are writing your report.
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Non Sequitur by Wiley Miller
NO: Who is that child with?
YES: With whom is that child?
NO: Fannie Mae and Freddie Mac wondered who to give their money to.
YES: Fannie Mae and Freddie Mac wondered to whom they should give their money.
NO: Who did the child get the bruise from?
NO: The teacher wondered who the child was running away from.
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Prepositions (for, at, to, with, from, about, etc.) NEVER end a sentence. NO: This FSS asked where Ms. Fiddlesticks was at. YES: This FSS asked where Ms. Fiddlesticks was
staying. (or waiting, or living, etc.) NO: Ms. Fiddlesticks wanted to come with. YES: Ms. Fiddlesticks wanted to accompany this FSS. NO: The classroom teacher asked the child what he
was mad about. YES: The classroom teacher asked the child why he
was mad.
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Verbs (is, are, etc.) should NEVER end a sentence or a phrase. ◦ NO: The Mad Hatter will discuss with this FSS what
his needs for community resources are.
◦ YES: The Mad Hatter will discuss his need for community resources with this FSS.
◦ NO: When asked what their expectations for Porky Pig are, Mr. and Mrs. Pig responded….
◦ YES: When asked about their expectations for Porky Pig, Mr. and Mrs. Pig responded…
◦ NO: The teacher showed the child where the coat rack was.
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All verbs in same sentence/phrase need to match in tense. ◦ NO: Mr. and Mrs. Daddy Longlegs smiled at their
children, sharing food with them, and laughing.
◦ YES: Mr. and Mrs. Daddy Longlegs smiled at their children, shared food with them, and laughed.
◦ NO: Pippy Longstocking said she enjoys riding her bike, books, talking with friends, and to help her grandmother cook.
◦ YES: Pippy Longstocking said she enjoys riding her bike, reading books, talking with friends, and cooking with her grandmother.
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Adverbs are words that describe verbs or action. They describe “how” something happened. They end in “ly.”
◦ NO: Ms. Ants In Her Pants ran wild around the room.
◦ YES: Ms. Ants in Her Pants ran wildly around the room.
◦ NO: The teacher answered questions quick.
◦ NO: Walking very slow, the Jabberwocky looked threatening.
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Ensure that phrases are in the correct place in sentences to avoid confusion. (Misplaced modifiers)
NO: Prince Charming informed this FSS that he no
longer wanted any contact with her on February 14th. YES: On February 14th, Prince Charming informed this
FSS that he no longer wanted any contact with her. NO: The teacher passed the test given by her
supervisor with flying colors.
“Two Sisters Reunited After 18 Years in Checkout Counter.”
“FOR SALE: Mahogany table by a lady with Chippendale legs.”
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Commas are needed after all introductory phrases. This is a good way to vary your sentences.
◦ After arriving at the home, this FSS greeted….
◦ When her children came in the door, Ms. Loudmouth….
◦ In general, the home was….
◦ While working with the children, the teacher….
◦ After the meal, the children….
◦ Previously, Ms. Jones had….
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Apostrophes are used for contractions (can’t, won’t) but do not use contractions.
Apostrophes are used to show possession or ownership. The man’s hat; The children’s teacher; The family’s cat.
Words ending in “s” use just an apostrophe for possession.
NO: Santa Claus’s job is cool!
YES: Santa Claus’ job is really cool!
NO: The boys’s group was loud.
YES: The girls’ group was quiet.
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When more than one person has ownership, both names must have an apostrophe. NO: Ms. Vampire and Mr. Frankenstein’s home
study is due today.
YES: Ms. Vampire’s and Mr. Frankenstein’s home study is due today.
What do each of the following mean? Jack and Jill’s mother (was/were) home. Jack’s and Jill’s mother (was/were) home. Jack’s and Jill’s mothers were home. Jack and Jill mother were home.
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Apostrophes are never used to make something plural. ◦ NO: Person’s present: (Do you mean the person’s gift?)
◦ YES: Persons present: (This is a plural.)
