sowk12009 casework and casemanagement

Faculty of Sciences, Engineering & Health

SOWK12009Casework and Casemanagement

What is this course about? This course presents the casework and case management methods as one of severalchoices for the delivery of social work services in Australia. Students should be able toexamine the historical context of the development of casework and case managementand analyse the impact of various social work theories on the application of differentcasework and case management methods to practice contexts. Students should be ableto analyse and apply casework and case management methodologies to various scenariosand to critique those applications through the lens of cultural awareness.

Students will be required to attend and participate in assessable tasks in the relevantresidential school to complete the requirements of this course

What are the expectedoutcomes of the course?

On successful completion of this course the students should be able to:

Describe and interpret the philosophical assumptions that underpin variousapproaches to casework and case management

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Compare tand contrast the application of influential social theories to simulatedsocial work case scenarios

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Select and justify an application of different social work methods to social workcase scenarios

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Apply appropriate cross cultural awareness skills and knowledge to case work andcase management contexts with indigenous peoples

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Analyse their performance from feedback drawn from their involvement inprofessional learning contexts

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When is it offered? 2010 Term One

Where is it offered? Flexible Learning

How is it assessed? Approved assessment for this course is:

Examination 0%

Other 100%

Assessment 1 10% On-line reflection ALL

Assessment 2 20% In-service ALL

Assessment 3 30% Casework or case management ALL

Assessment 4 40% Critique ALL

What textbooks do I needto obtain?

PrescribedMoore, E. (2009). Case Management for Community Practice. Melbourne, Vic :Oxford University Press.

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Sullivan, B. (2007). Counsellors and Counselling : A New Conversation. FrenchsForest, NSW : Pearson Education Australia.

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Who do I contact?Coordinator: Darren De warren

Email: [email protected]

Phone:

Additional contact details may be found at:

http://lecturer.cqu.edu.au/lecturer.jsp?term=2101&course=SOWK12009

Course Profile for: SOWK12009, 2010 Term One -

Copyright CQUniversity

Information for Students for this Offering

Study Schedule No schedule information has been entered for this course.


Assessment Submission

Students are required to familiarise themselves with the policies and procedures of the University & Faculty, such as:

Referencing Style

http://facultysite.cqu.edu.au/FCWViewer/view.do?page=3949●

Copyright Guidelines

http://copyright.cqu.edu.au/FCWViewer/view.do?site=302●

Applying for Extension (Assessment of Coursework Policy)

http://policy.cqu.edu.au/Policy/policy.jsp?policyid=701●

Assessment and examinations (Assessment of Coursework Policy)


Plagiarism (Policy & Appendices)



Please refer to the Faculty Guide for Students for general assessment information pertaining to Faculty courses.

Faculty Guide

Students are required to familiarise themselves with the various requirements outlined in the annual Faculty Guide. This includes matters relating to assignment preparation, presentation, submission and grading.

http://fseh.cqu.edu.au/FCWViewer/getFile.do?id=17754●

This and other guidelines and documentation for Faculty students may also be found at

http://fseh.cqu.edu.au/FCWViewer/view.do;?page=2154●


PART C

Proposed weekly schedule Week Week beginning

datesTasks Learning process Events and

submissions

1 1 March 2009 Orient yourself to the on-line site

Begin networking and group formation for collaborative submission in Week 12

Revise your understanding of the CFL process presented in the first year of the curriculum

Decide as a group whether you will have rotating facilitators

Complete group agreements about roles and responsibilities

Use the forum on Moodle to notify the course co-ordinator of the names of each member you are collaborating with if you need an on-line group space

2 8 March 2010 (On-line posting) Observe the CFL prompts on Moodle




6 12 April 2010 (On-line posting) Observe the CFL prompts on Moodle

7 19 April 2010 Continue the CFL process independently or in collaboration with others

Compulsory residential 19-23 April

8 27 April 2010 Continue the CFL process independently or in collaboration with others

9 4 May 2010 Continue the CFL process independently or in collaboration with others

In-service session due




Audio-visual DVD and critique due

31 May 2008 Review Period

3–11June 2008 Examination Period No examination for this course


Note: A recess is held during term. Please consult the CQU Handbook for specific dates and other information at:

http://handbook.cqu.edu.au


Assessment All submissions must include the signed declaration regarding plagiarism on the Assessment

Cover Sheet. Assessments received without this signed declaration will be returned to the student for resubmission and may incur penalty rates mentioned below.

