WORKING WITH

INDIVIDUALS
SOCIAL CASEWORK

ARIZA AIRIZ SUAREZ MANTILLA , RSW

DISCUSSION OUTLINE

SOCIAL CASEWORK CONCEPTS CASEWORK METHODS

AND PRINCIPLES

HISTORICAL BACKGROUND CASEWORK PROCESS

THE CASEWORKER INTERVIEWING AND

RELATIONSHIP RECORDING
DISCUSSION OUTLINE
ACTIVE LISTENING

CASE STUDY

CASE MANAGEMENT
 TOPIC 1:
CONCEPTS AND
PRINCIPLES
 CONCEPTS AND
PRINCIPLES
Social Casework is a method of social work which intervenes in the psychosocial aspects of person’s life to
improve, restore, maintain or develop his social functioning by improving his role performance. -TRUE/FALSE?

Social casework is a problem-solving and helping process. It requires knowledge of the science of human relations
and skills in relationship in order to mobilize capacities in the individual and resources in community appropriate
for better adjustment between the client and all or any part of his total environment. TRUE/FALSE?

Social casework is a process used by certain human welfare agencies to help individuals to cope more effectively
with their problem in social functioning. The process is to promote human growth and development and self-
satisfaction an accomplishment. TRUE/FALSE?
 CONCEPTS AND
PRINCIPLES
“As a process used by human welfare agencies to help individuals to cope more effectively
with their problems of social functioning, casework encompasses the four components of
social work practice- the person (client), the problem, the place (agency), and the helping
representative.”

DEFINITION OF CASEWORK ACCORDING TO WHOM?

CONCEPTS AND
PRINCIPLES

GOAL?
 CONCEPTS AND
PRINCIPLES
• To achieve some improvements in the person’s social functioning
• By bringing about change in his economic and social living or
environment
 CONCEPTS AND
PRINCIPLES
• Seeks to improve client’s capability to help himself to improve his
living situation
• Rise above the difficult circumstances that may be surrounding him.
• It is also family-oriented.
CONCEPT OF
SOCIAL ROLE
• Social Role is the sum total of the culture
patterns associated with a particular
status. Whether a social role is performed
in a satisfying, effective and acceptable
manner depends always upon the
capacities and motivations of both the
persons occupying given role and those
in roles reciprocal to his..
CONCEPT OF MODES
OF ADAPTATION
• Faced with the threatening situation, a client will
try to use his accustomed modes of adaptation.
When these have failed he will regress to modes
of adaptation used earlier in life: flight or pairing.
Pairing is entering into a dependent and solace-
seeking relationship with another person
perceived as stronger and able to help her handle
the situation. Finally, in extreme situations, he
may become apathetic resigned, mentally
disoriented and immobile or hyperactive.
 CONCEPT OF
PROFESSIONAL
COMMUNICATION
• Social workers form relationships for a professional
purpose. In everyday life, satisfying personal
relationship may be an end in itself.
• In professional relationships the worker devotes
himself to the interests of his clients and the needs
and aspirations of other people rather than his own
interests.
• The worker forms relationships based on objectivity
and self-awareness which allow him to step outside
of his personal struggles and emotional needs and
to be sensitive to the needs of others.
PRINCIPLES IN SOCIAL
WORK- FELIX BIESTEK

• PURPOSEFUL EXPRESSION OF FEELINGS

Recognition of the client’s need to express

feelings freely
PRINCIPLES IN SOCIAL
WORK- FELIX BIESTEK
2. CONTROLLED EMOTIONAL INVOLVEMENT/
SELF-AWARENESS

A purposeful, appropriate use of the worker’s

emotions in response to the client’s feelings.
-Controlled and objective emotional involvement in
the client’s problem.
PRINCIPLES IN SOCIAL
WORK- FELIX BIESTEK
3. ACCEPTANCE

The recognition of client’s innate dignity, worth,

equality, basic rights, and needs.
Regardless of client’s individual qualities
arising from heredity, environment,
behavior, or any other source.
PRINCIPLES IN SOCIAL
WORK- FELIX BIESTEK
4. INDIVIDUALIZATION

The recognition and understanding of each client’s

unique qualities.

Differential use of principles and methods to assist

client toward change
PRINCIPLES IN SOCIAL
WORK- FELIX BIESTEK
5. NON-JUDGEMENTAL ATTITUDE

Based on the conviction that the helping process

precludes:
-assigning guilt or innocence
- degree of client responsibility for causation of the
problems or needs
Does include making evaluative judgments about
the attitudes, standards, or actions of the client
PRINCIPLES IN SOCIAL
WORK- FELIX BIESTEK
6. CLIENT SELF-DETERMINATION

Based upon the right of the individual to make their

own choices and decisions
PRINCIPLES IN SOCIAL
WORK- FELIX BIESTEK
7. CONFIDENTIALITY

The protection of secret/private information

disclosed in the professional relationship.
Confidentiality is a basic right of the client
PRINCIPLES IN SOCIAL
WORK- FELIX BIESTEK
8. PARTICIPATION OF THE CLIENT IN PROBLEM-
SOLVING

The worker isn't the one who make decisions for the
client, rather the latter itself. The reason participation in
essential in the helping process.
PRINCIPLES IN SOCIAL
WORK- FELIX BIESTEK
9. CLIENT-WORKER RELATIONSHIP

Carrying out the worker's function. The client-worker

relationship encompasses all the principles.

both controlled and purposive

 CASEWORK PROCESS
SETS IN MOTION WHEN:
• An individual with (person or client)
• A problem (problem or need)
• Comes to a place where (place or agency)
• A professional representative, the social worker,
engages him in (professional or social worker)
• A working relationship[ and together they embark on
(helping relationship)
• A scientific or problem-solving process (problem-
solving process)
 REFLECTION :

Casework has 3 fundamental characteristics

which distinguishes it from the other social
work methods.
WHAT ARE THOSE ?
 REFLECTION :

• Individualization- This method has for its

philosophical base the right of human
beings to be treated not just as human but
as this human being with his/her personal
differences.
 REFLECTION :

• Client-Worker Relationship- This is also

called the helping relationship.
REFLECTION :

• Social Treatment- Refers to the activities

and services that the social worker uses to
help individuals with their problems.
 TOPIC NO. 2:
HISTORICAL
BACKGROUND
 Mary Richmond and other
practitioners began to
formulate a more scientific
problem-solving theory based
• Employed “friendly visitors” on their observation and
• Operated on the belief that experiences.
poverty was the fault of the
individual, as the result of
his/her moral failure

The first Charity Organization Society (COS)

was founded in Buffalo, NY
(as a voluntary organization)

1877
 IMPACT OF WWI AND WWII

Social workers role

become significant in
working with war
veterans or casualties • Services were more focused on
and their families helping individuals with
personality problems
• This period gave rise to the
demand for medical and
psychiatric social workers

1939-1945
 CASEWORK IN • Psychiatric social work was
introduced in Welfareville,
THE PHILIPPINES then the seat of
• Casework was the very government child-rearing
professional method of social institutions.
work intervention practiced in
the Philippines
• Was the first introduced by
the Associated Charities of
Manila, a family welfare
agency that employed “home-
visitors”

1917
• Dr. Jose Vergara, then
superintendent of
associated Charities IMPACT
of OF WWI AND WWI
Manila appreciated the
value of psychiatric social
work in the US, employed
social workers to work with
children and youth
• Like the American counter
parts local practitioners
Department of Health issued a recognized that material
circular requiring national, assistance did not atomically
provincial, city, emergency solve individual’s problems
hospitals to employ social workers.

