Categorical and dimensional assessments are limited in that they do not consider the various factors that could be influencing a patient’s condition. Mattaini and Kirk (1993) noted that contextual assessments are better in that they provide an opportunity for theory development. In both categorical and dimensional approaches, some factors are controlled, which undermines efficiency in identifying the pathology of a mental health issue.
The ASI focuses on factors that lead to use and dependence of substances in individuals. With a clear understanding of its function, it can be classified as an alternative measurement tool alongside the DSM-5, which can help explain underlying issues associated with substance-related disorders. The DSM criteria is reflected in the ASI’s focus on the effect of substance use on a client’s social, educational, professional, alongside other fundamental areas of functioning. For instance, the ASI contains a question “Why do you believe the drug(s) is a major problem?” Options given are social, family, school, employment, among others. The DSM-5 notes that if an individual experiences impairment in, but not limited to, the areas mentioned, he or she might have a substance-related disorder.
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T-ASI is based on client self-report forcing the social worker to assume that information given is correct, or that the client does not recall some information needed. This is the major concern, which is mentioned in the lecture. Therefore, the client self-report raises questions about validity and reliability. While that is the case, the mock interview presents various positive points, which clinicians can use. For instance, the interviewee asks the client what drugs she has been using in the last 30 days. Knowledge of what drugs the client has been using could help in identifying, which drug has the highest rate of recurrence. Furthermore, the client is asked whether she has taken two drugs at once. Furthermore, this information could help clarify whether the patient has a comorbid condition or not.
Reference
Mattaini, M., & Kirk, S. (1993). Misdiagnosing Assessment. Social Work, 38 (2), 231-233. Retrieved from http://www.jstor.org/stable/23717003