◦ NO: The Munsters’ are not happy with their home study.
◦ YES: The Munsters are not happy…(plural.)
Words ending in “s” or “z” are made plural by adding “es”. NO: The Jones’ were not home today. The Lopez’s were
YES: The Joneses (Lopezes) were not home today or The Jones (Lopez) family was not home today.
NO: The children attended two circus’ this year. YES: The children attended two circuses this year.
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When a word is plural and must show possession of something, then you add an apostrophe after the plural form.
◦ NO: Welcome to the Schunk’s house!
◦ YES: Welcome to the Schunks’ house!
◦ NO: All three boy’s hats were missing.
◦ YES: All three boys’ hats were missing.
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Semicolons are used to separate lists of items/persons when you also need commas in the phrase.
◦ NO.: Mr. and Mrs. Greenjeans, the child’s parents, Atila the Hun, the case manager, the child’s therapist, Marilyn Monroe, and this FSS were all present. (How many people were present?)
◦ YES: Mr. and Mrs. Greenjeans, the child’s parents; Atila the Hun, the case manager; Marilyn Monroe, the therapist; and this FSS were all present.
OR: Mr. and Mrs. Greenjeans (the child’s parents), Atila the Hun (case manager), etc.
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A colon is to introduce a list. Commas are not used in this way.
◦ NO: The couple delineated the rules of their home
as including, respect each other, be honest, and complete homework before playing with video games.
◦ YES: The couple delineated the rules of their home as including: respect each other, etc.
◦ NO: Ms. Goldilocks said she has three siblings, two brothers and a sister.
◦ YES: Ms. Goldilocks said she has three siblings: two
◦ brothers and a sister.
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Words such as “however” or “nevertheless” are always preceded by a full phrase ending in a semicolon; this is followed by the connecting word, a comma, and another full phrase: ◦ Mary said she was unhappy; nevertheless, she
smiled when she saw her mother.
◦ John wanted more cake; however, his father told him he had to wait until bedtime.
Certain words are used to connect phrases but they DO NOT begin sentences:
◦ and, but, because, yet
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Enhance and improve the information in your reports to fully capture the unique people/places you describe.
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EVERYTHING does not need to be written down. Unless there is a truly legal or ethical reason to include the following, do not do so: ◦ Information that could be embarrassing to the
client or the worker (or the agency.)
◦ Extraneous material that has no impact on or relevancy to services.
◦ Information that could be misinterpreted by other readers such as relatives, attorneys, or other professionals.
◦ Personal opinions of worker about client or topic or behaviors.
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Certain issues/topics need to be explained in more detail than simply mentioning them. Examples of when to write more: ◦ When something unusual or complex occurs.
◦ When new plans or decisions about treatment are made.
◦ When new or important information is obtained.
◦ When situations that are potentially dangerous (to client, worker, or other) are discussed.
◦ When an emergency arises.
◦ When there is a reason to anticipate legal action.
◦ When difficulties in treatment arise (e.g. no shows.)
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Be alert for information that only leads to more questions: answer them in your report.
◦ NO: Mr. and Mrs. Diamondback are seeking care of
their grandson Pitcher, who has a sibling Slugger. (Nowhere in the report is there any explanation about the Diamondbacks’ desire to have Slugger, or conversely, why they do not wish to have him.)
◦ NO: Mr. Rattler disclosed that he was arrested for protecting his elderly mother from a police invasion.
◦ NO: Mr. and Mrs. Smith have separated. (So?)
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◦ One child picked his nose until it bled.
(Nothing further is said.)
◦ Ms. Harris visited the doctor after a sexual abuse experience. (Needs much more information—and was it actually sexual abuse or sexual assault?)
◦ Ms. Carpenter is struggling to obtain the special vest for her son even though the doctor approved it. (So what is the struggle and what was provider’s response?)
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Never use slang. o NO: The kiddoes were home. The kids were home.
o YES: The children were home.
o NO: Using “boyfriend” or “girlfriend” with adults.
o YES: Use “partner”, “significant other”, etc.