1954 1980'S
TOPIC 3: CLIENT-
WORKER
RELATIONSHIP
CLIENT WORKER
• Client-worker relationship is • The worker is keenly aware of
established with the purpose of the importance and dynamics of
attaining objectives of helping. his involvement, or “professional
The relationship is the dynamic use of self” in relation to the
interaction and psychological dynamic nature of the
interplay both between the interaction, the purpose and
worker and client with their own qualities of the relationship.
particular attitudes and feelings
in a particular situation.
COMPONENTS OF THE RELATIONSHIP
- is realistic and objective perception of
REALITY
existing condition or situation.

-Transference reactions are client’s

TRANSFERENCE
displacement on the worker of particular
feelings and attitudes he originally experience
toward his family members or people he is
close to

COUNTER- TRANSFERENCE -It is carrying over of worker’s particular

feelings and reactions to a person in worker’s
past and applying them to the client.
 SOCIAL WORKER’S ACTIVITIES CAN BE
CHARACTERIZED UNDER ONE OF THREE
APPROACHES TO
intervention which encompass all the various
worker function. These approaches can be
called:
education, facilitation, and advocacy.
The education approach covers a cluster of roles such as
those of the teacher, expert, and consultant. The objective
is to help people and the system acquire information,
knowledge and skills.
 A second general approach, facilitating, encompasses a role cluster
including the enabler, supporter, mediator and broker. Objectives are
to stimulate and mediate linkage within and between systems,
The third general approach, advocacy, include the roles of advocate
on behalf of specific client or client groups and helper for people who
want or need to advocate on their own behalf. The objective of this
strategy is to help an individual or system obtain a needed resource,
disinterested or unresponsive system.
 Assessment of Client’s Workability

Workability is combination of motivation and capacity that enables a

person to engage himself (with greater or lesser degrees of effort and
effectiveness) with the persons and means of solvinghis problem. It
means both “ability to work” and “responsiveness to therapeutic
influence.”
 Assessment of Client’s Workability

• The client’s motivation for casework help

WILLINGNESS IN THE CLIENT’S CONSCIOUS MOBILIZED INTENT TO

INVOLVE HIMSELF IN USING HELP.
 Assessment of Client’s Workability
2. The client’s capacity to use casework help
CAPACITY REFERS TO THE QUALITIES OF EMOTIONAL AND PERSONALITY MAKE-UP, OF
intellectual and physical endowment, that the individual has and can use in the task of problem-
solving.

A. EMOTIONAL CAPACITY IS BEING -ABLE TO RELATE TO ANOTHER.

B. RELATIONSHIP CAPACITY- IS SEEN IN THE CLIENT’S ACCOUNT OF HIS RELATIONSHIP WITH

OTHERPERSONS IN HIS CURRENT LIFE AND IN THE CONCERNS AND FEELINGS HE SHOWS IN
SPEAKING OF OTHERS.
 Assessment of Client’s Workability
2. The client’s capacity to use casework help
CAPACITY REFERS TO THE QUALITIES OF EMOTIONAL AND PERSONALITY MAKE-UP, OF
intellectual and physical endowment, that the individual has and can use in the task of problem-
solving.

C. SOCIAL INTELLIGENCE CAPACITY-PERCEPTIVENESS IS CONSIDERED GOOD WHERE A

PERSON OBSERVES CLEARLY AND PRECISELY AND SEES INTO THINGS DIMENSIONALLY IN
BREADTH, DEPTH AND RELATEDNESS.

D. PHYSICAL CAPACITY- THE EASIEST TO ASSESS

TOPIC 4:
CASEWORK
METHODS
 WHAT CASEWORK
MODEL IS COMMONLY
USE IN THE PH SETTING
 FUNCTIONAL MODEL
JESSIE TAFT,VIRGINIA ROBINSON, RUTH SMALLEY

• Developed at the Pennsylvania School of social Work in the 1930s

• Emphasis was on the relationship, the dynamic use of time, and the “use
of the agency” functions.

• An approach that is widely and commonly use in the Philippine

setting because of its countless social agencies with varied
programs and services.
FUNCTIONAL MODEL
JESSIE TAFT,VIRGINIA ROBINSON, RUTH SMALLEY
3 CHARACTERISTICS

• WORKS FROM A PSYCHOLOGY OF GROWTH

• THE PURPOSE OF AGENCY GUIDES THE

SOCIAL WORKER OVER-ALL PURP

• UTILIZATION OF SERVICES THAT ARE READILY

AVAILABLE
 FUNCTIONAL MODEL
JESSIE TAFT,VIRGINIA ROBINSON, RUTH SMALLEY

The focus of intervention is

the delivery of service/s to the
client.

HOW? Emphasis on the use of time

and the use of agency
function; the giving and
receiving help.
PSYCHOSOCIAL MODEL GORDON HAMILTON

• One of the first models employed developed by Gordon Hamilton and

her associates from the Columbia School of Social Work.
• Cause and effect relationships are identified between the individual and
environment.

• Ego psychology and the behavioral sciences provide important

underpinning for practice
• Model has a Freudian theory base.
PSYCHOSOCIAL MODEL
GORDON HAMILTON
 PSYCHOSOCIAL MODEL
GORDON HAMILTON

PHASES IN PSYCHOSOCIAL APPROACH

INITIAL ASSESSMENT TREATMENT

PHASE
 PSYCHOSOCIAL MODEL GORDON HAMILTON

INITIAL
PHASE
• Understanding the reason of contact
• Establishing a relationship
• Engaging to treatment
• Beginning treatment
• Psychosocial study
 PSYCHOSOCIAL MODEL GORDON HAMILTON

ASSESSMENT
3 TYPES OF DIAGNOSIS:

• DYNAMIC- the interplay between the client and other systems; the
dynamics of the family.
• ETIOLOGICAL- the cause or the origin
• CLASSIFICATORY- classifying individuals base on categories
PSYCHOSOCIAL MODEL
GORDON HAMILTON
 PSYCHOSOCIAL MODEL GORDON HAMILTON

ASSESSMENT

GOAL AND TREATMENT PLANNING

- Concerned with how improvement can be affected.

