I definitely agree with Grant's Wiggin's interview responses. Even though I am not a teacher, and assessments look differently in my role, I think it is very important to look at the "whole child". Any assessment is a snapshot or just a portion of that whole child. When looking at psychological evaluations, or social emotional levels, we always recognize that during assessments, we only take a portion of an accurate statement of how child is. It is usually a pretty good snapshot, but it is still a snapshot. As a social worker, I like to be able to always come and observe my students in their natural settings (in class, in lunch, on the playground, etc.). Those to me are thoughtful assessments. This is because, most of the time in 1:1 counseling, my students show really good knowledge of social emotional skills. Many of my students can identify feelings, coping skills, impulse control techniques, etc. When I assess them 1:1, I can engage how well they know the material. However, for me, it is important to see them in their natural settings to see how well they are applying the skills and generalizing them into their settings. I think that is a big component that I will share with my intern. It is important to spend some time observing and assessing the students outside of the clinical 1:1 setting. At the beginning of the year, throughout the year and perhaps even at the end of the year. As a social worker, a true assessment is taking a look at the whole child and being able to observe them across all settings to better know where their strengths lie and where they may need more assistance/guidance in those "on the spot" moments of struggle.