Avoid program jargon. o NO: This book does not conceptualize the appropriate
analytic abilities that preschool children are capable of understanding.
o YES: This book is too advanced for preschool children.
o NO: There was a drowning hazard in the bathroom consisting of an uncovered pool of water about 6” deep.
o YES: The uncovered toilet was a drowning hazard.
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Avoid exclusive use of “reported”, “stated”, “noted”, “explained”, and “observed”.
Use synonyms such as “shared, described, related, recounted, told, said, informed, conveyed, added, identified, disclosed, declared, acknowledged, commented, admitted, insisted, testified” and “gave the following account/information:”
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Group several related ideas together with one introductory statement. Then write everything in a slight indentation to show that it all relates back. Also, combine 2 or more ideas into 1 sentence. Examples:
1. Ms. Hedge Hog described the following as her
children’s typical routine:
The children wake about 7 AM and, after breakfast, they go to the Boys and Girls Club. They arrive back home at lunchtime, which is followed by a nap. Upon wakening, etc.
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2. Mr. Goofy gave the following account of his childhood:
• He was raised on a farm in Iowa, where he had to drop out of school after the sixth grade to begin working in the fields. His father died suddenly when Mr. Goofy was 17 and the family farm was eventually sold. At age 20, Mr. Goofy married his “childhood sweetheart” and moved to Phoenix to seek employment, etc.
3. The teacher used the following routine at snack time:
• After washing her hands according to proper procedure, she donned gloves, and opened the snacks, setting them at each child’s place. When the children had finished, she cleaned the
table with sanitizer.
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Use quotes for comments made by people as often as possible, especially if you wish to use their idiom in description of visit/center.
NO: Peter Rabbit had peed his pants and Ms. Rabbit
told him she was disappointed he had peed on himself.
YES: Peter Rabbit’s pants were wet and Ms. Rabbit said, “I am disappointed that you peed on yourself.” or ….Ms. Rabbit told him she was disappointed with his behavior.
NO: Henry Higgins regarded his mother as the most beautiful woman in the world.
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NO: Jill fell down the hill and bruised herself. Jack kissed it and made it better.
YES: Jill fell down…. Jack comforted her by “kissing it and making it all better.” or Jack comforted her.
NO: Scooby-doo pooped his pants.
YES: Scooby-Doo soiled his pants. or Scooby-Doo had a bowel movement in his pants.
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NO: The teacher made a negative comment when she saw one child pinch another child.
YES: After she saw one child pinch another, the teacher said, “You’re not a good girl today. I’m going to tell your mommy.”
NO: The teacher used additional words to elaborate on the children’s sentences.
YES: When a child said, “Want more,” the teacher responded, “Would you like more food?”
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When quoting a Spanish speaker (or any non-English speaker), write the quote in their language and your translation in parentheses. ◦ This protects you from any accusations of
“misquoting”.
◦ Of course, you may simply paraphrase and avoid the quote and translation, but sometimes a paraphrase is not as descriptive as the actual quote.
◦ Acceptable but still risky: add “stated in Spanish, translated here by this FSS.”
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Quotes and descriptions make people come alive in ways paraphrasing cannot. Use them! NO: Little Red Riding Hood said she loves school.
YES: When asked about school, Little Red Riding Hood’s face lit up and she replied, “Oh, I love it!”
NO: Ms. Glinda the Good Witch assured this FSS that she will never allow the children’s mother to see them without prior approval from CPS.
YES: Ms. Glinda the Good Witch responded, “Never fear! That Wicked Witch of the East will not get to these children while they are under my roof!”
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Avoid only reporting information. Make your people come alive by describing them, their behaviors, tone of voice, etc. Illustrate the interactions you observe to demonstrate relationships, feelings, etc. Examples:
When this FSS arrived for the home visit, Rose came running up and exclaimed excitedly, “Uncle Bud taught me to ride a bike!”