GOALS- Composite what the client sees and desires.

 PSYCHOSOCIAL MODEL GORDON HAMILTON

TREATMENT
-The ultimate objective is to alleviate the client's distress.

INDIRECT TREATMENT - Intervenes directly in the environment of the client.

DIRECT TREATMENT - This inolves direct work with the client himself.
"THE INFLUENCE OF MIND UPON MIND"
 PSYCHOSOCIAL MODEL GORDON HAMILTON

TREATMENT
DIRECT TREATMENT - This inolves direct work with the client himself.
"THE INFLUENCE OF MIND UPON MIND"

FLORENCE HOLLIS -Created 6 procedures of intervention:

1.SUSTAINING/ PSYCHOLOGICAL
SUPPPORT
 PSYCHOSOCIAL MODEL GORDON HAMILTON

TREATMENT
DIRECT TREATMENT - This inolves direct work with the client himself.
"THE INFLUENCE OF MIND UPON MIND"

FLORENCE HOLLIS -Created 6 procedures of intervention:

2. DIRECT INFLUENCE
 PSYCHOSOCIAL MODEL GORDON HAMILTON

TREATMENT
DIRECT TREATMENT - This inolves direct work with the client himself.
"THE INFLUENCE OF MIND UPON MIND"

FLORENCE HOLLIS -Created 6 procedures of intervention:

3. CATHARSIS/VENTILATION
 PSYCHOSOCIAL MODEL GORDON HAMILTON

TREATMENT
DIRECT TREATMENT - This inolves direct work with the client himself.
"THE INFLUENCE OF MIND UPON MIND"

FLORENCE HOLLIS -Created 6 procedures of intervention:

4. ENVIRONMENTAL
MANIPULATION
 PSYCHOSOCIAL MODEL GORDON HAMILTON

TREATMENT
DIRECT TREATMENT - This inolves direct work with the client himself.
"THE INFLUENCE OF MIND UPON MIND"

FLORENCE HOLLIS -Created 6 procedures of intervention:

5. CLARIFICATION
 PSYCHOSOCIAL MODEL GORDON HAMILTON

TREATMENT
DIRECT TREATMENT - This inolves direct work with the client himself.
"THE INFLUENCE OF MIND UPON MIND"

FLORENCE HOLLIS -Created 6 procedures of intervention:

6. INSIGHT DEVELOPMENT
 PSYCHOSOCIAL MODEL
GORDON HAMILTON

ACCORDING TO NORTHERN, PSYCHOSOCIAL MODEL CAN BE

USE IN ANY TYPES OF GROUP EXCEPT;

____________
 PSYCHOSOCIAL MODEL
GORDON HAMILTON

ACCORDING TO NORTHERN, PSYCHOSOCIAL MODEL CAN BE

USE IN ANY TYPES OF GROUP EXCEPT;

TASK GROUPS
PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

• Identified with the work of Helen Perlman at the Chicago school in l957.

• It assumes that the person’s problem-solving capabilities or resources have been

broken down or been impaired or are maladaptive.
• The focus of treatment is in helping the person go through the scientific
problem-solving process so that he will act and resolve his problem with only
minimum help.
PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

Origins of the problem-solving framework

• John Dewey’s book, • 2. John Dewey’s 5 phases of 3. George Polya (1940’s)- a

reflective thinking
“How Do WE Think” mathematics professor developed
• Recognizing difficulty
(1933)- describes a 4-phase model as a guide by
• Defining or specifying the
what go’s in the difficulty any one engaged in problem
human mind when • Raising a suggestion for possible solving or addressing
confronted with a solution and rationally exploring mathematical problems.
problem the suggestion which include data
collection
• Selecting an optimal solution from
among many proposals
• Carrying out the solution
 PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

Origins of the problem-solving framework

Problem Solving Process
(Helen Harris Perlman
A progressive transaction between the professional helper and the client,
as the originator of this
consisting of a series of problem-solving operations
framework)
• Facts that constitute and bear upon the problem must be ascertained
• Problem-solving- a
and grasped (Study)
series of planned
• Facts must b thought about, turned over, probed into, and organized
activity in sequential
in the mind, examined in their relationships to one another, searched
stages
for their significance (Diagnosis)
• Goal: to achieve an
• Some choice or decision must be made as an end result of the
effective solution to a
consideration of the particular facts with the intention of resolving the
problem
problem (Treatment)
PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

Components of Problem Solving Process

• Nature of agency and resources (PLACE)

• Nature of the client (PERSON)
• Nature of the PROBLEM
 PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

COMPONENT OF PS: (1) THE AGENCY

·A structure- an organization consist of functions, responsibilities, tasks governing

policies and procedures that stabilizes and systematizes its operations
·Established as a result of community’s concern to meet certain needs of people
·Its mission, goals, visions, programs and services are set u p to meet these needs
·Employs staff to carry out its functions; social worker represents both the agency
and the profession
PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

COMPONENT OF PS: (2) THE CLIENT

·The person comes to a helping situation to seek help as voluntary client or required
to use help as involuntary client
·The term client refers to a person, family, group, or community as the focus of
worker’s helping activity
PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

COMPONENT OF PS: (2) THE CLIENT

WHEN DOES AN APPLICANT BECOMES A CLIENT?

PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

COMPONENT OF PS: (2) THE CLIENT

VARIOUS PATHS TO CLIENTHOOD:

PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

COMPONENT OF PS: (2) THE CLIENT

A person, group, organization, that voluntarily seeks social

worker/agency’s services. Also referred to as potential client?