Prior to all submissions of assignments you are advised to retain copies of your final version.

Submission must be on-line at the Moodle site associated with this course

* Please note: applications for extensions for more than five days must be submitted on the relevant form at http://www.ahs.cqu.edu.au/schools/socwork/extension.htm

Policies and procedures for assessment

Students must familiarise themselves with the following policies and procedures:

Assessment and examination policy and procedures

University Assessment of Coursework Policy http://policy.cqu.edu.au http://policy.cqu.edu.au/Policy/policy.jsp?policyid=701

Assignment preparation and presentation

2008 Faculty Guide for Students http://fseh.cqu.edu.au/FCWViewer/view.do?page=2154

Referencing style http://www.cqu.edu.au/referencing/

Assignment submission 2008 Faculty Guide for Students http://fseh.cqu.edu.au/FCWViewer/view.do?page=2154

Applying for extensions 2008 Faculty Guide for Students

http://fseh.cqu.edu.au/FCWViewer/view.do?page=2154

Assignment grading 2008 Faculty Guide for Students http://fseh.cqu.edu.au/FCWViewer/view.do?page=2154

Plagiarism policy http://policy.cqu.edu.au/Policy/policy.jsp?policyid=198


Assessment details for all studentsAssessment item 1—On-line reflections (individual submission)

Due date: By Friday of Weeks 2,3,4,5, 6 ASSESSMENT

Weighting: Pass/Fail @ 2% each

Length: Approximately 250-300 words (one large paragraph) 1ObjectivesThis assessment item relates to the course learning outcomes numbers 1, 2 and 3 list as stated in Part A.

Details Three on-line postings are required during the term that simulates the process of community-focussed learning presented to you in Year 1.

As these activities contribute to formative learning in this course and encourage the expression of subjective ideas, they will be marked Pass/Fail, and then awarded 2% each as a participation mark.

Performance products Five (5) written responses to questions/activities presented on the Moodle site connected to this

course.

A brief reflective summary linking your personal experiences with learning derived from readings and reflection.

Academic referencing on-line according to Faculty guides.


Assessment criteria for online activities

CRITERIA Pass Fail

Evidence of reading about interpersonal communication in professional helping

Evidence of application of knowledge in on-line activities and discussion

Evidence of self-reflection regarding interpersonal communication in the professional context

Written expression and referencing


Assessment item 2—In-service presentation for professional development (duo or trio submission)

Due date: Friday, Week 9 ASSESSMENT

Weighting: 20%

Length: Approximately 15–20 power point slides or overhead transparencies plus dot point commentary (1500 words max). 2

ObjectivesThis assessment item relates to the course learning outcomes numbers 2, 3 and 6 list as stated in Part A.

Focus statementMany clients, even when self-referred, can also be to a degree ‘involuntary’. In contrast, mandated clients are those who have been ordered to attend an assessment and intervention process with a social worker. Working with mandated clients is a contentious context of social work practice. Being part of a human service sector that requires clients to work constructively with you without their consent raises significant questions about the values, ethics, knowledge, and skills for the social work profession. This submission requires you to reflect carefully on your professional and personal positions when contracting with mandated clients informed by your review of social work literature on this topic.

Role of the student You are a graduate social work practitioner employed in an organisation of your choice where a multi-disciplinary team is the platform of your service delivery.

Through the year, different professionals volunteer to present a topic on professional practice they believe is relevant to your organisation and the delivery of service.