During the July visit, Daisy was observed to argue vehemently with her sister Lily until their aunt had to separate them. After a few minutes, both girls apologized and played nicely for the remainder of the visit. Their aunt praised them for their improved behavior.
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◦ NO: During the assessment process, a young child for whom Ms. Cardinal provides care came in the room. Report states this and moves on.
◦ YES: Use this as a great opportunity to describe Ms. Cardinal’s interaction with the child as evidence of her ability to care for children:
◦ During the assessment process, a young child for whom Ms. Cardinal provides care came into the room. She smiled at him and he leaned against her shyly. She explained that she needed a few more minutes to finish this meeting and told him to select some toys. He readily complied with her request.
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Which of the following is a correctly written goal?
a. The FSS will contact housing resources by (date).
b. Ms. Smith will secure safe and stable housing by (date).
c. Ms. Smith will apply for housing assistance by (date).
Correct: B
Goals must be measurable, clear, and linked to concern.
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Not Bad: ◦ Client needs to feel secure in new home by
becoming aware of necessary resources within her community.
Identifies issue and has an example to demonstrate achievement.
However, what is “feel secure”?
Is “becoming aware” of community resources enough or in linkage with needed resources the true goal?
No date by which goals shall be achieved.
Terrible: ◦ Child support
◦ Dental
◦ Food assistance
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Goal: Mr. Sandcastle’s will address his son Clam’s early education and developmental delays.
By 08/31/13, Mr. Sandcastle will connect Clam with AzEIP and complete Head Start application.
Goal: Daughter Starfish will have safe, affordable child care.
By 08/31/13, Mr. Sandcastle will enroll daughter in appropriate child care using Child Care Resource & Referral.
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Document demonstrated changes in learning and behavior by giving examples and using quotes.
NO: Mr. Teddy Bear demonstrated his knowledge and
understanding of the importance of nurturance for children.
YES: Mr. Teddy Bear asked appropriate questions and gave examples of his understanding of the importance of nurturance for children. He said, “Yes, Tommy loves to cuddle and seems to really enjoy when we sit close and read or laugh, or play together. At first, I thought it was unmanly to hug and kiss him, but now I can see how much he needs it.”
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Use family’s words to fully demonstrate change or lack there of and to illustrate parenting experience. ◦ NO: Ms. Betty Boop shared that she had been addicted to
cocaine for many years, with several failed attempts at sobriety, but she stated she has been substance-free for 15 months.
◦ YES: Use her exact words to show change, insight, and commitment to clean lifestyle—or to illustrate potential for relapse.
◦ NO: Mr. Hornblower has two adult children.
◦ YES: Give examples of his parenting them
and his beliefs about parenting.
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Describe the improvements made in classrooms and homes using quotes, specific examples, and behavioral changes.
◦ NO: Hygiene was improved.
◦ YES: All adults and children washed their hands with soap and water prior to eating.
◦ NO: Ms. Jones used more positive reinforcements.
◦ YES: Ms. Jones made several positive comments, including: “You played very nicely together,” “I am proud of you,” and “Good job!”
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Avoid labeling people’s feelings. Use descriptions of behaviors to demonstrate possible feelings or at least use “appeared” before naming a feeling. ◦ NO: Juliet was sad today because Romeo was not
present.
◦ YES: Juliet appeared to be sad today because Romeo was not present. She sat apart from everyone else, was unusually quiet, and stared into space.
◦ NO: Sissy is excited about learning to read.
◦ YES: Sissy smiled brightly and shared her excite- ment about learning to read.
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NO: Bozo the Clown was angry when he heard that the team had concerns about his behavior.
YES: Bozo the Clown’s face became red, he began stomping around the room, and his voice became very loud when he heard that….
NO: Ms. Chicken Little was happy and relieved when the sky did not fall in.
YES: Ms Chicken Little smiled broadly and said she was relieved when the sky did not fall in.
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NO: The teacher became impatient with the children.
YES: The teacher raised her voice, clenched her fists, and told the children, “Hurry up!”