A. Applicant B. Prospect C. Respondent

PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

COMPONENT OF PS: (2) THE CLIENT

A person, group, organization that is required to interact with

the social worker/agency

A. Applicant B. Prospect C. Respondent

PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

COMPONENT OF PS: (2) THE CLIENT

A person, group, organization to which social worker/agency

reach out

A. Applicant B. Prospect C. Respondent

 PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

COMPONENT OF PS- (3) THE PROBLEM

Social work is concerned with problems in social functioning which rests mainly:
Ø On interpersonal relationship
Ø In negotiating with systems in the environment, or
Ø In role performance
 PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

COMPONENT OF PS- (3) THE PROBLEM

The Problem
• Has chain reactions
• Has both subjective significance; internal (felt need) and external (Seen)
· Considerations should be given to:
Ø Client wants and needs (felt),
Ø Worker’s judgment (real), and agency purpose and services
 PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

COMPONENT OF PS- (3) THE PROBLEM

The Problem
• It is usually a problem in the current life situation which is hurting and
disturbing (a difficulty in person to person or person to task relationships)
• An unmet need which hampers or undermines a person’s adequate living
• Usually results to stress (psycho, social, physical) that causes the person to
be ineffective or disturbed in carrying out his/her social roles
PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

PROBLEM TYPOLOGY

PROBLEMS OF LIVELIHOOD DIFFICULTY IN ROLE

PERFORMANCE
PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

PROBLEM TYPOLOGY

DIFFICULTY IN PROBLEM OF SOCIAL

INTERPERSONAL TRANSITION
RELATIONSHIP
PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

PROBLEM TYPOLOGY

DISSATISFACTION IN PROBLEM WITH

SOCIAL RELATIONS FORMAL
ORGANIZATIONS
PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

PROBLEM TYPOLOGY
IMPACT OF CALAMITIES AND
UNREST
 PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

COMPONENT OF PSP- (4) CLIENT-

WORKER PS WORK (PROCESS)

PSP is a helping, analytical, and therapeutic process involved in the dynamic client-worker relationship

·Helps client use and mobilize his/her inner and outer resources
·Helps client cope with problems in carrying out social tasks and relationship which are perceived and felt as
stressful
·Equips client with a way of coping with problems in the future
 PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

COMPONENT OF PSP- (4) CLIENT-

WORKER PS WORK (PROCESS)

PSP is a helping, analytical, and therapeutic process involved in the dynamic client-worker relationship

·Helps client use and mobilize his/her inner and outer resources
·Helps client cope with problems in carrying out social tasks and relationship which are perceived and felt as
stressful
·Equips client with a way of coping with problems in the future
PROBLEM- SOLVING MODEL
HELEN HARRIS PERLMAN

COMPONENT OF PSP- (4) CLIENT-

WORKER PS WORK (PROCESS)

DOES PSP AND HP THE SAME?

PROBLEM- SOLVING MODEL HELEN HARRIS PERLMAN

COMPONENT OF PSP- (4) CLIENT-

WORKER PS WORK (PROCESS)

PSP HP

·Client- focused (needs, wants, ·Worker focused (Self-awareness,

capacities, motivation, opportunity, personal and professional attributes,
values, PIE) competence, etc.)
·Problems- task functions caused ·Relationship focused (acceptance,
·Analytical, cognitive, process genuineness, empathy, concern, etc)
The science aspect of social work ·Therapeutic/affective process
The art aspect of social work
TASK-CENTERED APPROACH
LAURA EPSTEIN, ET' AL

Treatment focuses on the specific

task/s to be implemented.

-Developed at the University of Chicago in the 1970s

-Designed to solve specific psychosocial problems of individuals
or families in as short-term, time-limited from of practice.
-Caseworker and client reach an explicit agreement on the
particular problems to be worked on and also the probable
duration of treatment.
TASK-CENTERED APPROACH
LAURA EPSTEIN, ET' AL

It is similar to crisis intervention but it

focuses on a task to be achieved by
the client.

Treatment concentrates on helping individual clients

to achieve specific or limited goals of their own
choice within brief and bounded periods of service.
TASK-CENTERED APPROACH
LAURA EPSTEIN, ET' AL

Worker and client jointly:

-Identify specific problems and tasks needed tochange these

problems
-Develop a contract in which various activities are to occur at
specified times
-Establish incentives and a rationale for their accomplishment
-Analyze and resolve obstacle as they are identified
TASK-CENTERED APPROACH
LAURA EPSTEIN, ET' AL

Task-centered approach

·Significant contribution: move from individualized therapeutic approaches to

practical problem-solving techniques
Skills required:

·Ability to listen to and grasps client’s concern

·When to use communication styles and when to be responsive
·Ability to renegotiate contract or agreement
·Toa ct as empowering parent not as a service provider
·Explicit about limits, giving reminders about ending contract, etc.;
TASK-CENTERED APPROACH
LAURA EPSTEIN, ET' AL
Technique: are actually activities such as:

·Problem specification

·Task planning: agreeing tasks, planning detailed implementation, generating

alternative solution, and summarizing
·Analyzing obstacles and failures

·Planning tasks – who will do that?

·Structuring interview time

· Reviewing and ending

BEHAVIORAL MODIFICATION
MODEL 3 elements of the social learning essential to this
approach

• Began to be incorporated in the • TARGET BEHAVIOR

1960’s

• Practice applying to this model

2. ANTECEDENT
lends itself to research since
behavior to be modified is BEHAVIOR
observable.
3. CONSEQUENT
BEHAVIOR
 BEHAVIORAL MODIFICATION
MODEL
Cognitive-behavioral Theories and Therapies

·Based on the contributions of Pavlov, Watson, Skinner

·Cognitive theory – is based on the belief that how and what a person thick determine
how the person feels and behaves.
Maladaptive behavior can be explained by irrational or distorted thinking that results
groom misperceptions and misinterpreting of the environment

·Cognitive-behavioral therapies/interventions:
-Analyzes thinking patterns i.e. distorted and irrational beliefs
-Change: thoughts and behavior patterns (distorted and irrational beliefs)
 BEHAVIORAL MODIFICATION
MODEL
·Focus: on the present: here and now:

·Aim:

-Modify or replace distorted cognition (maladaptive thoughts or unwanted behavior

-To effect positive and lasting change in client’s thoughts and behavior
-The generation new skill as well as the development of relapse prevention strategies
·Not concerned with why a client has a certain difficulties
Ascertains what the dysfunction is and how to change it.
 BEHAVIORAL MODIFICATION
MODEL
Cognitive Behavior Approach – principle of behavior Change/ Modification

1.Human behavior is caused by learning; therefore it is guided by the laws of learning.

2.Human behavior is the product of learning, and can be assumed to be liable to
unlearning or corrections.
3.Human behavior is influenced by consequences, and is strengthened when followed by
rewards, and spoilt when followed by negative consequences.
4.Human behavior is controlled not only by the internal factors, but also by external
factors, such as the presence of significant role models and other social rewards like
praise and prizes.
 BEHAVIORAL MODIFICATION
MODEL
Cognitive Behavior Approach – principle of behavior Change/ Modification

5.Maladjusted behavior may be changed by changing the circumstances which maintain

it.

6.Human beings begin life with a clean slate on which nothing has been written. In effect,
they inherit good or bad habits at the time when they enter the world.

