Fall 2004

This course focuses upon the practice of social work case management, a particular form of generalist social work practice. Case management requires the social worker to assume a managerial (or, in some practice models) a co-managerial role, with the client, in determining precisely what services/ resources are needed. The case manager then assists the client in locating those resources, and ensuring their use.

In providing case management services to the client, the case manager will be required to assume the roles of advocate, mediator, linker, facilitator, and broker (Rothman, 1991), all of which are important in any social work endeavor. Further, the need for case management services is likely to expand in the future as managed care expands in the social service environment. Thus, by offering this course, the School is ensuring that its graduates are particularly well-trained for the future.

This course interweaves with the social policy course, taken concurrently, insofar as it covers federal and state policies that impact the delivery of case management services with various populations. It most obviously builds upon SW 510, which introduces the student to basic generalist practice skills, and SW 555, which explores human diversity in social work practice, and requires students to understand how race, sex, gender, class, etc. influence practice. The course relates to SW 540 and SW 541, the research courses, in that the student must consume and evaluate research on the efficacy of case management services. And it relates to SW 530 and SW 532, the Human Behavior sequence, because the influences of social, psychological, biological, political, and cultural forces upon communication, interaction, resource availability and acquisition, are explored as well.

At the end of this course, students will be able to:

• Define social work case management—what it is, what a case manager does, and its place in the social work profession

• Understand the history of case management services in the U.S.

• Define the target populations that have been the focus of state and federal efforts to improve and prioritize services, and demonstrate knowledge of state-of-the-art services for those populations

• Identify the purpose and principles inherent in the Strengths Model of Case Management, and link these precepts to social work ethics and values. (Rapp, 1997)

• Identify and have developed knowledge and skills central to engagement with individuals receiving case management services

• Identify cultural assumptions, barriers, and strategies in the provision of case management services with diverse populations in diverse settings

• Implement strategies for establishing relationships with clients

• Demonstrate skill in developing a Strengths Assessment and personal plan with consumers of case management services

• Contrast and critique different approaches to case management intervention through readings in current research reports and professional journals.(Relates to Objective 8).

Commitment to diverse populations is an overarching theme of the School. Thus, this course covers case management services for diverse groups, and strategies for engaging clients of varying race, ethnicity, age, disability, class, etc. This is done through readings, tests, guest presentations, and student presentations.

Confidentiality is a core value in social work and case management. In many case management programs, a breach of confidentiality is grounds for immediate termination without eligibility for rehire…it is that serious. Any information involving self disclosure of information about family, clients, or even role-plays by any student or the instructor should be considered confidential and should not be repeated outside of this class.

It is important that each student feel that the class is a safe place to practice skills and explore values (even to experiment with values through challenging discussion or debates). Additionally, students should be aware of sensitive topics when continuing class discussions outside of the classroom.

Regular attendance is expected. You are allowed ONE (1) un-excused absence. It is the student’s responsibility to contact me before you miss class for any reason. Absences will be considered excused in the event of your illness or family member for whom you care or similar emergency (be prepared to show an agreed upon documentation). Please note, repeated missed attendance is unacceptable; if a mutually agreed upon solution cannot be reached, you will not receive a passing grade for this course. For every unexcused absence, you will lose FIVE (5) points.

We have all been late, it happens…and the instructor is notoriously late in daily life! However, if a pattern persists for this class, we will meet to plan how to ensure that you do not disturb class. This will affect your grade.

90-100 = A 80-89 = B 70-79 = C below 69 = F

If you want to be a quality social worker (regardless of interest in case management specific services), you should pass this class with an A or a high B.

Excellent social workers do excellent documentation. This is learned early. In social work practice there is a saying, if it wasn’t clearly documented…it wasn’t done. This should begin with your assignments in class. There are many resources to help those without stellar writing skills. Let me know how I can help.

All written assignments should be typed, double spaced, and sources referenced according to APA reference (unless otherwise stated). Poorly written material will be returned and a referral to writing lab.

Group Project

1. Biopsychosocial Assessment (15): Create a complete background for your client using either, strengths model assessment, assessment form from a practicum agency or other of your choice (must be a legitimate assessment form/model – don’t forget to credit or reference the source).

   Refer to the form on page 82, (Rapp, 1998). Feel free to use this form as your template or use one of your own creation. Make sure you identify both internal and external resources.

2. Personal or Goal Plan (10): Create a goal plan (remember this is client-centered…not a prescription). Refer to page 96 (Rapp, 1998) to use as a guide or use one from your practicum agency.
3. Community Resource Directory: Create a community resource file (2-3 services max). Each entry should include the following:
   1. Agency name/address/phone number/website
   2. Eligibility to access services
   3. Assessment of services using the criteria for assessment in Chapter 7 (Rapp, 1998)
   4. Contact person, any additional notes or considerations
4. Referral/Release Forms: You may use forms from a practicum agency, or one of your own creation. If you base your creation from one that already exists, be sure to credit the original agency/model ("adapted from the Central House For Youth release and referral forms). Include at least three referrals in your case study and highlight how your client fits eligibility.