You and your colleague(s) in social work have identified emerging difficulties that other workers appear to be having while handling clients that are referred to them involuntarily. Further, several members of staff have also occupied the role of intake worker or case manager of clients/consumers and have found themselves in the position of needing to make requests/applications for involuntary interventions by other statutory-based organisations. These assessments of your organisational context have been based on conversations you have heard in the staff room about clients, patterns of delegating intake referrals to some professionals and not others, client drop out rates, and overt verbal attacks from clients on staff members in public areas of the organisation such as the waiting room.

You have been asked by your team leader, who is a social worker, to deliver an in-service session providing ‘a social work perspective’ on the topic of mandated clients. In your most recent supervision sessions with this leader you briefing was summarised as: knowledge and strategies for engaging, contracting, and assessing involuntary mandated clients.

You will need to identify, research, and understand the jurisdiction and roles of organisations in your own community/communities that have the authority for directing people to non-voluntary attendance in order to contextualise this task. The following examples of legislation containing involuntary orders will direct you to these human service contexts.

Queensland legislation can be located at http://www.qld.gov.au.


The Mental Health Act (See among others S17 (a-c) and SS499-501

The Child Protection Act 1999 (See among others S61(A) and S98 (1) & (2))

The Juvenile Justice Act 1992 (See among others SS175-182)

Australian legislation can be located at http://www.comlaw.gov.au/.

The Aged Care Act 1997

Aged Care Assessment and Approval Guidelines 2006 http://www.health.gov.au/internet/wcms/Publishing.nsf/Content/ageing-acat-acapaag.htm

Performance/productThe following points provide further parameters for this submission:

an in-service presentation for professional development within a multi-disciplinary team comprising 15-20 power point slides or overhead transparencies with accompanying dot point commentary with a maximum of 1500 words.

the presentation aims to inform non-social work colleagues about how social work scholars and practitioners have analysed and approached the engagement, contracting, and assessment of involuntary clients

information about cultural sensitivities for working with Aboriginal and Torres Strait Island family-communities.

identify the largest population of people not born in Australia in the vicinity of the organisation you have chosen to research and identify the issues that will be most prevalent

this collaborative submission will require the on-line of one (1) assessment item and one (1) individual assignment cover sheet with the signed plagiarism declaration and the names of all contributors on your cover page.


Assessment criteria for in-service presentation Criteria HD D C P F

Knowledge and understanding of key concepts related to assessment in social work for a multi-disciplinary context

Excellent knowledge and understanding of key concepts related to assessment in social work for a multi-disciplinary context

Very good knowledge and understanding of key concepts related to assessment in social work for a multi-disciplinary context

Good knowledge and understanding of key concepts related to assessment in social work for a multi-disciplinary context

Adequate knowledge and understanding of key concepts related to assessment in social work for a multi-disciplinary context

Limited knowledge and understanding of key concepts related to assessment in social work for a multi-disciplinary context

Knowledge, understanding, and capability to develop an appropriate and feasible in-service presentation

Excellent knowledge, understanding, and capability to develop an appropriate and feasible in-service presentation

Very good knowledge, understanding, and capability to develop an appropriate and feasible in-service presentation

Good knowledge, understanding, and capability to develop an appropriate and feasible in-service presentation

Adequate knowledge, understanding, and capability to develop an appropriate and feasible in-service presentation

Limited knowledge, understanding, and capability to develop an appropriate and feasible in-service presentation

Ability to locate, interpret, and suggest best practice for cross-cultural social work practice

Excellent ability to locate, interpret, and suggest best practice for cross-cultural social work practice

Very good ability to locate, interpret, and suggest best practice for cross-cultural social work practice

Good ability to locate, interpret, and suggest best practice for cross-cultural social work practice

Adequate ability to locate, interpret, and suggest best practice for cross-cultural social work practice

Limited ability to locate, interpret, and suggest best practice for cross-cultural social work practice

Demonstration of written/verbal clarity and professional presentation

Excellent demonstration of written/verbal clarity and professional presentation

Very good demonstration of written/verbal clarity and professional presentation

Good demonstration of written/verbal clarity and professional presentation

Adequate demonstration of written/verbal clarity and professional presentation

Limited demonstration of written/verbal clarity and professional presentation


Assessment item 3—Audio-visual record of assessment session (individual submission)


Weighting: 30%

Length: A 20 minute audio-visual record (DVD) of the practice of social work knowledge, values, and skills through interpersonal communication skills in a casework or case management role 3


Focus statementIn some placement/employment contexts, supervisors may attend sessions with you as observers. Further, in some student placements, supervisory relationships, probation for some employment, or extra training requirements for some organisations, you may be asked to submit audio-visual records of your practice.