7.Behavior is learnt in life individually, or by watching others learn, or by training or

conditioning.
 CRISIS-INTERVENTION
APPROACH ERIC LINDEMANN

• It is the application of the • Crisis- is an upset in a steady

casework approach which state (state of disequilibrium)
tries to actively influence the that gives an obstacle in the
psychosocial functioning of a fulfillment of important life
person during a period of goals (Caplan 1964)
disequilibrium.
 CRISIS-INTERVENTION
APPROACH ERIC LINDEMANN

Goals are:
EFFECT - It is stressful and • A.) to reduce the immediate
disruptive and can affect biological, harmful effects of the stressful
psychological and social events.
functioning and can produce • B.) to help mobilize the latent
disturbed emotions, impair motor capacities and capabilities of the
functioning and negatively impact person directly affected so that
ongoing behavior. he can cope more effectively with
the effects of the crisis.
 CRISIS-INTERVENTION
APPROACH ERIC LINDEMANN

FOLLOWING TECHNIQUES ARE FOLLOWING TECHNIQUES ARE

USED IN CRISIS-INTERVENTION USED IN CRISIS-INTERVENTION

• Sustaining Techniques - 3. Direct Intervention - extreme

reasurrance and situation such as threats/ attempts
encouragement. of suicide
• Direct influence - giving advice 4. Reflective discussion - clients
and advocating becomes more integrated.
 FAMILY -CENTERED
APPROACH
• Through family interview, the worker and the family become aware of how the
family members interact and discover the dysfunctional elements in the interaction.

• Transactions reveal role expectations and role performance of members, collusion

and reciprocal relationships, expression of feelings, use of defenses and coping
mechanisms in response to conflicts, and communication difficulties resulting from
opposing messages.
 FAMILY -CENTERED
APPROACH
• Believes that individuals dysfunctional state requires that the family should be
the unit of attention in treatment/intervention.

• Family approach is a clinical approach

 ·Elements of transactions:
Role of expectations and performance of members;
Collusion and reciprocal relationships—use of other for
one’s needs;
Express of feelings;
Use of defenses;
Coping mechanism in response to conflict --- i.e.
scapegoat – a family member reflects the need for family
balance or equilibrium
Communication difficulties result from opposing
messages.
 The Eco-map
Studying the Social Context of the Family.
Tool for studying the social context of families to asses and plan interventions
for specific troubles of clients.
A paper-and-pencil simulation where worker and client actually draw a map
which shows.

• The major systems that are p[art of the family’s life and
• The nature of the family’s relationship with various systems

Terms systems refers to the particular groups and associations , formal

organizations, families and individuals with which a particular family interacts
 The Genogram

Studying the Individual in the Family System

A technique: an extension of the eco-map developed by a
psychiatrist, Murray Bowen

-Looks at the relationships that exist within a family network

• Pictorially displays family patterns across time and space
• Examines how these patterns affect members of the family
TOPIC 5: THE
CASEWORK
PROCESS
STUDY
-In the study phase, the client is engaged in
presenting the problem.

-The key is engagement.

STUDY
Exploration
Initial contract between client and worker
may come in different ways
• The client initiates the contract
• The client is referred to the worker or
agency by some interested or
concerned party
• The agency, through the social worker
reaches out the (potential) client and
offers help
STUDY
Preparing for engagement

• Collect and review any pertinent information you

can access about the applicant
• Presenting problem, the situation, purposes of
forthcoming encounter
• Prepare for contact with collaterals (referral source,
family members, other significant others)
• Before contacting/meeting collaterals prepare
agenda about purpose of interview or visit
• Secure consent of applicant/client
STUDY

PRESENTING PROBLEM?
STUDY
The Presenting problem

• In the initial contact, client states the problem as it is being

experienced or perceived (referred to as the presenting
problem)
• Applicant’s view of what brought him/her to seek help
• Important: focus on the problem rather than possible causes
• Attention to the central and most pressing problem at the
moment
STUDY
3 steps in defining a problem

• Worker must recognize the client’s unmet needs (what does

the client lack that is causing the problem?)
• Worker must identify the ‘blocks’ to need fulfillment (what is it
about the client and the client’s situation that prevents the
client’s need from being fulfilled?)
• Worker must determine the ‘strengths, limitations, motivation
for change, and resistance to change that are applicable to the
persons and the systems involved’
STUDY
The Problem in 3 Frames of reference:

• Immediate problem- the problem/concern client is the most

concerned with the causing the current difficulty; perceived to
be reason for seeking help
• Underlying problems- the overall situation that created and
tends to perpetuate the immediate problem
• Working problem- those contributory factors that stand in the
way of both remedy and prevention and mist be dealt with if
change is to take place
STUDY
Process of Partializing Problems

• Worker takes effort to explore ALL problems presented or a

number of problems exceeding the processing capacity of both
worker and client
• Worker engage client in deciding which problem to address
first
• Partialization leads to selecting a specific problem to receive
initial attention (referred o as the problem for work)
• The problem for work- (prioritization) the most urgent or the
most important to the client (not work on all the problems)
STUDY
Data Collection

Sources of information

• Primary sources- the most direct means of gathering data is

through pers0onla interviews using carefully planned questions
with the client
• Secondary- significant people in client’s life experiences i.e.
people with whom client has personal relationships (family and
friends) or people within extended systems of which they are a
part (i.e. church and job)
• Other sources- reports, case records, other documents, studies
and evaluation and other written materials or communications
with other professionals
STUDY
Data Collection

• Must collect any those/data information that has relevance to the

situation at hand
• Data/information collected must be essential to the formulation of
valid working judgments

WHAT PRINCIPLE OF DATA COLLECTION IS BEING DESCRIBED ?

_____________________________________________
STUDY
Data Collection

• Must collect any those/data information that has relevance to the

situation at hand
• Data/information collected must be essential to the formulation of
valid working judgments

WHAT PRINCIPLE OF DATA COLLECTION IS BEING DESCRIBED ?

- PARSIMONY
STUDY
Principles of Data Collection

• Client should be the primary source of information but not

necessarily the only source
• Data collected should relate to the problem or issue
• Do not acquire information that you would be unwilling to share
with the client
• Client should be informed about the source being used to
obtain information; obtain client’s consent
• Obtain data only after the problem for work has been identified
and both client and worker have agreed on what data to gather
 ASSESSMENT
• “the collection, exploration, organization, and
analysis of information for use in decision
making about the nature of the problem and
what is to be done about it”

The process leads to the development of a service

plan that includes:
• Statement the problem for work
• Goals and objectives
• Plans to achieve them
• Means by which to evaluate progress
 ASSESSMENT
-Provides a differential approach to treatment
based on individual differences and needs.

-An individual’s strengths need to be identified

and utilized as part of the change process.

