Module 8

Question 1

Case management – Influenced by the field. 5 stages of helping process

Answer 1

The Helping Process is made up of Three Parts and Five Processes:
▪Beginning (1. Engagement)
▪Middle Phases (2. Assessment and 3. Intervention)
▪Ending Phases (4. Termination and 5. Evaluation)

Question 2

Factors That Would Influence the Model Application

Answer 2

• Aims and objectives of the organisation
• Philosophical framework of the organisation
• Target population characteristics
• Socio-demographic factors
• Case manager level of experience
• Service delivery systems
• Which voices are being heard

Question 3

Five characteristics of case plans:

Answer 3

• Defines tasks and responsibilities
• Is participatory in nature
• Focuses on accountability
• Provides guidance
• Is measurable

Question 4

Unless a Case Plan can be Put into Action, it
Serves Little Purpose

Answer 4

▪ Individualized
▪ Comprehensive
▪ Encourages involvement
▪ Appropriate strategies to meet goals

Question 5

An ongoing and continuous process of case management

Answer 5

▪ Assessment and re-assessment is part of an ongoing process of
continuous review (assess, plan, do, review)

Question 6

Engagement and Assessment –General

Answer 6

• Purpose: what purpose are you assessing the client?
• Context: Where is it happening?
• Power: how is power at play in the assessment?
• Complexity: What special issues need consideration?
• Process: how will the assessment occur?
• Assessment begins from the moment you get any information
  about the ‘case’; engagement and re- engagement occurs throughout your case work.

Question 7

Engagement

Answer 7

▪ Will depend on your agency context
▪ Eligibility
▪ Rights and obligations of the client (scope of
service, fees complaints, safety)
▪ Privacy limits (initial contact)
▪ Your role
▪ Communication channels are opened in order to
understand the clients view of the presenting
problem
▪ Self – reflection and insight required

Question 8

What are you showing up with?

Answer 8

▪ Caring or kind attitudes
▪ Non-verbal communication (smile, tone of voice)
▪ Reliably delivered on their promises
▪ Listened to the service user
▪ Honest about the future
▪ Related to the service user by disclosing small details of personal information.
▪ Choice in their care was enhanced by service users’ knowledge of their illness,
time spent with staff, and having a treatment other than medications available

Question 9

Cultural awareness and engagement

Answer 9

▪ Consider the setting, presenting reason, person’s background, cultural experiences
▪ Hospital – place of fear? Doctor/social worker – example of dominance/racism?
Ensure terminology you are using in practice is culturally appropriate and non-offensive

Question 10

What is assessment?

Answer 10

▪ Assessment is more than just assessing the individual’s problems,
needs and limitations.
▪ It also involves identifying the strengths of the individual.
▪ This can lead to the promotion of a clients growth and development. Identifying the strengths within the environment in which the individual operates can facilitate an understanding of how situational contexts work for or against the fulfillment of the individual’s needs).

Question 11

Assessment

Answer 11

“An appraisal of a situation and the
people involved in it…it leads to a
definition of the problem, and it begins to
indicate resources for dealing with the
problem”

▪ Can be done through verbal questioning,
written checklist/surveys, observation,
role plays, self-monitoring, document
analysis
▪ Types of assessments include: eligibility, suitability, third party,
investigative, risk assessments

Question 12

What to consider in assessments?

Answer 12

▪ Who makes assessments?
▪ What questions should be asked or factors covered?
▪ Where and When do assessments take place?
▪ Why do we conduct assessments?
▪ How do we carry out assessments?
1007HSV Human Services Processes

Question 13

Assessment tools

Answer 13

▪ Safety and risk assessment inventories
▪ Mental health assessment templates
▪ Suicide risk assessments
▪ Activities of daily living assessments
▪ Assessments should be shared with the person(s) being assessed
with a view to collaborative planning

Question 14

A Bio-Psycho-Social Assessment

Answer 14

▪ Engages with the person to invite them to share relevant autobiographical stories of their lives, and their understandings of their current situation
▪ A comprehensive bio-psycho-social focus considers all the domains of a person’s life, and considers how key bio-psycho-social factors interface with
each other to constrain or enhance the person’s functioning
▪ Each of these factors influence the ability of the individual to exercise power and control in their lives, to address the challenges they face

Question 15

Graphic visualisation techniques in assessment

Answer 15

• Ecomaps
• Genograms
• Social support network maps
• Powergrams
• Timelines and life history grids
• Flow charts
• Context diagrams

