1 Case Management & Interventions Course Syllabus - HSP-345 (4 credits) Spring Western Washington University, Woodring College of Education, Department of Human Services Instructor: Edward E. Goldenberg, Ph.D. Site: Western Washington University-Everett Campus Date: April 2, 2009-June 04, 2009 Time: 6:00PM-9:00PM(online 1hr/week) Phone: (206) , Seattle, Wa Fax: Office Hours: By appointment on Thursday I will meet before class with students as well as after class. Department website: BULLETIN DESCRIPTION Models and theories of case management, intake assessment, service planning and coordination, monitoring, documentation and use of technology, and termination of services. Continuum of interventions, (e.g., prevention, treatment, maintenance, aftercare) is addressed within the context of a spectrum of service settings and ethical and culturally appropriate responses. Read this syllabus over carefully and make sure to keep track of assignments and due dates. STUDENTS WITH DISABILITIES Western Washington University is committed to equal opportunity and nondiscrimination in all programs and activities. Requests for accommodation or assistance should be directed to the Office for Student Life at CONCEPTUAL FRAMEWORK Case management is critical to the delivery of human services and is sometimes said to drive services. Case management is a process through which case managers take a holistic approach to the assessment of the needs of clients and assist them in locating appropriate services. There are many case management models, but there are also commonalities across those models. In this course, emphasis will be placed on the strengths-based model.
2 LEARNING AND TEACHING METHODS Students will learn by participation in small discussion groups, information sharing, and both individual and collaborative assignments related to the course objectives. In addition, students will engage in textbook, and topic presentations to their peers. Skills of facilitation will be used with instructor feedback. Teaching methods include lectures, participation in dialogue, facilitation of discussions, online discussions weekly and individual feedback. Academic Dishonesty Policy: Western Washington University students are responsible for reading, understanding and upholding the standards of academic honesty as set forth In the WWU Academic Dishonesty Policy and Procedure (see Appendix D of the University Bulletin). Learning Outcomes: 1) Analyze the relationships between basic case management tasks including: intake and termination, needs assessment, action plans, file documentation, resource location, professional consultation, referrals, feedback loops, administrative codes, law, ethical concerns, client and systems advocacy and use of technology. 2) Articulate how human services values, attitudes, and ethics are integrated in case management. 3) Compare and contrast mental health, social, medical, medical/social, wrap-around, individually tailored services, and strengths based models of interventions. 4) Design a process to identify, assess, and periodically evaluate resources for client referrals. REQUIRED TEXTS & READING Woodside, M., & McClam, T. (2006). Generalist case management: A method human services delivery (3rd Ed). Pacific Grove, CA: Brooks/Cole. Nissen, L.B. (2006). Bringing strength-based philosophy to life in juvenile justice settings: A primer for understanding the power of strengths in action. Reclaiming Children and Youth: A Journal of Strength-Based Interventions, (15), 1, American Psychological Association (2002). Publication manual of the American Psychological Association (5 th Edition). Washington, D.C.: APA Stein, L., Test, M., and Marx, A (1975). Alternative to the Hospital:
3 A Controlled Study. American Journal of Psychiatry, (132), 5, Recommended Readings: Boehm, A., & Staples, L. H. (2002) The functions of the social worker in empowering: The voices of consumers and professionals. Social Work. (47), 4, Brun, C., & Rapp, R. C. (2001). Strengths-Based case management : Individuals perspective on strengths and the case manager relationship. Social Work, (46), 3, Recommended Websites: National Standards Aligned with Learning Outcomes, Learning Activities, and Assessments Standard 14: The curriculum shall provide knowledge and skill training in systematic analysis of services needs; selection of appropriate strategies, services, or interventions; and evaluation of outcomes. Specifications Outcomes Learning Activities Assessment Design or assist in the design of interventions (a) Facilitate interventions related to specific client or client group goals (b) Assess the impact of specific interventions of the client or client group (c) Compare and contrast mental health, social, medical, medical/social, wrap-a-round, individually tailored services, and strengths based models of interventions. Discussion groups use a case study(vignette) to design an intervention from the intake interview through the final assessment. From Each class would set aside 15 minutes of role playing. They would evaluate intake skills, roles of management, service delivery