-Assessment is fluid and dynamic

-Assessment begins with a statement of the

problem by the client.
 ASSESSMENT
Purpose:
• To reach an understanding of:
• The presenting problem
• Client’s wants and solutions
• PIE
• Social context in which it exist
• Worker and client construct a plan to alleviate
the problem
• Worker and client develop action plan to
pursue and accomplish agree-upon goals and
objectives
ASSESSMENT
Assessment leads to provision of 3 areas of
service delivery

Information and referral

ASSESSMENT
Assessment leads to provision of 3 areas of
service delivery

Network linkages
ASSESSMENT
Assessment leads to provision of 3 areas of
service delivery

Direct Services
EX.
CASE MANAGEMENT AND
ADVOCATE
ASSESSMENT
Multidisciplinary Assessment and Case
Management

• Medical Assessment
• Rapid Assessment Instruments
• Psychosocial History
• Psychological Testing
• Psychiatric Evaluation
• Functional Assessment
 ASSESSMENT
Planning and Goal Setting

Planning

• The link between assessment and intervention

• Translates the content of assessment into a goal
statement (description of desired results) and the
identification of means to reach the goals

• Major tasks involved:

• Formulation of goals that relates directly to clients needs
and problems
• Defining the specific actions or interventions necessary to
achieve the goals
 ASSESSMENT
Planning and Goal Setting

Goals
• Are ends or desired outcomes of an endeavor
• Usually spells out what is expected to be achieved as a result of all
the efforts of helping;
• Concerned with solutions;
• Should be (1)specific, (2)concrete, (3)measurable and (4)feasible=
realistic and attainable

Levels of goals
• Long-term goal- or overall goal
• Progressive subsidiary- focused on the ongoing work
• Immediate goal- determines the point at which worker could most
effectively intervene in order to start the process that would lead to
the achievement of the above first levels of goals set
 ASSESSMENT
Planning and Goal Setting

Means or Action Plans

• Lays out the steps worker and client intend to take to solve the
problem and achieve the goals
• Principle of equifinality- there are many routes to any desire and
state (considering options)
• Consists of specific actions or steps to be undertaken in order to
reach the goals
• It is an action plan, a helping plan, or intervention plan of action
composed of:

• Goals and objectives

• Unit of attention
3. Strategy
ASSESSMENT
Planning and Goal Setting

Unit of Attention

• The system(s) that are the focused of the change activity

• As part of the plan, includes the identification of other
persons which in addition to client have to be given
attention because they are involved in the situation
• Working with them, is essential top goal attainment
ASSESSMENT
Planning and Goal Setting

Strategy

• An overall approach to change situation

• An orchestrated action plan that involves different entities,
each having a role to play in order to achieve the defined
goals
ASSESSMENT
Planning and Goal Setting

The Helping Contract (service agreement)

• An agreement between C and W on what to be done and
who should do it; agreeing on a definition of the reciprocal
roles, obligations and responsibilities of the participants
 INTERVENTION
• Carrying out those stipulated in the helping contract; other
terms used- action or intervention phase

Skills needed:
• Use of range of social work interventions and roles
necessary to carry out the action plan
• Communications skills
• Ability to keep focus on the objectives and the
corresponding action plan
• Ability to support and involve client in carrying out the
action plan
 EVALUATION

• Process of determining whether a given a change effort

was worthwhile;
• To determine to what extent with a specific client was
successful; weighing the outcome of actions in terms of
success or failure
 EVALUATION
Types of Evaluation

Formative evaluation

• Conducted for monitoring on going progress

• Focuses on the process of providing help instead of the end
of the product of help
• Help assess whether or not anticipated progress is achieved
 EVALUATION
Types of Evaluation

Summative evaluation

• To determine the outcome anticipated at the beginning of

planned change process has been achieved
• Conducting an evaluation after completion of a planned
change process
• It is called summative because they occur at the end of the
process
 TERMINATION
-The ending or limiting of a process that was commenced when the agency agreed to
enter into the interventive process aimed at delivering a service to a client with a
problem.
-A time when the client can look back with the satisfaction on what has been
accomplished.
-Signals that the worker confidence in the client’s ability to learn to cope with situations
and grow.
 TERMINATION
Takes place when:

• Goal has been achieved and services completed

• Nothing further is to be gained by continuing
• Client request for discontinue
• Referrals has to be made and worker is no longer involved
 TERMINATION
Goal of termination

To empower the client system

• The client will learn to use his/her own resources (instead of those of the worker or
the agency) to manage future difficulties they may encounter
 TOPIC 6:
INTERVIEWING
AND RECORDING
 SOCIAL WORK
INTERVIEW
The social work interview:

"A face to face meeting between the worker and the

client"
 SOCIAL WORK
INTERVIEW
Helping Interview
·A common mechanism to demonstrate the
components of helping relationship (i.e. empathy and
active listening)
·Another common activity in helping/problem solving
process
·Different from an ordinary informal conversation
 SOCIAL WORK
INTERVIEW
Purpose of Helping Interview

·Gather information
·Assessment of nature of problem
·Deliver information or education
·Provide emotional support
·Assist with generating alternatives and solving
problems
·Counseling
 SOCIAL WORK
INTERVIEW
Interviewing is an art, a skilled technique that can be improved
and eventually perfected primarily through continued practice.
 SOCIAL WORK
INTERVIEW
Purpose of interviewing

1.1 To obtain information

1.2 To give help to individual
1.3 To help the individual arrive at the right solution of his
problem
 SOCIAL WORK
INTERVIEW
Essential Conditions of Good Interviewing
2.1 Physical setting

2.1.1 Privacy – is a must for a good interview

2.1.2 A comfortable and relaxed atmosphere is needed
2.1.3 Length of time depends on purpose of interview
2.1.4 There must be time between interviews for the worker to
think over each
interview quietly and not its significant aspects.
 SOCIAL WORK
INTERVIEW
3 types of SW Interviews

1. Information or social history interview

 SOCIAL WORK
INTERVIEW
3 types of SW Interviews

2. Assessment or decision-making interviews-to arrive

at an appraisal
SOCIAL WORK
INTERVIEW
3 types of SW Interviews

3. Intervention interviews
 SOCIAL WORK
INTERVIEW Distinguishing Features of SW Interview
·Has context or setting
(Usually the offering the service, then home of the applicant or the community)
·Purposeful and directed
(Conducted to accomplish specific purposes; not a casual exchange of information or
informal conversation)
·Limited and contractual
(Client and worker come together in a specific context for a defined purpose; their
communications are limited to those purposes)
·Involves specialized role relationship
(Client and worker interact with each other on the basis of their specialized roles; interactions
are usually confined to the expected behaviors of their specialized roles)
 SOCIAL WORK
INTERVIEW
Desired outcomes of initial interview:

·Client feels free to express self/feels safe to open up

·Worker in the process receives needed information
·Client leaves confident of being able to work with the worker toward a satisfactory
solution
·Rapport is established between the 2 parties
 SOCIAL WORK
INTERVIEW
STEP 1: Affective Dimension:
Rapport Building