Question 16

Intervention: Moving forward and taking action

Answer 16

• Should always be based on good assessment
• Should have a clear purpose and involve setting of goals (whether short or longer term required)
• Partialising and prioritising important
• Should always be ethical and bring about constructive and
  sustainable change

Question 17

Intervention roles

Answer 17

• Social broker
• facilitator
• teacher
• mediator
• Advocate

Question 18

What kind of interventions

Answer 18

▪ Context specific
▪ Referral to other agency (eg, to mental health team, employment service) [social broker]
▪ [ Co-ordinating] arranging other services and maintaining strategic
relationships with key stakeholders
▪ Arranging for more sessions with your service eg. To talk through issues further, to involve other family members [facilitator/teacher/mediator]
▪ Promoting client’s rights – within or outside your service [advocate]

Question 19

Defining Advocacy

Answer 19

The purpose of advocacy within the profession is to improve the social status of individuals who may be considered vulnerable or oppressed, thereby enhancing their standing within a specific social system whether it is a community, organization, service system, societal institution, or society itself

Question 20

Your knowledge (theory, facts) informs interventions…

Answer 20

EXAMPLES:
▪ An approach to assist someone with anxiety may be based in behaviourism, & cognitive-behavioural
theory (a person’s thought patterns and subsequent behaviour can be changed for positive outcomes)
so the client is provided with interventions such as:
- Psycho-education about thought processes and homework to practice different ways of thinking
▪ A worker supporting a woman in a domestic violence (DV) relationship uses feminist theory, anti-
oppressive practice and a strengths based approach to inform interventions such as:
- educating women about the cycle of violence, promoting awareness of her strengths in surviving,
exploring empowerment and encouraging her to reflect upon how women in our culture are treated
unequally (more likely than men to be victims of violence) – these interventions can reduce self-
blame and give confidence.

Question 21

Ending (often called ‘Termination’)

Answer 21

▪ An important process where (ideally), the client has identified new
strengths and the worker can see the aims have been achieved.
▪ Planned (referral made, aims achieved) or unplanned (client stops
turning up, worker leaves, funding is cut)
▪ Focus on positives, on resources and capacities
▪ Client was included as part of process
▪ Parting moment – accepting gifts? Ongoing contact?

Question 22

Ending this phase well…

Answer 22

▪ One way of approaching ending well, is to establish an ‘ending ritual’ EXAMPLES:
▪ a service that works with groups of children might provide lunch when the program is finished
▪ a community group may organise a ‘bring a plate to share’ of food for the final day of their activities together
▪ As a worker (or student on placement) you can start discussing your ‘farewell day’ in advance so that it is
planned and expected – even if there is no lunch etc you are still marking the day as a ritual by naming it ‘farewell day’
▪ Think about and plan appropriate ending rituals that might be enjoyed by your client/s as an effective way
to ‘end’ the work you have done together but always maintain your ‘professional boundaries

Question 23

Review – reflective practice

Answer 23

▪ Need to ask who should conduct reviews? Internal or external?
▪ What should be reviewed? Client outcomes, self-outcomes,
program outcomes
▪ Formal or informal?
▪ Importance of supervision

Question 24

Purpose of review process

Answer 24

▪ Accountability
▪ Transparency of practice
▪ Rights of client
▪ Rights of public
▪ Transferability of new knowledge
– evidence-based practice

Question 25

Documentation and digital literacy

Answer 25

▪ People have the right of access to information held about them
▪ They have a right to complain about poor or unethical practice
▪ Record keeping is an important part of each phase
▪ Useful for review

Question 26

Principles of documentation

Answer 26

▪ paying attention to use of language so that writing
is clear, unambiguous and impartial
▪ clearly differentiating opinion from fact
▪ ensuring logic, credibility and coherence
▪ writing for multiple audiences and for specific
contexts (e.g. legal)

Question 27

E-Technology – Essential New Skills

Answer 27

Across all fields of practice digital literacy is required:
1. Computer literacies: the ability to use technology
2. Information literacies: how to find and evaluate content
3. Media literacy: audio and visual skills
4. Communication literacies: the effective management of networks
5. Digital scholarships: understanding licensing and copyrights issues

Question 28

Cultural Safety

Answer 28

▪ Government and all family violence services have a responsibility to deliver services that are culturally safe, culturally responsive and free of racism. It is imperative that services are provided in a manner that is respectful of a person’s cultural identity and beliefs, and that supports are free from discrimination or prejudices. Cultural strengths must be supported as part of the healing journey.