NO: The continual fighting between the two children frustrated their teacher.
YES: The continual fighting between the two children led to the teacher running her hands through her hair, looking up at the ceiling, and saying, “Whatever am I going to do with those two?”
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Only Licensed Medical and Behavioral Health Professionals are qualified to give diagnoses. Never use a diagnosis unless quoting a licensed professional who made the diagnosis.
Never say: Person IS diagnosis; Instead: Person HAS diagnosis or has been diagnosed by X. ◦ NO: Alice in Wonderland is autistic.
◦ YES: Alice in Wonderland has autism as reported/diagnosed by X.
◦ NO: The Little Old Lady who Lived in a Shoe is agoraphobic.
◦ YES: The Little Old Lady who Lived in a Shoe has been diagnosed with agoraphobia by X. Or The Little Old Lady who lived in a Shoe stated that she has agoraphobia.
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Do not use diagnostic labels. Describe observed behaviors instead.
NO: Jack Nimble was hyperactive during this visit.
YES: Jack Nimble ran wildly around the room throughout much of this visit and had great difficulty settling down and responding to limits.
NO: The Little Red Hen looked depressed today.
YES: The Little Red Hen had a sad affect during today’s visit. She sighed often, spoke unusually slowly and exhibited little energy. She became tearful a few times but would not discuss what was on her mind.
NO: Tiny Tim seemed paranoid about CPS.
YES: Tiny Tim became loud, hostile, and verbally abusive when CPS was mentioned. He stated several times, “They’re out to get me” and “They are all against me. They just want my kid.”
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Which of the following defines a summary? a. Narrative repeat of all of the information from the
sections listed throughout the assessment.
b. Impressions and reflections by the FSC.
c. Main ideas from all sections of assessment.
Correct: c.
Simplest rules of thumb: ◦ Note or list main areas of strength and note or list
main areas of need.
◦ Use the main (or a summary) sentence or idea from each section; do not repeat the details.
◦ Make sure most important information is included;
sometimes only the summary is read.
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Ms. Shrek reported that she would like to enroll her
older daughter Daisy in Head Start but the family may be moving to a new apartment soon. Ms. Shrek’s younger daughter Rose was referred to AzEIP on 2/20/13 for a speech evaluation. AzEIP is scheduled to visit on 3/22/13. Ms. Shrek finds it difficult to understand Rose because her behavior is difficult and she does not use many words.
The main needs the family listed for their Action Plan include: Head Start enrollment for Daisy; parenting education and support; school readiness activities, including connection to the library; recreational activities (e.g. visit to museum); and AzEIP follow-up.
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Recommendations need to be positive: “Do this”, rather than negative: “Don’t do this”. ◦ NO: It is recommended that Mr. Pied Piper stop using drugs.
◦ YES: It is recommended that Mr. Pied Piper maintain a drug-free lifestyle.
Recommendations must be specific and tied to identified concerns. ◦ Concern is an unsanitary home. Rec. could be:
◦ It is recommended that parents maintain their home is a safe, sanitary condition appropriate for young children.
◦ Concern is poor supervision. Rec. could be:
◦ It is recommended that parents provide their children with continuous, direct supervision to ensure their safety and wellbeing.
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When in doubt, ask a “Grammar Nazi” or seek assistance for good old fashioned books or other resources below:
http://grammar.quickanddirtytips.com/ http://owl.english.purdue.edu/owl/section/1/5/
http://www.chicagomanualofstyle.org/CMS_FAQ/new/new_questions01.html
http://www.wsu.edu/~brians/errors/index.html
Webster’s Pocket Grammar, Usage, and Punctuation. NY: Random House, 2001.
English Grammar Wookbook for Dummies. Woods, Geraldine. NJ: Wiley Publishing, 2006.
Social Work Documentation. Sidell, Nancy L. Washington, DC: NASW Press, 2011.
The Complete Idiot’s Guide to Writing Well. Rozakis, Laurie E., Ph.D. NY: Alpha books, 2000.
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