·Worker establishes the initial relationship

·Creates a safe environment and a helpful climate

STEP 2: Cognitive Dimension

Assessment

·Worker explores basic crisis or problem and how the person seeking help views the
situation

·Gathers information and explore what prompted the person to seek help
 SOCIAL WORK
INTERVIEW
STEP 3: Affective Dimension
Feelings

·The core of helping, comprises the identification of, accepting of, validation of, and
reflection of the person’s feelings

·Active listening allows this phase to occur

STEP 4: Cognitive Dimension

Problem Solving

·Generating alternative solutions with the person seeking help

·Discussing possible resources,
·Making a mutual, shared plan for action
 SOCIAL WORK
INTERVIEW

Guides or steps in Proper interviewing:

A. Observation
 SOCIAL WORK
INTERVIEW

Guides or steps in Proper interviewing:

B. Listening
 SOCIAL WORK
INTERVIEW

Guides or steps in Proper interviewing:

A. Question/s
 SOCIAL WORK
INTERVIEW

Guides or steps in Proper interviewing:

A. Talking
 SOCIAL WORK
INTERVIEW

Guides or steps in Proper interviewing:

A. Answering personal questions

 SOCIAL WORK
INTERVIEW

Guides or steps in Proper interviewing:

A. Leadership /direction
 SOCIAL WORK
INTERVIEW

Guides or steps in Proper interviewing:

A. Interpretation
 SOCIAL WORK
INTERVIEW
Things need to look at when doing an Interview:

• Association of ideas
• Shifts in conversation
• Opening and closing sentences
• Inconsistencies and gaps
• Conceited meaning
 SOCIAL WORK
INTERVIEW
Components of an interview- Beginning/Introduction

Greeting and meeting the person is actually the end of the process of preparation on the
part of the worker/agency/ and person
SOCIAL WORK
INTERVIEW
Component (2) Middle as the CORE of the interview
 SOCIAL WORK
INTERVIEW
Components of an interview- Ending

1.Both worker and person must be aware that the interview s drawing to a close
2.Ending should not be abrupt or a sunrise
3.Worker
-Summarize what has been done or decided in the interview
-Schedule the follow up interview
-Restate the action that both worker and person have agreed to take
 SOCIAL WORK
RECORDING

"IF IT IS NOT WRITTEN , IT NEVER HAPPENED"

 SOCIAL WORK
RECORDING

A record in social casework is an abstraction of what

happened in a social situation betweenthe client and the
worker in the process of the former’s seeking help and the
latter responding to the former’s needs.
 SOCIAL WORK
RECORDING

Why should a social worker record his process of helping?

 SOCIAL WORK
RECORDING
to guide him in his self-appraisal of what has gone before, or
what is going on, to help him see through himself and another
person in need and the situation and reflect for a moment on
what he has done so far, what ought to have been done, what
is to be done, together with the person he is ought to help.
 SOCIAL WORK
RECORDING
1.Most effective interviewing technique: the ability to listen intently and
remember what the person tells the worker

2.Worker may jot down during interview certain types of information that are
not easy to remember i.e dates, medication names, etc.,

3.Key words and phrases may occasionally be written down

 SOCIAL WORK
RECORDING
4.Worker asks permission and explains why she needs to take down notes as
this is needed by the agency

5.Worker assures of confidentiality and agency’s confidentiality policies

6.Worker writes down the gist of the interview as possible AFTER the interview
ends especially the plans for action or follow-up

7.Worker allots time for documenting what immediate transpired in the

interview
SOCIAL WORK
RECORDING

USAGE OF FORMS
 SOCIAL WORK
RECORDING
3. Purpose of the record
After discussing the reasons for the existence of the social
casework records. It is worthwhile touching even briefly on the
purposes of the record which are as follows:
3.1 For practice
3.2 For administration
3.3 For supervision
3.4 For teaching
3.5 For research
 SOCIAL WORK
RECORDING
Three Most Important Styles in Recording

NARRATIVE
 SOCIAL WORK
RECORDING
Three Most Important Styles in Recording

SUMMARIZED RECORDINGS
 SOCIAL WORK
RECORDING
Three Most Important Styles in Recording

INTERPRETATIVE STYLE/ DIAGNOSIS AND

EVLUTATION
 TOPIC 7:
ACTIVE
LISTENING
Listening: the foundation of all helping
relationships
 Active Listening

·Responsive listening
·Combines talking and listening
·Indicates that worker heard and understood the client, and is
responding to his/her message
·Allows the worker to be aware of the client’s feelings, thoughts,
ideas, desires, decisions, or expectations
 Active Listening

Encompasses 2 types: verbal and non-verbal responses to listening

Includes:
ØListening not only with your ears but also with your eyes
Øplus perceptiveness
 Verbal Tools in Active Listening

• Minimal prompts- worker’s very short responses

• Accent responses
• Paraphrasing
 Verbal Tools in Active Listening
4. ·Reflection- similar to paraphrasing

E.X.
ØIt sounds as though you are...
ØIt seems as if...
ØI think I understand you to be saying…
ØYou seem to be saying…
ØIt’s probably difficult to…
ØI’m hearing that…
 Verbal Tools in Active Listening

5. Reflection- similar to paraphrasing

• Inviting client to consider another interpretation or perspective

• A way of suggesting gently and tentatively that things could be seen in a
different light
• NOT as an attacking, antagonist, accusing or angry mode of communication
• It is pointing out of inconsistencies in the client’s p[resonation of facts or
statement of worker’s displeasure at possibly being lied to or misused
• It is an active listening technique that should be used with caution
 Verbal Tools in Active Listening

6. Appropriate use of questions

·Asking questions- not the best way to get information but the best to let client tell his/her story
in own ways

·CAUTION: use too many questions may resemble an interrogation rather than a mutual
conversation
·A question-answer pattern- gives client message that:
ØThe worker knows best what should be talked about
ØAnd in what direction the interview should go
·Use of more reflective statements (rather than questions) are less directive and authoritarian
·Use of more probing questions an open-ended techniques- in active listening
 Verbal Tools in Active Listening

7. Open-ended questions:

·Allows the client to answer in own way and to expand on the answer: allows
expression of feelings
·Can be framed as a question or as a statement
·A statement is often the most inviting form of inquiry (i.e. “tell me more about
your concern”)
·Goal is to learn more about client’s perceptions and experiences
·Enables the client to define, discuss, or answer the questions in any way s/he
chooses.

