Gender Responsive

Case Management
 Social Work Case
Management:Definition
“A method of providing services whereby a
professional social worker assess the
needs of the clients and the client’s family
when appropriate, and arranges,
coordinates, monitor, evaluate and
advocate for a package of multiple
services to meet the specific client’s
complex needs”
Source:NASW Case management Standards group (1992)
The Nature of GRCM
a process of coordinating and
providing direct services to
women and girl survivors that:
• Starts from the recognition of gender
biases against women and girls;
• Views the issue of violence against
women and girls as a violation of their
human rights ;
• Pursues empowerment where the woman
sees her value and status
Nature of GRCM

Remember:
GRCM addresses the survivor’s:
• Immediate needs
(temporary shelter, medical
care, legal aid etc.)
• Long term needs
(re-claim self worth and dignity)
 Perspectives in GRCM

• Gender Perspective
• Strengths Perspective
• Rights Perspective
• “Multidisciplinary
Perspective”
Guiding Principles of GRCM

RE-CREATE
R
E

C
R
E
A
T
E
The Five Phases
in GRCM Closure and
Follow-up

Monitoring and
Evaluation

Intervention Planning
Partnership and
Implementation

Gender-Based
Assessment Process

Initial Supportive
Responses
 Phase One (1)

INITIAL SUPPORTIVE
RESPONSES
• Disclosure is very critical in the
helping process in situations of
violence. It is a turning point for
survivors and the beginning of
their healing process.
STEP 1. Identify the state of
mind of the survivor.
The woman/girl survivor most often
is in a state of crisis as shown by:
• Temporary loss of self-control, state of
shock, hysteria, and catatonia;
• Fear for her safety and the safety of her
children and/or other family members;
• Anxiety, worry, and fear that the male
perpetrator would find out she sought
help; and
• Defensiveness, insecurity and distrust.
 STEP 2. Create a safe
environment and stabilize
the survivor.
• Provide a room/place with
privacy.
• Offer water, food, first aid
(if needed).
• Ensure that the
perpetrator is not present
• Let the survivor decide
whether to be interviewed
alone or in the presence of
a relative or friend.
• Show sincere concern and
compassion for her.
• Assure her of the
confidentiality of
information.
• Allow and respect her
own pace of disclosure.
STEP 3. Use a gender-
sensitive interviewing
process.
• The survivor feels a loss of control over
her safety and her body.

• She is also not sure whether people will

believe what she will disclose.

• Avoid the mode and direction of

questioning that refer to the survivor’s
own role and responsibility in the
violence.
• “Ano ang suot mo nang mangyari ang
rape?”
• “Nagger ka ba kaya binugbog ka ng
asawa mo?”
• “Bakit siya nagpakalasing sa bar at
sumama sa lalaki?”
• “Kawawa ang mga bata, unawain mo na
lang ang mister mo.”
• “Isa lang kasi ang kwarto kaya na-rape
ang bata ng tatay nya.”
• “May asawa ka na naman, bakit ka pa
magrereklamo sa ginawang
pangmomolestiya?”
Remember:
• Nothing justifies the commission of any act of
violence against a girl or a woman.

• The responsibility for violence falls on the

man who did it, NOT on the victim/survivor.

• Believe the survivor.

• The Social Worker is not a police investigator.

• Inconsistencies in the story of the survivor

are acceptable considering the trauma she
experienced.

• Respect the pacing of the survivor.

 The Intake Interview: Some
Generic Practice Guidelines
• Great and speak with the survivor in a non-
threatening way
• Conduct the interview in a place that is
comfortable and affords privacy
• Adapt your language and vocabulary to the
survivor’s capacity
• Encourage the survivor to express thoughts
and feelings in an attentive, supportive
atmosphere
• Assess the urgency of the survivors needs and
attend to crisis or emergency
The Intake Interview: Some
Generic Practice Guidelines
• Explain what you and your agency can
and cannot do to address the concern
• Reach a tentative agreement on the
problem identification, preliminary goal
• Clarify the responsibilities during the
helping process
• Complete required paper work
• Negotiate a preliminary agreement
(agreement on the time, place of next
meeting)
 STEP 4. Make an initial
assessment and
identification of the problem
STEP 5. Respond to the
survivor’s immediate
needs.
• Refer to legal, medical, and/or
psychiatric services.

• Provide temporary shelter.

