SUMMARY The research presented in this paper contributes to the social work profession by uncovering the child-neighborhood relationship as an element for assessment in direct social work practice. Neighborhood is often viewed as the domain of macro level practice. However, in direct social work practice, aspects of the broader social and physical environment are often omitted. The results of this qualitative study, in which 59 fourth and fifth graders were queried about their neighborhoods, indicate that the child-neighborhood relationship be viewed as a vital facet in direct practice assessments. Specifically, the findings suggest that four distinct components be included in the assessment of child-neighborhood relationships. Implications for the inclusion of neighborhood in bio-psycho-social assessments with children are discussed.
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