4 Application of skills to analyze the needs of clients, develop goals, and design and implement a plan of action (d) Evaluate the outcomes of the plan (e) Design a process to identify, assess, and periodically evaluate resources for client referrals. the 2 nd day of class until the final day of class. In dyads from their discussion group. and coordination. one student plays patient & other case manager. Journals kept by students. Standard Number 15: The curriculum shall provide knowledge and skills in information management. Specifications Learning Outcomes Learning Activities Assessment Analyze the relationships between basic case Discuss APA writing(1 st management tasks Read APA Manual 5 th ed. week). including: intake and termination, needs Read Wood & Mac1,2,&3 Discuss in class(wks assessment, action plans, 1&2). file documentation, Case manager interview Evaluate paper of case resource location, manager(4 th wk ). professional consultation, Read Test, Stein & Marx Discuss in class(2 nd wk). referrals, feedback loops, Research administrative codes, law, ethical concerns, client Discussion groups Assignment to a and systems advocacy discussion group.(1 st and use of technology. week) Skills to record and organize professionally relevant information (b) Skills to disseminate information that provides in written or verbal form routine and critical information in a timely manner to clients, colleagues, other members of the related services systems (c) Issues of client confidentiality and appropriate use of client data (d) Knowledge and skills to assess the adequacy, accuracy, and validity of information provided by others (g) Analyze the relationships between basic case management tasks including: intake and termination, needs assessment, action plans, file documentation, resource location, professional consultation, referrals, feedback loops, administrative codes, law, ethical concerns, client and systems advocacy and use of technology. Articulate how human services values, attitudes, and ethics are integrated in case management. Analyze the relationships between basic case management tasks including: intake and termination, needs assessment, action plans, file documentation, resource location, professional consultation, referrals, feedback loops, administrative codes, law, ethical concerns, client Read Wood & Mac4,5,&6 Write paper on a case study. Read Wood & Mac 10; refer to ethics handouts. Read Wood & Mac 7 & 8 Discuss in class(wks 3&4) Evaluate case study paper (week 6). Group presentation on confidentiality(wk 9) Ethics paper due (wk 10) Discussion group presentations (week 5)
5 Knowledge and skills to compile, synthesize, and categorize information and present it orally or in writing to clients, colleagues, or other members of related service systems (i) and systems advocacy and use of technology. Analyze the relationships between basic case management tasks including: intake and termination, needs assessment, action plans, file documentation, resource location, professional consultation, referrals, feedback loops, administrative codes, law, ethical concerns, client and systems advocacy and use of technology. Read Wood & Mac 7 & 8 Discussion group presentation on the difficult client due(wk9) Standard Number 16: The curriculum shall provide knowledge and skills in human services interventions that are appropriate to the level of education. Specifications Learning Outcomes Learning Activities Assessment Skills to provide direct services, under supervision, to individuals or groups. Intervention skills to interact with clients using prevention, intervention, and maintenance strategies to achieve maximum autonomy and functioning. Learning experiences relevant to the roles of the human services professional shall be provided (e.g., caregiver, services broker, advocate, and teacher). The student shall either learn the beginning level skills for two to three of these roles or obtain a higher level of skill development through specialized training in one or two roles. Theory and knowledge bases for interventions. Criteria for the selection of appropriate intervention techniques in specific situations. Compare and contrast mental health, social, medical, medical/social, wrap-a-round, individually tailored services, and strengths based models of interventions. Design a process to identify, assess, and periodically evaluate resources for client Read Nissen paper strength based model with juveniles. Role play intervention skills of case manager Class discussion of multicultural clients. Read Wood & Mac 9 & 10 Discussion group presentation strength based model (wk9) Evaluated by instructor Discussion group presentation on diverse issues in case management (week 9). Design services for a wrapp around program in the community. Classroom project.
