HSR 205 - Case Management Skills for Human Service Workers

SEMESTER

Day Class Meets: -----insert here-------- Time Class Meets: -----insert here------ Format: -----insert here----------- Instructor: -----insert here----------- Office Location: -----insert here----------- Phone: -----insert here----------- Email: -----insert here---------- Office Hours: -----insert here----------- Catalogue Description: This course explores the principles and practices of case management and motivational interviewing. It provides the beginning human services worker with practical information about brokering, consumer advocacy and mobilization of services with special attention on the consumer. In addition, the context in which the case management process occurs is reviewed and organizational, legal, and ethical issues confronting the case manager are addressed. Historical perspectives of case management and theoretical models utilized by case managers are discussed in detail.

Purpose of Course: Counseling, advocacy, communication, and service development skills are the cornerstone of generalist human services practice. Case management demands mastery of these skills and thus provides an excellent backdrop for this course. Case management expertise is expected for baccalaureate level practitioners. This course serves as an introduction to the concept of case management as it is used to provide human services. The case management process is traced from the intake interview to termination of services, with in-depth attention given to the three phases of case management: assessment, planning, and implementation. Emphasis is given to exploration of the responsibilities and skills of the effective case manager.

Program Curriculum Objectives Met By This Course Graduates of the Program will…. 1) Apply critical thinking skills within the context of professional behavioral health care and human

services

2) Demonstrate competencies in written and verbal communication, technical writing, and computer

literacy.

3) Demonstrate an appreciation of the client's values, life style and goals, practicing without

discrimination but with respect, cultural competence, and an understanding of the positive value of

diversity.

NORTHERN KENTUCKY UNIVERSITY College of Education & Human Services

Department of Counseling, Social Work, & Leadership Counseling & Human Services Program

4) Use theoretical frameworks supported by empirical evidence to understand development and

behavior across the life span and the processes that promote growth and goal attainment of

individuals, families, groups, organizations, and communities.

5) Conduct a competent problem analysis and to identify, select, and evaluate the effectiveness of

strategies, services or interventions appropriate to special populations: the elderly, the chemically

dependent, the intellectually disabled, etc. Interventions may include assistance, referral,

advocacy, or direct counseling.

6) Demonstrate a high level of personal self-awareness, an enhanced understanding of the use of

self and the mechanisms of interpersonal communication, negotiation, conflict resolution, and

goal-oriented and strategic interactive behavior with client populations, colleagues, and

communities

7) Demonstrate the ability to comply with the Codes of Ethics of the Human Services Profession

Course Objectives: The following competencies will be developed and demonstrated as part of this course: The following table illustrates how each CSHSE standard is evaluated within the course by student learning outcomes or student assessments.

CSHSE National Baccalaureate Degree Standards In Human Services

October 2010 Revised

LEARNING OUTCOME Upon completion of this course, students should be able to:

ASSESSMENT Learning outcomes will be measured by:

Standard 13: Human Services Delivery Systems – The curriculum shall address the scope of conditions that promote or inhibit human functioning.

a. Identify the range and

characteristics of human services

delivery systems and organizations

b. Identify the range of populations

served and needs addressed by

human services professionals

c. Identify the major models used to

conceptualize and integrate

prevention, maintenance,

intervention, rehabilitation, and

healthy functioning

Individual and group quizzes Skills Workbook Exercises Research Project Final exam

Standard 14: The curriculum shall provide knowledge and skills in information management.

a. Obtain information through interviewing, active listening, and the observation of clients e. Demonstrate maintenance of client confidentiality and appropriate use of client data

Individual and group quizzes Skills Workbook Exercises

In-class Exercises & Role-play

Final exam

Standard 16: The curriculum shall provide knowledge and skills in direct service delivery and appropriate interventions.

a. Explain theory and knowledge bases of prevention, intervention, and maintenance strategies to achieve maximum autonomy and functioning b. Demonstrate skills to facilitate appropriate direct services and

Individual and group quizzes Skills Workbook Exercises

In-class Exercises & Role-play

Final exam

interventions related to specific client or client group goals c. Demonstrate knowledge and skill development in the following area: iii. Individual counseling

Standard 17: Learning experiences shall be provided for the student to develop his or her interpersonal skills.

a. Practice clarifying expectations c. Demonstrate how to establish rapport with clients d. Describe behaviors that are congruent with the values and ethics of the profession

Individual and group quizzes Skills Workbook Exercises In-class Exercises & Role-

play

Final exam

Standard 19: The curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice.

b. Respect client self-determination c. Practice confidentiality of client information d. Recognize the worth and uniqueness of individuals including culture, ethnicity, race, class, gender, religion, ability, sexual orientation, and other expressions of diversity e. Recognize that individuals, services systems, and society can change g. Demonstrate appropriate professional boundaries h. Integrate the ethical standards outlined by the National Organization for Human Services/Council for Standards in Human Service Education into individual direct practice