• Give priority response to matters

that present a clear and present
danger to the survivor or others.
• Attend to emergency cases based on
the existing protocols of the
agency/LGU social service.

• Ensure that re-victimization does not

happen

• Discuss thoroughly the risks involved.

Devise a safety plan.
A safety plan is a contingency
plan of the woman/girl survivor to
be used in cases when the
perpetrator exhibits life-
threatening and escalating violent
behavior.
• Discuss with the survivor her
rights under RA 9262 Violence
Against Women and their Children
Act of 2004, and the option of a
Protection Order (PO) that may
be secured from the barangay or
from the court should the survivor
decide to do so.
 Phase Two 2

GENDER-BASED
ASSESSMENT
 Individual
(Woman)

Family

Community

Society
 GRCM Tools
• Gender Violence Survivor Assessment (GVSA)
• Domestic Violence Survivor Assessment (DVSA);
and
• Interdisciplinary Gender Assessment (IDGA) Tool

…in order to analyze situation of the victim-survivor.

The result of the assessment would provide the

worker basis in formulating appropriate intervention
or helping plan.
Gender Violence Survivor
Assessment (GVSA) Tool
GVSA Tools
Gender Violence Survivor
Assessment (GVSA)
 Tools in Data Collection and Analysis

The Gender Violence Survivor Assessment

(GVSA) Tool :

- uses a simplified listing of internal and

external factors that are relevant to the
presenting problem/s of the survivor.

- can be used generally with various cases of

violence.

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 External Factors:

-dynamics of gender
Family / relationships existing
Community in the family

- sustaining and
constraining support
systems

Internal Factors:

- Survivor’s strengths

- Survivor’s Constraints

33
• Internal constraints refer to the
innermost views or thoughts of the
woman-survivor about her
situation that may possibly hinder
her to change her situation.

34
Interdisciplinary Gender
Assessment (IDGA) Tool
GVSA Tools
Gender Violence Survivor
Assessment (GVSA)
 Tools in Data Collection and Analysis

Interdisciplinary Gender
Assessment (IDGA) TOOL

- This tool requires almost the same data as

the GVSA. The only difference is that IDGA has
an additional section containing the analysis of
the survivor by an interdisciplinary team.

37
The team is composed
of people from
different disciplines
who use their talents,
perspectives,
knowledge and
experiences towards
the common goal of
helping the survivor

38
Domestic Violence Survivor
Assessment (DVSA) Tool
 Tools in Data Collection and Analysis

The Domestic Violence Survivor

Assessment (DVSA) Tool

- The DVSA tool was developed by

Dienemann, J., et.al. (2002)
specifically for survivors of domestic
violence. It is used in the context of
the Change Model. 40
GVSA Tools
Gender Violence Survivor
Assessment (GVSA)
 Domestic Violence Self
Assessment Questionnaire
 
This self-assessment tool is to be
accomplished by the survivor herself to
further substantiate the issues of
violence.
 DV Questionnaire
Triggers of Abusive What made the violence and abuse happen? When, where,
Incidents and under what circumstances?
Managing Partner How do you usually manage to avoid abuse? What works?
Abuse What does not work?
Seeking Legal Have you ever applied for a Protection Order or called the
Sanctions police for help when you’ve been hurt?
Attachment Do you still care for your partner? How long have you been
a couple? Are you married? Living together? Do you have
children? Who has custody? How isolated are you as a
couple? As a person?
Views: Relationship What options do you see for this relationship? What has the
and Options abuser done to change? Are you or the abuser involved in
domestic violence police charges?
Managing Loyalty to What do others important to you think of this relationship?
Norms and Own Do they know about the abuse? What do you think is
Beliefs important about commitment to relationships?
 
 DV Questionnaire
Accessing help Do you know about domestic violence resources? Who helped you?
Who could help you?
Self-Identity Some people in abusive relationships feel they lose their sense of who
they are, do you ever feel that way? How do you feel about yourself?

Self-efficacy to be on Do you think you could take care of your shelter, food, transportation,
her own and health needs ? Do you have your own source of income? Have you
ever lived alone? How was it?
Feelings What feelings do you have every day? Do you feel angry? Sad?
Worried? Afraid? Mixed Up? Like you might kill yourself or someone
else? What do you do about your feelings?
Mental Health How would you describe your state of mind now? What words would
you use to describe it? Do you have alcohol or substance abuse problem
or are you in recovery? What about your partner? Do you feel jumpy,
have trouble sleeping or thinking about things other than this problem?