·
 Verbal Tools in Active Listening

8. Closed-ended questions:

·Calls for specific answer; used to gain factual information

Does not further communication
 Verbal Tools in Active Listening

Verbal Tools in Active Listening: Question to avoid:

Double or Multiple questions:

 Verbal Tools in Active Listening

Verbal Tools in Active Listening: Question to avoid:

“Why” questions:
 Verbal Tools in Active Listening

Verbal Tools in Active Listening: Question to avoid:

Curiosity questions
 Verbal Tools in Active Listening

Verbal Tools in Active Listening: Question to avoid:

Leading questions
 Verbal Tools in Active Listening

Verbal Tools in Active Listening: Question to avoid:

Answer-and-agree question
 Verbal Tools in Active Listening

Verbal Tools in Active Listening: Question to avoid:

Suggestive questions
 Verbal Tools in Active Listening

Verbal Tools in Active Listening: Question to avoid:

Yes-no question
 Verbal Tools in Active Listening

Verbal Tools in Active Listening: Question to avoid:

Either-or question
 Verbal Tools in Active Listening

Verbal Tools in Active Listening: Question to avoid:

The loaded question:

 Verbal Tools in Active Listening

Verbal Tools in Active Listening: Question to avoid:

Yes-no question
 Verbal Tools in Active Listening

Verbal Tools in Active Listening: Question to avoid:

Yes-no question
 Verbal Tools in Active Listening

2 TYPES OF SELF-DISCLOSURE:

1.Self-involving statements- the worker’s shares her personal reaction to

the client during the course of a session

2.Personal self-disclosing messages- center on worker’s struggles or

problems similar to the client’s
 Verbal Tools in Active Listening

Active listening- Worker’s non verbal Communication

• EYE
CONTACT
 Verbal Tools in Active Listening

Active listening- Worker’s non verbal Communication

POSTURE AND PROXIMITY

 Verbal Tools in Active Listening

Active listening- Worker’s non verbal Communication

FACIAL
EXPRESSION
 Verbal Tools in Active Listening

Active listening- Worker’s non verbal Communication

VOICE AND
LANGUAGE
 Verbal Tools in Active Listening

Active listening- Worker’s non verbal Communication

SILENCES
 Verbal Tools in Active Listening

Active listening- Worker’s non verbal Communication

TOUCHIN
G
 TOPIC 8:
CASE STUDY
 CASE STUDY

A case study is an in-depth study of one person.

CASE STUDY
Types of Case Studies

Explanatory
CASE STUDY
Types of Case Studies

Exploratory
CASE STUDY
Types of Case Studies

Descriptive
CASE STUDY
Types of Case Studies

Intrinsic
CASE STUDY
Types of Case Studies

Collective
CASE STUDY
Types of Case Studies

Instrumental
 CASE STUDY
Types of Case Studies

Prospective

For example, a group of individuals might be watched over an

extended period of time to observe the progression of a particular
disease.
 CASE STUDY
Types of Case Studies

Retrospective

For example, researchers might start with an outcome, such as a

disease, and then backwards at information about the individuals life
to determine risk factors that may have contributed to the onset of
the illness.
 CASE STUDY

KEEP IN MIND:
A GOOD CASE STUDY IS A PRODUCT OF GOOD
ASSESSMENT
 CASE STUDY
SUGGESTED FORMAT OF A BIO-PSYCHOLOGICAL
ASSESSMENT REPORT
• Identifying Information
• Presenting Problems
• Current Situation
• Background History
• Analysis
• Recommendation/ Treatment Plans
 CASE STUDY
• IDENTIFYING INFORMATION

• Demographic information: age, sex, ethnic group, current

employment/household roles, marital status, etc.
• Referral information: referral source (Self or another), reason for
referral
• Data sources: interviews with identified persons (dates and
persons), examinations and test performed, other data used
 CASE STUDY
• PRESENTING PROBLEM

• Detailed Description: problem, situation, symptoms, precipitating factor, current

feelings and thoughts of the client, how he has coped so far; best to use the
client’s words
• People involved: manner of involvement, perceptions of the problem, reactions
to the problem, how they contributed to the problem or solution
• Past experiences: experiences similar to the current difficulty, manner they were
handled and their consequences then
• Other recent problems: stressful life events, that have happened in the last year,
manner they were managed, the meaning of these to the client
CASE STUDY
IV. BACKGROUND HISTORY

• Developmental history
• Family background
• Marital/intimate relationship History
• Education and/or Vocational Training
• Employment History
• Use and abuse of Alcohol or Drugs by self and family
• Health Issues
• Previous Mental Health
• Cultural Background
 CASE STUDY
V. ANALYSIS
• Identifying key issue or problem: compare your perspectives and client’s own
perspective of his problem; describe seriousness of the problem
• Describe client functioning effectiveness
• Identify contributing factor: thoughts, behaviors, personality issues and
circumstances that seem to contribute to the problem; determine where factors
reside
• Identify the strengths: sources of meaning , coping ability, and resources that can
be mobilized to help the client
• Identify stressor: obstacles, vulnerabilities and need
• Asses client’s motivation and potential to benefit from intervention
 CASE STUDY
VI RECOMMENDATION/TREATMENT PLAN

• Worker’s own perception of the client’s needs and problems alongside the
client’s own needs and priorities
• Value of self-determination as a well as the clients empowerment

• Description of problem area and needs, problem list (rank in priority order),
strengths/assts and obstacles and goads usually presented a behaviorally
specific language
 TOPIC 8:
CASE
MANAGEMENT
 CASE MANAGEMENT

What is a case?

• A case is a person in a situation in need of,

asking for or seeking help. (a client)
 CASE MANAGEMENT
WHAT IS MANAGEMENT?

• This is how the service providers enable the

client perform specific tasks or activities and
use the agency and other resources to reach
the desired results in a systematic way.
 CASE MANAGEMENT

• Is an interactive process in which the client

and worker(s) consciously work together and
resolve the problem.
 CASE MANAGEMENT

Case Management (as referred to by Social Work

authorities) as both a skill in social intervention
and as an approach to service delivery.
 CASE MANAGEMENT
FUNCTION OF CASE MANAGEMENT:

• To help restore, enhance, modify and maintain

the social functioning of the client, to help
him/her move beyond
 CASE MANAGEMENT
PRINCIPLES IN CASE MANAGEMENT:

1. Trust is central to the process.

 CASE MANAGEMENT
PRINCIPLES IN CASE MANAGEMENT:

2. Confidentiality
 CASE MANAGEMENT
PRINCIPLES IN CASE MANAGEMENT:

3. Self-determination
 CASE MANAGEMENT
PRINCIPLES IN CASE MANAGEMENT:

4. Non-judgmental attitude
CASE MANAGEMENT
FREE RESOURCE PAGE
TIPS IN REVIEWING:
• Know your learning style and create a habit out of it
• Create study group
• Make use of your resources
• Prioritize
• Social Media Detox
• Celebrate small wins
• Give yourself a break/sleep
THANK YOU