   (C & D combined = 10 points)

5. Progress Log/Notes (10): The finished case study should include a progress note for steps taken in this project. While each group member may do different tasks, remember that the entire group is one case manager and should be documented as such. (hint…pick one member to be the secretary)
6. Group Summary (15): The summary is paper written in a group effort. This is a summary with a 3 page maximum. This should reflect the steps taken during the semester, and will include these headings:
   1. DESCRIPTION -Brief description of the client
   2. STRENGTHS - Client internal/external strengths and how you incorporate into the personal plan
   3. RESOURCES - Brief discussion of community resources and gaps in services
   4. PROGRESS - Client progress (make sure the case manager isn’t working harder than the client!)
   5. RECOMMENDATIONS - Recommendations for future work, resources development, etc.

(hint – use the headings for each section. Use bulleted information, tables, charts, lists, etc.)

On the final page, group members can weigh in individually on this project, the group and the completed work. This is not required, but an option.

Do not leave this assignment until the last minute. You will be expected to research appropriate community services and resources. This may require appointments to meet with individuals from these agencies, and most of them have to plan well in advance. So BEGIN EARLY!

Your finished project should be handed in immediately AFTER your final presentation. The presentation itself should be no longer than 30 minutes in duration.

• In your presentation, BE ACTIVE AND CREATIVE!!

Ideas for presentation include:

• slide show, powerpoint
• mock multidisciplinary case conference
• dramatic interpretation
• guest speakers
• poster session
• artistic interpretation
• video, movie, movie excerpts

• Consider using a known figure such as a fictional sit com, movie, novel character for your client as the personality and life situations have already been loosely defined and your class audience can identify with issues, situations, personality, etc.

Each group will provide brief progress reports on the following (decided in class):

Date______ Description of your client, goals for future work

Date______ Progress toward goals, individual participation, goals for future work

Date______ An outline/proposal of final presentation

Additionally you will receive points from your group members and audience:

5 – audience assessment of your project and presentation

5 – Peer review: You have 5 points to allocate to your group members (not including yourself). Justification must be no more than ½ page and must be handed in with final project.

Practice Manual

Many good case management programs have some type of manual or guide for practice. As you are building your individual practice a personal manual can help you reflect on your learned skills.

At the end of this course, you will have a manual of basic practice, complete with your notes, feedback from your student (future professional) peers. As your advanced practice develops, you will always have a personalized basic skills guide to reference.

This is completely independent and your organization and design is up to you. Make your syllabus your first page, and include the following by section:

• Table of Contents
• Syllabus
• Theories, Models and Perspectives
• Class Handouts, Class Notes
• Journal of Feedback from group activities, reflections on topics
• Copy of Group Project
• Class Roster, Practicum and Future Agency

Primary Text

NASW Code of Ethics... "I have read the NASW Code of Ethics, understand its contents, and agree to abide by it in my professional life"

Secondary Text (not required for student reading, but will be used during lecture)

Rothman, J. and Sager, J.S. (contributor) (1997). Case Management: Integrating Individual and Community Practice. Boston: Allyn and Bacon.

Keep in mind, if I don’t know, I can’t help. Any discussions about special needs, disability, etc. will be respected with confidentiality (as appropriate). It is the student’s responsibility to work with the instructor before the help is needed....plan ahead!

Instructor is available for students to discuss special needs, explanation of course expectations, assignments and other topics pertinent to the student’s success in this course.

Instructor can be contacted in the following ways:

Office Hours: by appointment (and with instructor availability/discretion)

Telephone Contact: 816-777-2729. Office phone, M-F 9am – 5pm. Plan ahead, this is a professional line and your call may not be received over the weekend. Additionally, I may not be available to work with you in the moment you call, an appointment might be necessary so that I can dedicate time solely to your need.

In the event of inclement weather, students should call the University (864-SNOW)

to determine if classes are called off. If the University is operating, I am expected to

hold class. However, accommodations will be made for students who are unable to

attend. Students should contact the instructor if weather or driving conditions make it

impossible for them to get to class.

Arthur J. Frankel and Sheldon R. Gelman are the authors of Case Management: An Introduction to Concepts and Skills (Lyceum: Chicago, 1998). This is a short but valuable book on case management.

Case managers, as well as many other social service professionals, face problems with large caseloads, inadequate supervision, frustrating administrative procedures, underfunded programs, and feeling under-appreciated by colleagues, clients, and/or the general public. Rather than being discouraged, you can choose to view these situations in the same way you would when dealing with your clients' problems. Whether we are professionals or clients, we need to assess a problem, hypothesize the controlling conditions, develop an intervention plan, and implement it. Like clients, we may need support from others in assessment, in planning interventions, and in implementing them. Professionals often seek support from their colleagues, supervisors, friends, family, or professional organizations.

"The potential of case management to help people solve their problems, make better use of the available community and governmental resources, and work together to advocate and develop new and better resources is tremendous. The complexity of what faces case managers and their clients is a challenge, to be sure. Yet there is no professional role that is more worthy than that of a case manager. It is a generic approach to helping that not only helps people receive the services they need but, at its best, gives them the skills to negotiate and manipulate governmental, organizational, and community resources to help them meet their needs for life. Case management programs can give their clients fish, fishing poles, and guidance to the lakes where the fish are. Case managers have a right to be proud of their profession" (pp. 141-2).