Therefore, it is important to become comfortable, competent, and confident demonstrating your practice skills to others using audio-visual training methods.

The goals of this assignment are to demonstrate competence with entry-level interpersonal communication skills fundamental to the process of professional helping.

Your roleYou are a 2nd year social work student who is developing your understanding of interpersonal communication skills for professional practice. These skills are the foundations of many fields of professional social work practice – not just work with clients. In other words, the education and training included in this course will be transferable to managing conflict in work teams, the effective facilitation of meetings, networking with peers across a community, or gathering complex information from inter-organisational referrals.

In this exercise, these skills are to be demonstrated within the context of an interview with an individual who adopts the role of a client.

It is important to remember that there is no ‘perfect’ interview or one single formula for demonstrating effective helping. You are encouraged to engage reflectively with the concept of ‘use of self’ in your preparation for this exercise (see recommended study schedule attached). This assessment item invites you to begin demonstrating your style of social work practice. Each submission/approach will be as unique as the cohort accompanying you in this course.

You are encouraged to undertake several practice attempts prior to recording/deciding on your final product for submission, in order to allow opportunities for you and the ‘client’ to become familiar with the interview process and the technical aspects of digital/video recording.

For ethical reasons it is important that you ensure all people involved in this product are playing a role. It is not acceptable to engage children in the role-play. Local members of amateur theatre groups or drama students may be happy to participate in the role play. The selected role play should not be closely related to an actual or past event for the interviewee and you must establish this at the outset


with the individual who agrees to take the interviewee role. Encourage your performers to draw on their experiences of/create composites of other people they know well as opposed to themselves.

Keep in mind that the complexity of the topic selected is not being assessed; it is your response to a client’s presentation at an agency that is being assessed for feedback. In other words, it is not necessary for you to work with an emotionally provocative issue or an overly complex social situation in order to demonstrate your competency and confidence with the casework/case management method. Emotional and physical safety for both you and your role players must be considered at all times in this style of experiential professional education.

In-keeping with good professional practice, it is also advised that players in the role play are provided with an opportunity to debrief or discuss the role play after it has concluded. This debrief may involve having an opportunity to talk about how players found the role play experience including actual emotions experience or breakthroughs in their own thinking about the character they played, what they would have said if they had more time and opportunity, and how the person who adopted the client role is different from the role played. Despite these safeguards, ensure you encourage the person who volunteers to assist you, to contact you or the course co-ordinator, for referrals to a human service organisation if their experience in this project raises unexpected issues/stressors for them.

As a final hint, to create the most authentic role play scenario possible (even when training with friends or family members you know very well) provide your role player with the notes about the case study/scenario you wish to work with one page of dot points outlining the nature of the issue you wish them to present with. The less information provided, the less anxious your volunteer is likely to be. To minimise any possible anxieties with your role player, after providing them with this information give them permission to develop this role in any direction or form they wish.

Performance/productsA 20 minute audio-visual recording of an ‘intake interview’ or a 20 minute excerpt from a lengthier role play session with an individual client. An intake interview is the role in a human service organisation responsible for gathering as much information possible, efficiently and effectively, while observing cultural sensitivities and using appropriate skills, in order to determine whether the client requesting help meets the criteria for service delivery associated with that organisation. A role play with a client attending a first session assumes that the client’s needs match the mission and role of the organisation you have chosen in which to contextualise this submission.