Control of money Are you employed? Who makes the financial decisions in the
relationship? Does your partner monitor your spending? Do you have
personal money to spend? Do you share ownership of properties such
as TV and car?
• The Change Model
evaluates issues in two
areas : the relationship and
the survivor. It delineates
five stages a survivor may
locate herself in based on
her responses to the
questions.
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The five stages
are : Survivor lives apart from
or together with reformed
Husband / partner.

Survivor breaks away or

partner curtails
abusiveness
Survivor considers change
and options, decides to
put an end to abuse.

Survivor is committed to
the relationship but
questioning

Survivor is committed to
continuing the relationship
with the abuser.
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Components of an Assessment
Statement
• Opening causal statement: worker has to
indicate who has the problem, and why the
problem exists at this time
• Judgment about the urgency or seriousness
of the problem
• Change potential statement: It depends on 3
factors: Problem, Person, and Environment

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 Components of an Assessment
Statement

• PROBLEM

> Can the problem be solved?

> How long has the problem been going on?
> Who are involved? What are the extent and
nature of their respective involvements?

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Components of an Assessment
Statement
• PERSON (client)

>What are her strengths and weaknesses?

>What is her motivation for change?
>What is her capacity for change?

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Components of an Assessment
Statement
• ENVIRONMENT (external support system)

> Location of the problem

>What formal or informal resources are available
in the environment that can promote the
necessary changes?
>Are facilitative/supportive factors stronger than
restraining ones?

50
 Pointers:
• When one does assessment, one looks at the
current situation and not the past.
• A social worker can consider pondering
evaluative questions such as a) does the
present circumstance (action) the woman-
survivor experiences serve as a strength to
the woman, b) was it a constraint on her part
and c) what is the woman-survivor’s own
viewpoint on such values and beliefs.

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 Phase three (3)

INTERVENTION
PLANNING,
PARTNERSHIP AND
IMPLEMENTATION
 Phase 3: Intervention
Planning, Partnership, and
Implementation
Plenary
• Each group is given 15 minutes to present its
plan. After every presentation, clarificatory
questions from the plenary are entertained.
 
• After all groups have presented, the
facilitator asks everyone to review the logical
congruence of the assessment and the
objectives of the plan, and the objectives and
the proposed activities.
53
 Phase 3: Intervention
Planning, Partnership, and
Implementation
Plenary
• Objectives may be commented on based on
their compliance with the SMART criteria:
specific, measurable, attainable, realistic
and time-framed.
•  
• The facilitator summarizes the good points
and the areas for improvement. She may
also present on powerpoint the sample plan.

54
5 Steps in Planning Intervention
Desired Impact /
Goal

Objectives

Inputs / Enabling
Mechanisms

Interventions /
Activities

Effects and Indicators

55
 Intervention Planning,
Partnership, and
Implementation
• Step 1 State your goals.

Goals are the changes you and the survivor

agree to pursue.

Problem statement: Karla does not have the

courage to get out of a violent relationship.

Goal: To build the courage of Karla to get out of

a violent relationship.
 III. Establishing Goals

• Setting final or outcome goals is the

second critical element of the
contracting process

• Envisioned aims toward which cognitive,

emotional, behavioral, and situational
actions are directed
 Effective goals are :

• Stated in clear and specific terms

• Stated in measurable or verifiable

terms

• Have a realistic chance of success

 Effective goals are…

• If achieved, would be adequate to

improve the situation

• Consistent with client’s value and

cultural systems

• Include a time frame for achievement

 The Miracle Question

• Purpose : Client envisions solutions to

the issues/needs/problems

• Steps:
1. Client is asked to imagine that the
problem has been solved miraculously
overnight while she slept.
 The Miracle Question
• Steps (cont’d)

• Ask the client to describe all the signs

that the miracle has taken place, and
how to make the signs a reality.
Reflecting a goal—involves
communicating emphatic
understanding of client’s view of a
goal he/she would like to pursue;
a specific form of active listening
 Format for Reflecting A Goal

“As you see it, one goal for our work together
is___________.”

