THE LINCOLN UNIVERSITY UNIVERSITY CITY Department of Psychology & Human Services COURSE SYLLABUS

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1 THE LINCOLN UNIVERSITY UNIVERSITY CITY Department of Psychology & Human Services COURSE SYLLABUS COURSE TITLE: Case Management COURSE NUMBER: HSD XXX TERM: PREREQUISITES: N/A INSTRUCTORS: EXTENSION: OFFICE: University City / 3020 Market Street, Room OFFICE HRS: CLASS MEETING TIME: Sat LOCATION: The Lincoln University University City Market Street Philadelphia, PA Room COURSE DESCRIPTION: This course will address the concept of case management as a mechanism used by human service systems to enable consumer access to the services provided as part of an agency s or organization s function. The case management concept will be discussed in relation to the history of social and human services development across various organizations, conditions and groups of people. The seven phases of case management will be included and discussed from various perspectives. Theories skills and techniques will be identified and practiced in relation to the seven components. Case management will be discussed in relation to social welfare and health care policies developed in the 1960s through present day legislation. REQUIRED TEXT(S)/MATERIALS: Summers, N. (2012). Fundamentals of case management practice: Skills for the human services (4 ed.). Belmont, CA: Brooks/Cole. PROGRAM STUDENT LEARNING OUTCOMES: Students completing the MHSD Program will be able to 1. Identify standards of professional ethics and demonstrate adherence to these standards in client care; 2. Evaluate similarities and differences in major psychological theories and apply them appropriately for individual, group, organizational and community change in direct care service delivery; 3. Compare direct care service delivery models and integrate them effectively into service delivery; 4. Employ principles of systems theory and other social science models to bring about culturally competent client advocacy and care; 5. Demonstrate mastery of the principles of action research by planning and evaluating direct care service delivery in their agency or community; 6. Communicate professionally in writing and orally. COURSE STUDENT LEARNING OUTCOMES: Students who complete this course successfully will be able to: 1. identify and demonstrate knowledge of each phase of the care management process: Intake, assessment, care planning, monitoring, reassessment and recording; 2. Perform an assessment, apply a strengths approach and summarize a consumer needs statement; 3. demonstrate the ability to complete a Plan of care that includes long and short term objectives and specific service requests; 4. Understand and compete monitoring activities related to service being delivered to consumers.

2 5. Conduct reassessment and create a care plan that address changes in consumer condition from prior assessment. 6. Identify the elements of good case recording and demonstrate ability to record activities into ongoing care record. CORE CURRICULUM STUDENT LEARNER OUTCOMES: N/A This is a graduate course and the core curriculum does not apply. DIRECT AND INDIRECT ASSESSMENT MEASURES FOR EACH SLO Student Learner Outcome Measures or Indirect SLO 1 (Related to PSLO #s 1, 3, 6) Discussion on phases and history of care management. Final Paper: Student will describe an ideal cars management system supported by the readings and content of the course. SLO 2 (Related to PSLO #s 1, 2, 3) Completed assessment SLO 3 (Related to PSLO #s 1, 2, 3, 4) Completed care plan SLO 4 (Related to PSLO #s 3, 4) Identified monitoring procedures SLO 5 (Related to PSLO #s 2, 3, 4) Completed course recordings SLO 6 (Related to PSLO #s 1,3) Completed reassessment and care plan SLO 1 thru SLO 6 (Related to PSLO #s 2,3,6) Student presentations critiquing their own Care management process (Scored by Rubric) (Scored by Rubric) The primary indirect measure will be the course evaluations completed by students at the end of the semester. 2

3 CALCULATION OF FINAL GRADES: Course evaluation will be determined through attendance and participation, literature review paper (25%), survey instrument (15%), research proposal (15%), research project report (25%), and quizzes (20%) Outlines for all assignments will be posted on Desire2Learn. SCHEDULE OF LEARNING OPPORTUNITIES (ASSIGNMENTS): Assessment Due week 3 25% Care Plan Due week 5 25% Final Paper Due week 7 20% Final Student presentation Week 07 10% 5 Weekly on line Discussions Weekly 20% UNIVERSITY ATTENDANCE POLICY: The Lincoln University uses the class method of teaching, which assumes that each student has something to contribute and something to gain by attending class. It further assumes that there is much more instruction absorbed in the classroom than can be tested on examinations. Therefore, students are expected to attend all regularly scheduled class meetings and should exhibit good faith in this regard. STUDENT DISABILITIES STATEMENT: The Lincoln University is committed to non-discrimination of students with disabilities and therefore ensures that they have equal access to higher education, programs, activities, and services in order to achieve full participation and integration into the University. In keeping with the philosophies of the mission and vision of the University, the Office of Student Support Services, through the Services for Students with Disabilities (SSD) Program, provides an array of support services and reasonable accommodations for students with special needs and/or disabilities as defined by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of The Services for Students with Disabilities Program seeks to promote awareness and a campus environment in which accommodating students with special needs and/or disabilities is natural extension of the University s goal. UNIVERSITY ACADEMIC INTEGRITY STATEMENT: Students are responsible for proper conduct and integrity in all of their scholastic work. They must follow a professor's instructions when completing tests, homework, and laboratory reports, and they must ask for clarification if the instructions are not clear. In general, students should not give or receive aid when taking exams, or exceed the time limitations specified by the professor. In seeking the truth, in learning to think critically, and in preparing for a life of constructive service, honesty is imperative. Honesty in the classroom and in the preparation of papers is, therefore, expected of all students. Each student has the responsibility to submit work that is uniquely his or her own. All of this work must be done in accordance with established principles of academic integrity. Full statement available in Desire2Learn and on MHS homepage. 3

4 Weekly Schedule Date Readings Topic Assignments Week 1 Chapters: 1, 2, 3, 4, 5, 12, & 28 Week 2 Chapters: 6, 7, 8, 9,10 11, 14, 15, 16, 17, 18. Week 3 Chapters: 11, 13, 19, 20, 21, 22, 23, 26. Week 4 Chapter: 10, 19, 25, Week 5 Chapter: 24 Introduction to Case Management What is care management; where did he come from: how is it used today? Models of Care Management Professional qualities and ethics. Worker attitudes and boundaries. Connection to human services. Taking Care of yourself The Assessment Phase: Identifying the initial problem/issue Identification of Consumer Problem(s) Identification of Consumer strengths Communication and interviewing skills Asking Hard s, and initiating difficult areas/s; Addressing Client anxiety and anger; Clarity on who is the client and whose problem is it; Using resources to assist with assessment Using instruments and computers; Summarizing Consumer need. Care planning; Using instruments and computers Short/long-term goals; behavioral objectives; Use of formal and informal resources; Building on client strengths. Processing and protecting information Using resources to assist Monitoring What is monitoring How does monitoring connect to other case management functions? Collaborating with service network Responding to client crisis Caseload Management Computerized and manual systems; Implementing and monitoring systems Program recording Uses the program records: Contents of care records Writing client records 4 Complete an assessment of a family member or fellow student. Due week 03 Weekly Assessment due Begin Care Plan Weekly Discussion Care plan due

5 Week 6 Week 7 Chapter:27 Government regulations (HIPPA) Changing Plans Legal ramifications of client records; Confidentiality relating to client records. Reassessment Standard forms and standard procedures; Reassessment as a process; Creating a clear plan based on reassessment; Connection to care management process; Redefinition of care plan and interaction with agency providers. Student reports on their experience with development of their assessment and care plans Wrap up and evaluation Weekly Final paper due Student in class presentation 5