The main focus of this submission is on the early stages of an interview: rapport building; problem exploration and clarification; the assessment of any immediate risks, the assessment of client strengths, assessment of client motivation for change; a beginning assessment of client-in-environment, and the beginning formulation of tentative ideas about possible interventions in the future.

You may submit this product in either VHS format, DVD, or video file. If micro-cassettes are used the larger tape cartridge must accompany the submission. If micro-tapes are submitted only the assessment item will not be marked until the carrier cartridge is received. Submissions may be returned for resubmission and may incur late penalty rates if the quality of recording makes it unable to be assessed.

If you have prior training, education, or experience in case work or case management you may feel confident enough to complete this work during your residential. Booking has been made for certain times during this week to facilitate this and you can contact Ms Colette Le Page ([email protected] or 07-4930-6739) at CQUniversity’s studio if you wish to make us of professional support while on campus.


Assessment criteria for audio visual record of assessment sessionCriteria HD D C P F

Understanding the concepts and knowledge of the assessment process in social work practice

Excellent understanding of the concepts and knowledge of the assessment process in social work practice

Very good understanding of the concepts and knowledge of the assessment process in social work practice

Good understanding of the concepts and knowledge of the assessment process in social work practice

Adequate understanding of the concepts and knowledge of the assessment process in social work practice

Limited understanding or no understanding of the concepts and knowledge of the assessment process in social work practice

Demonstrated ability to apply the knowledge of interpersonal communication skills to practice

Excellent ability to apply the knowledge of interpersonal communication skills to practice

Very good ability to apply the knowledge of interpersonal communication skills to practice

Good ability to apply the knowledge of interpersonal communication skills to practice

Adequate ability to apply the knowledge of interpersonal communication skills to practice

Limited or no ability to apply the knowledge of interpersonal communication skills to practice

Effective use of self in the assessment process

Excellent use of self in the assessment process

Very good use of self in the assessment process

Good use of self in the assessment process

Adequate use of self in the assessment process

Limited or no use of self in the assessment process

Demonstrated application of concepts and theories delivered in SOWK19014 to the case work or case management relationship

Excellent application of concepts and theories delivered in SOWK19014 to the case work or case management relationship

Very good application of concepts and theories delivered in SOWK19014 to the case work or case management relationship ry good

Good application of concepts and theories delivered in SOWK19014 to to the case work or case management relationship

Adequate application of concepts and theories delivered in SOWK19014 to the case work or case management relationship

Limited or no application of concepts and theories delivered in SOWK19014 to the case work or case management relationship

Technical skills in 20 minute audio-visual role play such as choice of venue, quality of sound, visual focus on worker rather than client

Excellent technical skills in 20 minute audio-visual role play such as choice of venue, quality of sound, visual focus on worker/client

Very good technical skills in 20 minute audio-visual role play such as choice of venue, quality of sound, visual focus on worker/client

Good technical skills in 20 minute audio-visual role play such as choice of venue, quality of sound, visual focus on worker/client

Adequate technical skills in 20 minute audio-visual role play such as choice of venue, quality of sound, visual focus on worker/client

Limited technical skills in 20 minute audio-visual role play such as choice of venue, quality of sound, visual focus on worker/client


Assessment item 4—Written critique/analysis of intake/assessment session (individual submission)


Weighting: 40%

Length: 2000 word analysis and critique of your competency and confidence compared with the AASW Practice Standards. 4


Focus statementWritten self-evaluations of social work practice standards may be required from future supervisors and/or human service organisations for their ongoing quality assurance.

Role of the student Imagine you are a student on placement undertaking an individual casework session under close and supportive supervision. Your supervisor has progressed your learning from observation of a casework/case management session, co-facilitation with them, and is now proposing that prior to independent work you are being asked to capture the beginning of a session using audio-visual technologies in order to use this record for ongoing supervision.