6 Learning experiences in the following areas: case management, intake interviewing, individual counseling, group facilitation and counseling, location and use of appropriate resources and referrals, use of consultation. referrals. Analyze the relationships between basic case management tasks including: intake and termination, needs assessment, action plans, file documentation, resource location, professional consultation, referrals, feedback loops, administrative codes, law, ethical concerns, client and systems advocacy and use of technology. Read Wood & Mac 10 Scenario :How do you ask for consultation as a case manager? Classroom discussion Standard Number 19: The curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice. Specifications Learning Outcomes Learning Activities Assessment Choosing the least intrusive intervention in the least restrictive environment, Client self-determination, Confidentiality of information, Recognition of the worth and uniqueness of the individual including culture, ethnicity, gender, religion, abilities, sexual orientation, and other expressions of diversity, Belief that individuals, services systems, and society can change, Interdisciplinary team approaches to problem solving, Personal commitment to appropriate professional boundaries, Integration of the ethical standards outlined by the National Organization for Human Services and the Council for Standards in Human Service Education ( nservices.org/ethics.html). Articulate how human services values, attitudes, and ethics are integrated in case management. Examine all the websites from the professional organizations services.org/ethics.html Read Wood & Mac 10 & 11 Final paper- reflecting on values in context of ethics as a case manager (week 10). Discussion group presentation on ethics(wk 7)
7 READING ASSIGNMENTS You have an entire week to complete textbook reading before it is discussed. Schedule of Reading Assignments Complete Book Read by Apr 2 Generalist Case Mgmt. Chapters 1 and 2, pp introduction Apr 9 Generalist Case Mgmt Chapter 3 and research article Stein, L Test, M.A. and Marx, A. J. Apr 16 Generalist Case Mgmt Chapter 4 pp Apr 23 Generalist Case Mgmt Chapters 5 and 6 pp April 30 Generalist Case Mgmt Chapter 7 pp May 7 Generalist Case Mgmt Chapters 8 and 9, pp May 14 Generalist Case Mgmt Chapter 10 pp May 21 Generalist Case Mgmt Chapter 10 pp May 28 Generalist Case Mgmt Chapter 10 pp June 04 Generalist Case Mgmt Chapters 11, pp Students will be given the opportunity to evaluate both the course and instructor. Evaluations are done anonymously near the end of the quarter. However, the instructor will ask for feedback from the students, informally, from week to week. ASSIGNMENTS #1 Agency Case Manager Interview 15% Agency Case Manager Interview Choose an agency that is of interest to you (NOT your internship agency OR place of employment). Arrange to interview a case manager who has a minimum of three years in the field. You may not interview an employee of the Human Services Department since none of them are case managers. Do NOT interview another student. Visit the agency in person. Find out the following: Name of interviewee, agency name, address, date, time, length of interview. Educational background of interviewee and length of time in field. What services does this agency offer? What types of services are needed by this client population? What conditions have to be met by clients to qualify for services? What types of clients do best in their programs?
8 What types of clients do not succeed in their programs? What kind of paperwork do they complete? When do they write case notes? What is included on the case note? What is not included? Are there special laws that affect this population? What are they? What are the confidentiality requirements? How does this agency get paid for the services they offer? How are services monitored, assessed, and revised? What limitations, besides fiscal, are placed on the case manager? How does the agency coordinate and/or collaborate with other agencies? How free is the case manager to collaborate with other agencies? What are the best parts of the job? What are the worst parts of the job? What software is used for obtaining data on clients and is the software helpful? Get answers to the above questions plus any additional questions you may be curious about. Write a 4-5 page paper integrating the information you obtained and evaluating the services offered. Include your impressions and feelings of both the agency and case manager. How would you feel as a client entering this agency the first time? What do you know about this agency that you would not have found out in a phone call? Submit this paper by April 23nd using APA style. #2- Discussion group Presentations -All students will be in discussion groups. These groups will present, to their peers, topics that challenge case managers in the field. They are also meant to stimulate spontaneous class discussions. Each discussion group will have a presentation to the class. The topics will be the following: the difficult client, confidentially, multicultural issues facing the case manager, and strength-based philosophy with juveniles. Each member of the discussion group will write a 4-5 page paper on their topic using research and APA writing style. The presentations will be due May 28, Use outside references. Also the instructor will meet with each group to go over their outline of the presentation prior to the actual date. Each discussion group paper will be worth a possible 15 points. #3 Develop a case study 15%: Each member of the class will have had the opportunity to work in class before completing this assignment. Develop your case from all the available information. Utilize consultation from medical, psychological and social work professions. It should be a strength based case. There are examples in your book. Requirements for the assignment: Your case study will be 1-2 pages long and make enough copies for your discussion group. Due May 7, 2008.
9 #4 Ethics paper 20% of grade: Case managers are faced with daily ethical dilemmas in their work place. From your readings and conversations in your discussion groups, create an ethical dilemma in which confidentiality, and duty to warn are key factors in the scenario. Write 4-5 page paper explaining the problem and the resolution or no resolution. Be creative and use your own values for establishing your foundation of ethics. Use APA style when writing. This will be due June 4, GRADING CRITERIA Students are expected to support the learning community through the use of active listening skills, dialogue, empathy, genuine interest, and unconditional positive regard for each other. Students contribute to the learning community by raising issues and concepts related to the reading, the course competencies, the context of the course, and by being enthusiastic and committed learners. Students are expected to incorporate feedback in future assignments. Feedback on writing, APA; errors of logic, etc. should be incorporated in future work. In other words, it is expected that you will not make the same errors on assignment #4 that you made on #3. ALL returned papers include feedback. All written work must be typed and double-spaced. Spelling, grammar and punctuation are to be correct and students should proof read assignments before submitting them. References, quotes, and citations are to be done in accordance with APA style, including a reference page. Reading is to be completed on time (see schedule above). Late work will be marked down 10%, regardless of the reason. Beginning the 8th day after work was due it will be marked down an additional 1% per day. Rare exceptions may be made based on the instructor s approval. No work will be accepted after June 4,2009 Grading is not based on effort or improvement; it is based on quality of output. Grading standards are described in the WWU catalog. Attendance is mandatory. Students who miss a class will be deducted 5 points per class. Absences of more than 3 will result in an incomplete grade. The instructor will make exceptions for unusual or unforeseen events. Plagiarism is a serious breach of the Western Washington University Academic Dishonesty Policy & Procedure (See Appendix D of the University Bulletin). A student may receive a failing grade and will be reported to the Provost s office. A student may be dismissed if a major violation of academic dishonesty is identified.