Client: (responding to worker’s request to state a

goal) I guess I’d like to improve the quality of
the communication between me and my partner

Worker: (reflecting goal; seeking feedback) one

goal for our work together is for the 2 of you to
become better at talking pleasantly and
respectfully with one another. Is that right?
 Step 2: Set SMART
Objectives
Objective 1 : To identify the
reasons why Karla puts up with
violence

Objective 2 : To increase her

awareness of her strengths,
competencies, and human rights.

Objective 3 : To set up the

appropriate support network for
Karla
Set objectives that are S M A R T
And SMARTER
M= motivational
A= accountable,
agreed upon
T= time-bound, touchable
E= exciting, ethical
R = relevant, recorded
 Comparative Sample Objectives:
Poor: To obtain legal redress against the perpetrator.

Good: To seek immediately a BPO from the barangay

chairman and file a TPO/PPO at the Quezon City Family
Court

Poor: To enhance the survivor’s assertiveness

Good: To learn to say” no” to her violent boyfriend.

 STEP 3: DETERMINE THE
INPUTS AND ENABLING
MECHANISMS.
Examples :

Inputs: education on rights, reading

materials, films

Enabling mechanisms: informal

conversations, group activities
 STEP 4 Identify The
Interventions/Activities/Timeline

Decide what interventions and activities

are needed, including the target period
for each, that will enable the survivor to
make the necessary changes.

Examples:
• immediate services: temporary
shelter, medical referral
• continuing services: individual and
group counseling
 Interventions
Responses to violence vary widely and are based on
the characteristics of :

The context
The violence or
and abuse Environment

The
The survivor
perpetrator
 Dienemann’s Change Model and
Stage-Specific Intervention with
Sexual Violence

• Identifies strategies of change and the

roles of the social worker in each stage
the survivor is located based on her
own assessment and that of the social
worker.

70
Organizing
survivors into
a group –
whether it be
for therapeutic
and/or support
purposes.

71
 Some themes in group
work are:

• Surviving Victimization
• Coping with the Effects of Stigma
• Conflict Resolution
• Gender Relations Between a
Husband/Partner and Wife
• Witnessing Abuse by Children

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Support building for survivors
is also a possible intervention.
A support group is composed of
empowered survivors,
survivors in the process of
healing, survivors’ relatives,
friends, and other supporters.
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Case Management for Women and Girls

Stage Specific
Strategy
Change
for Sexual Abuse Model

Work Case Mgmt

with For Women Linkaging
Groups And Girls

Survivor
Support
Groups
 Phase four 4

MONITORING AND
EVALUATION
• In this phase, the survivor’s progress is
tracked towards the goal of
empowerment.

• This phase directs the social worker and

the survivor to an evidence-based
intervention, where intervention
decisions are based on the continuous
evaluation of the woman/girl survivor’s
change process.

76
 MONITORING
• This is a process of continuous
gathering of data and analysis. Actual
interventions, resources, and effects are
compared to what had been planned in
terms of adequacy, relevance and and
timeliness.
• Gaps and problems are identified and
corrective measures immediately
undertaken .

77
 MONITORING
• Services are being furnished in accordance
with the recipient’s care plan;
• Services in the care plan are adequate and
effective;
• There are changes in the needs or status of
the recipient; and
• The recipient is making progress toward his
or her goals.”
(Source:http://www.ncdhhs.gov/dma/casemgm
t/TCMService03202010.pdf)

78
 The objectives of
monitoring are the ff:
• assess progress or lack thereof of plan
implementation
• identify gaps /problems in implementation

• find alternative courses of action

• basis for decision-making re what

adjustments and/or modifications have to
be made in relation to the plan

79
 The objectives of
monitoring are the ff:

• identify strengths and weaknesses of

the plan: inputs, implementation,
desired/expected outcomes

• cull out learning / insights on inputs,

interventions and process

• identify facilitating and constraining

factors 80
 EVALUATION
“the periodic (i.e. in the middle of the
intervention plan and/or at the end)
gathering, analysis and interpretation of
planned versus actual activities,
interventions, resources and outcomes
( e.g. desired changes in the client) to
determine mainly the effectiveness of the
plan, to identify strengths and
weaknesses, and to cull out lessons”
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 EVALUATION
“…it is not simply about effectiveness of
outcomes….It must also encompass as
developing understanding of how social
workers themselves evaluate their
practice.”

