ABSTRACT
Assessing and assessment as part of social communication skills and how that differs from the application of those skills in professional counselling social work. Assessment, particularly in the education context, is now more likely to have a formative dimension. There may be other ways in which one have less-formal assessment-type experiences. As an activity, assessment draws on all aspects of counselling, talking, thinking and listening. It is inevitable in some social work contexts that the social worker and service user will have different agendas. The practice of privileging the initial assessment also raises problems related to earlier discussion on social workers' and counsellors' theoretical bias. Other aspects of assessment can relate to assessment that acts as a gatekeeper to resources or opportunities. The core cycle of counselling that have been applying incorporates the three aspects of talking, listening, thinking. Openness and honesty about the assessment process is viewed as a skill which can contribute to reducing tension and potential conflict.