10 How points are earned for HSP 345 Possible Points Class discussion throughout the quarter Participation in discussion groups Agency interview due April 23, Develop a case study due May 7, Ethics paper due June 4, Discussion group papers due May 28, 2009 Total points Grade Grade (percentage/points) A A B B B C C C D D D F 60 or below K GRADING - POLICY The following statement regarding the assignment of incomplete grades is a synopsis of the policy in the Western Washington University General Catalog: The student must request the K grade, and the instructor must agree. Student must have been in attendance and doing passing work until the final two weeks of the quarter when "extenuating circumstances beyond his or her control make it impossible to complete course requirements on schedule." A formal contract must be written stating the work to be done, signed, and copies for both the student and the instructor. Generally, work must be completed in the following quarter. If not removed within one year, the K reverts to a Z and the student must take the class again to receive credit.
11 Schedule of Weekly Topics Week 1 4/02/09 Week 2 4/09/09 Week 3 4/16/09 Week 4 4/23/09 Week 5 4/30/09 Week 6 5/07/09 Week 7 5/14/09 Introduction to course Review syllabus Introduction to case management Introduction to case management Historical perspectives Research paper-stein, L; Test, M.A. and Marx, A.J. Models of case management Assessment phase Intake interviewing skills-communication skills Planning for service delivery (Guest speaker) DUE: Agency paper File documentation Psychological Evaluation Social History Interventions in educational settings Service Coordination Working within organizations DUE: Case study Interventions in mental health settings Ethical and Legal Issues Week 8 5/21/09 Week 9 5/28/09 Interventions in social service settings Trends in human services Discussion group presentations(see schedule in [Assignments]) Week 10 6/04/09 Surviving as a case manager (online assignment) DUE: Ethics paper Online Assignments For Each Discussion Group All online assignments will be due no later than 12:00 P.M. on Tuesday prior to Thursday s class. The instructor will post the assignment the Friday after class. The assignments will be part of your discussion group and class participation points. Assignments not completed will lose points based on the grading criteria (see above).
12 Topics to be discussed online: What do you think case management is intended to accomplish? Did the research by Test, Stein and Marx accomplish case management? Due April 9th th on BB and bring your ideas to class on April 8 th. What was your experience being interviewed as a client? What was you experience being the case manager and interviewing the client? This will be a weekly notation as either the client or case manager in your journals that you keep. As always dialogue with each other to compare experiences. Let the instructor know if there were any problems. Compare interviewing the client online versus in person, and bring your experiences to class. Do you as the case manager notice a difference interviewing online versus interviewing in person. As the client, how does it feel being asked questions online? As a client do you notice a difference being interviewed online versus in person? Share your experiences in class. What models of case management best fit the vignette? Each group is expected to have a free flowing discussion on BB with pro s and con s of the model you discuss. Bring your online ideas to class on May 7 th. Diversity is an important factor in case management. What factors do you consider to be important to do an assessment of a non-anglo population? Share your experiences with other discussion groups. Bring your ideas to class on May 14 th. Ethical and professional issues are important to the case manager. The concepts of confidentiality and privileged communication are essential to know as a case manager. In chapter 10 of your text it discusses confidentiality. However, it pays little attention to privileged communication. Define both and explain how each would be used by the case manager. Use outside references to explain your rationale. Share your views with other students. We will discuss these concepts in class on May 21 th. Tarasoff has ramifications throughout case management. Discuss what you see as some of the most important aspects of this decision. Please use outside resources for assistance as well as class notes. Due May 14 th. Based on your readings, classroom discussions, and guest speakers, what does each of you think it takes to be a case manager and to survive in today s environment? This assignment is due June 4 th and bring your ideas to the classroom.
13 Please read the handout- Bringing Strength-Based Philosophy to Life in Juvenile Justice by Laura Nissen. What has a strength based philosophy have to do with ethics? Although the article focuses on a juvenile population, can this concept of strength based approach be applied to an adult population? Please state your rationale and share with other students. Due May 21 st.
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