(Joyce Lishnam. Evaluation and Social

Work Practice. Shaw and Lishman (eds)
p.3.)
82
 Objectives of Evaluation
• determine the effectiveness of the
interventions

• identify strengths and weaknesses of

the plan : assessment, problem
identification, goals/objectives
implementation, inputs, enabling
mechanisms, process, desired/expected
outcomes
83
 Objectives of Evaluation

• recommend policies, protocols, mechanisms

to improve GRCM

• cull out lessons and insights to serve as

inputs to the continuing improvement of our
GRCM and capabilities of Case Managers

• summarize facilitating and constraining

factors to the successful conduct of GRCM
84
 Guidelines in the M & E
Process

• Ensure the participation of the survivor, agency

supervisor, and other other stakeholders.

• Exercise flexibility. Changes in the design are

sometimes needed to conform to more realistic
measurements.

• Gather all available information. Data can be

collected from progress reports, case studies,
group work proceedings, intake interviews,
incident reports, etc.

85
• Identify gender-sensitive quantitative
and qualitative indicators

These are indicators that capture

gender-related changes in the
survivor over time in areas such as
the gender relationship between
husband and wife, multiple
burdens, etc.

86
 M & E Indicators
Did you have the
Inputs INPUTS you needed?

Were the INTERVENTIONS/

Interventions / ACTIVITIES carried
Activities out as planned?

Did the expected

Effects EFFECTS occur?

Desired Impact / Was the IMPACT

Goal achieved?

87
 Importance of M&E
• serve as tools to track the progress or
lack thereof
• They are sources of regular information
and data for an evidence-based decision-
making
• They help to identify gains, gaps,
constraints and problems as well as
trends, challenges, and opportunities in
anti-VAW interventions.
• They generate data to prove/disprove,
evolve models and approaches in anti-
VAW interventions.
 Phase five 5

CLOSURE AND
FOLLOW-UP
 Closure

• is a mutual decision by the

social worker and the survivor
to end the healing
partnership .

90
 Follow-up
• is an integral part of a continuing
relationship. Through this, the
survivor’s well-being can be periodically
checked.

• Taken further, she can be encouraged

to use her personal empowerment as
an impetus for her active involvement
at the meso and macro levels on
women’s issues.
91
 Conditions for Closure

1. The intervention goal and objectives set

have been successfully achieved.
2. The survivor is empowered to manage her
life and its challenges.

3. The danger to the survivor is no longer

present and the survivor wants to end the
helping relationship.
92
 Conditions for Closure
4. The survivor decides to end the
relationship even before reaching the
objectives.

5. The survivor acts unilaterally and seeks

the help of other people/agencies and fails
to come back as per agreement.

6. The survivor relocates to another place of

residence and requests for an intra-agency
turnover or a referral to another service
agency.
93
 How to Conduct Closure
and Follow-ups
1. Make sure that the closure phase is clear to
the survivor.

2. Discuss each others’ feelings in relation to

the closure.

3. When an adult survivor wants to terminate

the helping relationship even with unmet
objectives, the social worker should explain
the possible consequences of such a
decision.
94
 How to Conduct Closure
and Follow-ups

4. Celebrate the closure with a symbolic event that

will make each one feel good during the parting.

5. Assure the survivor of a follow-up to make

sure everything is well with her.

6. For follow-up services, shelters and/or Rape

Crisis Centers (RCC’s) should coordinate with the
DSWD, make appropriate referrals to the
concerned LGU social service units/NGOs.

95
Self Care and Ethics

96
Social Workers run the
risk of:

1. Burn-out
2. Vicarious Traumatization or
Secondary Trauma
3. Compromising Personal Safety
4. Distorted Thoughts / Ideas

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 Guide to Self-Care
• Heal the Wounds of Personal Abuse

• Get in touch with your feelings

• Transform your way of thinking

• Devise your own safety plan

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 Upholding ethical
standards

• Respecting the rights and

promoting the interests of
survivors

• Establishing and sustaining the

trust and confidence of survivors

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 Upholding ethical
standards

• Promoting the self-determination of

survivors while protecting them from
possible danger of harm

• Respecting the rights of survivors while

seeking to ensure that their behaviors
does not harm themselves or other
people
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 Upholding ethical
standards

• Upholding public trust and confidence in

the DSWD/LGU social services for VAWC
survivors

• Being accountable for the quality of our

work and taking responsibility for
maintaining and improving knowledge
and skills
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 Thank you
for listening