Individual and group quizzes

Skills Workbook Exercises Research Project In-class Exercises & Role-

play

Final exam

Standard 20: The program shall provide experiences and support to enable students to develop awareness of their own values, personalities, reaction patterns, interpersonal styles, and limitations.

a. Demonstrate the conscious use of self in direct individual practice b. Clarify personal and professional values c. Demonstrate an awareness of diversity in direct individual practice d. Identify strategies for self-care e. Compose a reflection on professional self development

Individual and group quizzes Skills Workbook Exercises In-class Exercises & Role-

play

Self-care Plan Research Project

Required Text: Summers, N. (2012). Fundamentals of Case Management Practice: Skills for the Human Services,

3rd Edition. CA: Brooks/Cole Publishing Co. Classroom Structure and Student Responsibilities: Attendance and Participation:

Students are expected to arrive promptly, attend ALL class sessions, and be prepared to participate in class discussions, role-plays, and other interactive activities. Since this course will provide students time in class to practice counseling skills and to demonstrate progress in the acquisition of them, class attendance is fundamental to the successful completion of this course. Missing classes will cause you to fall behind and leave gaps in your learning and development.

There will be NO MAKE-UP WORK OR SUBSTITUTE ASSIGNMENTS for course work, exam questions, or in-class activities/exercises done on days missed. Late work will be accepted at the discretion of the instructor. Due to the importance of attendance, missed classroom activities will impact academic success. Students with disabilities who require accommodations (academic adjustments, auxiliary aids or services) for this course must register with the Disability Services Office. Please contact the Disability Service Office immediately in the University Center, Suite 320 or call 859-572-6373 for more information. Verification of your disability is required in the Disability Services Office for you to receive reasonable academic accommodations. Visit the Disability Services website at www.nku.edu/~disability/

Professional Behavior and Classroom Etiquette: Students should aspire to conduct

themselves in a manner that is consistent with the highest degree of ethical integrity in all matters as outlined by the respective ethical guidelines. The work you will do in this course is subject to the Student Honor Code of the Code of Student Rights and Responsibilities and the College of Education and Human Services Code of Ethics. The Honor Code is a commitment individually and collectively that the students of Northern Kentucky University will not lie, cheat, or plagiarize to gain an academic advantage over fellow students or avoid academic requirements. A copy of the Student Honor Code may be found on the NKU website at http://deanofstudents.nku.edu/codes_and_policies/codeofstudent_rights/index.php. A copy of the College of Education and Human Services Code of Ethics may be found on the NKU website at http://coehs.nku.edu/content/dam/coehs/docs/advising/COEHS_code_ethics.pdf.

Students are also expected to adhere to professional behavior as outlined in the Ethical Standards for Human Service Professionals as adopted by The National Organization for Human Services at: www.nationalhumanservices.org/index.php?option=com_content&view=article&catid=19%3Asite-

content&id=43%3Aethical-standards-for-hs-professionals&Itemid=85.

Methods of Instruction and Course Assignments: All requirements must be met in order to receive a passing grade in this course. Reading Assignments: In order to fully participate in class, you are expected to read the assigned chapters/cases and prepare the corresponding exercises prior to class in order to be prepared to engage in classroom discussions and activities. Individual and group quizzes will be given each week over the assigned readings. Additional explanation will be given in class.

Assignment: Skills Exercises in Textbook In order to fully participate in class, you are expected to complete the accompanying exercises in the book (ON A SEPARATE PIECE OF PAPER) prior to coming to class in order to be prepared to engage in classroom discussions and activities. The instructor will randomly check and grade assignments throughout the semester.

Assignment: In-class Exercises & Role-play While it is important to understand the material in the text, it is crucial that you be able to demonstrate the required skills. Activities such as role-play, modeling, practice interviewing, live observation, skill rehearsal, written activities, small group exercises and discussion will be part of the in-class instruction. Additional grading rubrics and explanations will be given in class.

Assignment: Self-care Plan In order to prevent burnout and improve their quality of life, behavioral health professionals are recommended to continually assess their work-life balance. Utilizing the SMART goals concept, students will develop a self-care plan to use when working in the field as students and/or professional practitioners. Further details will be given in class.