Performance/productThe following points are triggers to help shape this assessment submission:

Assessment item 3 will form the basis of this written submission

the AASW’s Practice Standards document provides a reference point for the content of this critique

use headings and structures that make sense to your experience of the exercise and your emerging framework for social work practice

include a critique of your competency and confidence with the execution of interpersonal skills for the process of a professional assessment . As this was the focus of introductory social work courses or prior qualifications undertaken at TAFE it is not the main focus of this submission

your demonstrated application of the concepts that comprise the the casework/case management method is the focus of this work including your analysis of its strengths and limitations

reflect and acknowledge any personal dissonance between your values and the client’s in this professional working relationship

use of the 1st person in your writing style is acceptable for this submission


refer to specific examples from your recorded interview when discussing specific points in your analysis and critique. Short excerpts of transcripts may be appended to assist with your analysis. When you identify an area of possible improvement take these insights to their most concrete conclusions, that is, examples in text of what you could have said or done differently

identify the main areas for improvement and demonstrate your ability to self-evaluate and plan what action you will take

highlight your strengths.

Assessment criteria for written critique/analysisCriteria HD D C P F

Demonstrates conceptual/theoretical knowledge and understanding of interpersonal communication in professional contexts

Excellent demonstration of conceptual/theoretical knowledge and understanding of interpersonal communication in professional contexts

Very good demonstration of conceptual/theoretical knowledge and understanding of interpersonal communication in professional contexts

Good demonstration of conceptual/theoretical knowledge and understanding of interpersonal communication in professional contexts

Adequate demonstration of conceptual/theoretical knowledge and understanding of interpersonal communication in professional contexts

Limited demonstration of conceptual/theoretical knowledge and understanding of interpersonal communication in professional contexts

Demonstrates the application of knowledge and understanding of the casework method in assessment derived from the literature of social work

Excellent demonstration of the application of knowledge and understanding of the casework method in assessment

Very good demonstration of the application of knowledge and understanding of the casework method in assessment

Good demonstration of the application of knowledge and understanding of the casework method in assessment

Adequate demonstration of the application of knowledge and understanding of the casework method in assessment

Limited demonstration of the application of knowledge and understanding of the casework method in assessment

Demonstrated application of concepts and theories delivered in SOWK19014 to the case work or case management relationship

Excellent application of concepts and theories delivered in SOWK19014 to your critique of practice

Very good application of concepts and theories delivered in SOWK19014 to your critique of practice

Good application of concepts and theories delivered in SOWK19014 to your critique of practice

Adequate application of concepts and theories delivered in SOWK19014 to your critique of practice

Limited or no application of concepts and theories delivered in SOWK19014 to your critique of practice

Demonstrated application of cultural sensitivity and discussion/examples of how this knowledge would change your case relationship

Excellent demonstrated application of cultural sensitivity and discussion/examples of how this knowledge would change your case relationship

Very good demonstrated application of cultural sensitivity and discussion/examples of how this knowledge would change your case

Good demonstrated application of cultural sensitivity and discussion/examples of how this knowledge would change

Adequate demonstrated application of cultural sensitivity and discussion/examples of how this knowledge would change

Limited or no demonstrated application of cultural sensitivity and discussion/examples of how this knowledge would change


Ability to synthesise material and provide logical and cohesive self-evaluation

Excellent ability to synthesise material and provide logical and cohesive self-evaluation

Very good ability to synthesise material and provide logical and cohesive self-evaluation

Good ability to synthesise material and provide logical and cohesive self-evaluation

Adequate ability to synthesise material and provide logical and cohesive self-evaluation

Limited ability to synthesise material and provide logical and cohesive self-evaluation

Written expression Excellent written expression, proofing, and preparation for submission.

Very good written expression, proofing, and preparation for submission.

Good written expression, proofing, and preparation for submission.

Adequate written expression, proofing, and preparation for submission.

Limited written expression, proofing, and preparation for submission.

Accuracy and consistency of referencing

Excellent accuracy and consistency of referencing

Very good accuracy and consistency of referencing

Good accuracy and consistency of referencing

Adequate accuracy and consistency of referencing

Limited accuracy and consistency of referencing


sowk12009 casework and casemanagement

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