Introduction of principles of case management
For the last eleven weeks I have been immensely involved in the study of principles and stages of case management. To make the learning effective class has been having presentations, group discussion and processes, role plays, among other activities. This reflective journal entry will cover from week one to eleven of the first half of the trimester. In the reflection I will discuss different principles and stages of management and their relevance in my community services major. In week one, we had opportunity to have a class presentation on the introduction of principles of case management. From the presentation, I appreciated that one must never harm any party in a case. As a person intending to work with communities in contemporary Australia I was made to appreciate that I will work with complex community and group cases, as well as, individuals. Therefore, I must ensure every intervention and action I opt to take must never expose any party in the case to a further harm than already experienced. To be an ideal social worker one must understand the need of having good quality of dealing with client directly and what are ingredients of working with communities in Australia today (Simpson, 2020).
In second week, we had a group discussion on the other principle of case management, which is, prioritizing the best interest for the case. During this group discussion we evaluated the concept of techniques used to analyze client’s situation in order to know what to prioritize. This group discussion was beneficial since it made me realize case management is holistic and comprehensive process that aims to identify and implement the prioritized intervention. Priority must always be given to what optimize a person’s quality of life, their daily functioning, and their participation in the community (Palmer, 2021).
In third week, we had role play to illustrate how accountability is a critical principle of case management. Role play was effective in ensuring I learnt how to convey information through nonverbal, verbal, and in written process. During the role play I acted as the interviewer of my friend Ann who was the interviewee. During this action plan I understood that I must be responsible every word I utter when resolving a case. I also learned the essence of connecting with client in order to create trust. Creating interactivity between a speaker and a listener helps conversation flow efficiently (Yue, et al., 2019).
In fourth week, we were involved in case study analysis to help us know how to assess and intervene in case based on cultural and family background or context. During this activity I understood case assessment and intervention is more than looking on face value, but interpretation of the issue using theories learned. When assessing a case one must ask adopt a three dimensional approach. One, I need to question what is the social problem presented by the case. Two, I must ask what are the needs of parties in the case. Lastly, I must be cognizant of the thinking process at work in evaluating the intervention (Webb, 2018).
Prioritizing the best interest for the case
In fifth week, the case study analysis continued to help us understand that the rights of each client in a case must be considered. Likewise, client views must be heard and considered seriously regardless of their age. During this case analysis which was happing in groups I learned micro-skill in communication techniques. The micro-skills I learned include listening, applying empathy, responding, questioning, and summarizing a case. Micro-skills in communication are helpful since they enable a social worker to break down a case into discrete parts in order to identify its elements and purpose of each component (Dalpatadu & Hettigoda, 2021).
In the sixth week, we had a role play as a group activity. The role play had to have three people acting as client, worker, and observer respectively. Client was supposed to act as homeless person. The worker was supposed to design a plan and a list of viable intervention approaches. Lastly, the observer had to watch the skills applied and transference or counter transference of skills. The activity helped me realize that I must always appreciate, recognize, and respect diversity in any community I work with in future. The process of intervention must take into account cultural values of the client involved (Danso, 2018).
In week seven, we had a learning presentation in class on how to seek informed assent or consent from client. During the class discussion thereafter I appreciated consent is given after client is made to understand the advantages and disadvantages of the prioritized intervention. Consent to permit the chosen intervention must be given by a legal guardian, client if they are of legal age, or next of kin (Meade, et al., 2019). As such, I am aware I must always seek voluntary consent before implementing any intervention in future.
In Week eight, we held a class discussion on the need to honor confidentiality among social workers. From the discussion in learned that a social worker should only share information on need-to-know basis. According to Reamer (2018), a social worker must never cyber-bully, post defamatory comment, or disclose private information regarding their client. The discussion was pivotal for my future career since I understood confidentiality is an ethical requirement for my professional.
In week nine, we had a role play as a group activity to illustrate how we should work without discrimination. During the activity some us acted as children from venerable families and others as children from affluent background. As a community service worker I appreciated that each client must not be treated differently regardless of their socioeconomic background. Social workers are human rights advocates; therefore, they must be nondiscriminatory in the dealing (Reamer, 2018).
In week ten and eleven, we had class presentation and discussion touching on professional boundaries and dealing with conflict of interest in case. Additionally, we discussed the six steps of case management. In week ten we particularly had a class presentation on integrity of community service workers in Australia. As such, I learned that that a community service worker must always carry themselves with integrity as demanded by code of ethics. Consequently, they must never take advantage of client due to their venerable situation (Reamer, 2018).
Lastly, in week eleven we had a class discussion on six steps of case management. The five steps I realized they include; identifying the issue, assessing the issue, designing a case strategy, implementing the case approach, follow up and review of the case, and closing of the case. From the group discussion we had I learned all these steps are critical in case management. For the sake of my future practice I learned I must internalize these essential steps if I intend to resolve any case effectively in my practice.
References
Dalpatadu, A. C., & Hettigoda, K. (2021). How to Teach Communication Skills.
Danso, R. (2018). Cultural competence and cultural humility: A critical reflection on key cultural
diversity concepts. Journal of Social Work, 18(4), 410-430.
Meade, M. J., Weston, A., & Dreyer, C. W. (2019). Valid consent and orthodontic treatment.
Australasian Orthodontic Journal, 35(1), 35-45.
Palmer, S. J. (2021). Case management to give holistic care. British Journal of Healthcare
Assistants, 15(9), 458-461.
Reamer, F. G. (2018). Ethical standards for social workers’ use of technology: Emerging
consensus. Journal of Social Work Values and Ethics, 15(2), 71-80.
Simpson, G. (2020). Social Work research in Australia: Continuing the growth in the new
decade. Australian Social Work, 73(1), 1-3.
Webb, N. B. (2018). Social work practice with children. Guilford Publications.
Yue, C. A., Men, L. R., & Ferguson, M. A. (2019). Bridging transformational leadership,
transparent communication, and employee openness to change: The mediating role of trust. Public relations review, 45(3), 101779.
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