Assignment: Research Project

Students will complete a research project pertinent to case management knowledge and skills. The project should include an analysis/summary of the topic (minimum of three typed pages), a detailed analysis of case management intervention strategies (3 to 5 typed pages), and a detailed bibliography citing all sources. A variety of research methods and resources can be utilized, including interviews with community agency staff, and visits to area agencies. There is a minimum of 5 sources required. Students should also be prepared to share summaries of their project with the class. Example of topics for the research project:

Client Empowerment Within the Case Management Process

Advocacy Within the Case Management Process

Managed Care and Case Management

Case Managers as Service Coordinator

Ethical and Legal Issues for Effective Case Management

Exams: The final exam will be a take-home application essay or project related to case management. Additional instructions will be given. Grading Policy for Course: Individual and group quizzes = 100 points Skills Workbook Exercises = 100 points In-class Exercises & Role-play = 100 points Self-care Plan = 100 points Research Project = 100 points Final exam = 100 points TOTAL POINTS FOR COURSE 600 POINTS

Bonus points: Students can earn up to 20 extra-credit bonus points for this course. Extra credit activities include volunteer work, special topics readings, workshops, etc.

Grading Scale A Equal to or greater than 93% of points A- Equal to or greater than 90% of points B+ Equal to or greater than 87% of points B Equal to or greater than 83% of points B- Equal to or greater than 80% of points C+ Equal to or greater than 77% of points C Equal to or greater than 73% of points C- Equal to or greater than 70% of points D+ Equal to or greater than 67% of points D Equal to or greater than 60% of points F Below 50% of points

SCHEDULE OF READINGS/ASSIGNMENTS/TESTS *

Class Date Reading To Prepare For Class Class Activities Assignments Due

Week 1 Chapters 2 & 3 Introduction

Review syllabus

Workbook exercises

Week 2 Chapters 1; 6 Group quiz Individual quiz

Workbook exercises

Week 3 Chapters 4 & 5 & 7 Group quiz Individual quiz

Workbook exercises

Week 4 Chapters 8; 9; 10 Group quiz

In-class activities and

role-play

Individual quiz

Workbook exercises

Week 5 Chapters 11; 12 Group quiz

In-class activities and

role-play

Individual quiz

Workbook exercises

Week 6 Chapters 13; 14 Group quiz

In-class activities and

role-play

Individual quiz

Workbook exercises

Week 7 Chapters 15; 16 Group quiz Individual quiz

Workbook exercises

Week 8 Chapter 17 Group quiz

In-class activities and

role-play

Individual quiz

Workbook exercises

Week 9 Chapters 18; 19; 20 Group quiz Individual quiz

Workbook exercises

Week 10 Chapters 21; 22 Group quiz Individual quiz

Workbook exercises

Week 11 Chapters 23; 24 Group quiz Individual quiz

Workbook exercises

Week 12 Chapters 25; 26 Group quiz Individual quiz

Workbook exercises

Week 13 Chapter 27 Group quiz

In-class activities and

role-play

Individual quiz

Workbook exercises

Week 14 Chapter 28 Group quiz Individual quiz

Workbook exercises

Week 15 ----------------------

Research Project due

See University calendar Final Exam Due

Self-care Plan Due *This syllabus is subject to change to match the needs/demands of the class as deemed necessary by the instructor. *

Course Evaluation

Northern Kentucky University takes Instructor and Course Evaluations very seriously as an important means of gathering information for the enhancement of learning opportunities for its students. It is an important responsibility of NKU students as citizens of the University to participate in the instructor and course evaluation process. During the two weeks* prior to the end of each semester classes, you will be asked to reflect upon what you have learned in this course, the extent to which you have invested the necessary effort to maximize your learning, and the role your instructor has played in the learning process. It is very important that you complete the online evaluations with thoughtfully written comments. Student evaluations of courses and instructors are regarded as strictly confidential. They are not available to the instructor until after final grades are submitted, and extensive precautions are taken to prevent your comments from being identified as coming from you.

Starting Spring semester 2011, the students who complete an evaluation for a particular course (or opt out of doing so in the evaluation) will be rewarded for their participation by having access to their course grade as soon as that grade is submitted by the instructor. On the other hand, any student who does not complete the course evaluation (or opt out of doing so in the evaluation) should expect to incur a two-week delay in access to his or her course grade beyond the university's official date for grade availability. To complete online evaluations go to http://eval.nku.edu. Click on "student login" and use the same USERNAME and PASSWORD as used on campus. *Eight-week classes will be given one week before classes end to complete evaluations. In addition, you should be aware of:

Evaluations can affect changes in courses. Evaluations without comments are less valuable and less credible than those filled out thoughtfully. Comments that are expressed well are more effective than those that are not.

Positive feedback is just as important as criticism. Moreover, negative evaluations without any explanation and specifics are not especially useful.

Once grades are submitted, all evaluations are read not only by the instructor, but also by the instructor’s department chairperson.

Evaluations not only provide feedback to your instructor, but also provide information to the department chair for use in performance evaluations. This information affects reappointments, promotions, salaries, and teaching assignments.