April 1, 2018 SOC 445 Case Management Process Template

April 1 2018soc 445 Case Management Process Templatedirectionsfirst

First, select one client/consumer from the course videos or case studies listed below. Watch the corresponding video or read the selected case study. For this assignment, you will complete the Case Management Process template below. This assignment contains multiple parts that are due at different intervals in the course, with the final assignment due in Topic 7.

Terminating Intake and Monitoring Planning and Linking Assessment Section 1: Assess the Client/Consumer Needs (words) Due Topic 2 I picked Alison in “Developing a Service Plan.†What I have learned from the video is that Alison has started school and is supposed to graduate and it has brought on more anxiety. Alison has stated that she has had problems with depression and is not feeling any improvement since she started school. She says she wants to feel normal and not like she does at this moment. When she is asked about taking medications she prefers not to take them because she drinks, forgets, and just don’t want to take them but would like to start again. She also needs to get back into exercise because she loves to run, and it helped her with stress. Another important piece of information is that she is having communication with her mom. I feel that Alison needs to get reestablished with medication to help with her anxiety and depression. Another suggestion would be to get her some tutoring to bring up her grades. As I assess more I would immediately think about a family counselor to rekindle mom and daughter relationship. Finally, I would get her enrolled in a recreation center and hope that she will go to the gym.

Section 2: Assess the Client/Consumer (words) Due Topic 3 I would have to say that Alison needs more help on the micro level. The micro level is where we look at Alison’s personality, motivation, her biological and psychological characteristics. This level of social work involves one-on-one counseling services for individuals in need. She has mental health problems that are not being supported such as her depression, which can stim from school and other situations, and her communication with her mother. Also, Alison is dealing with a developmental transition as she gets closer to graduating high school. The social worker now must consider her family history of communication. The social worker must work directly with Alison to find out what will help her best and discuss with the consumer on a plan of action or intervention. Alison has a problem with physical health as well and wants to get back to running because it made her feel good. So, the social worker can also look up places that will help Alison get back to feeling less stress and proud of herself for continuing to do something she loves. The social worker can help find temporary housing, health care and mental health services such as family counseling. The micro level helps the social worker work creatively to help solve problems using the government programs and tools given. Another thing that can be done to better assist the consumer is to find out if getting her mom or someone close to her more involved in her plan and if this is done we are starting to consider a meso level.

The meso level looks at where people function daily, the groups with which they interact daily and how those affect or do not affect their reasons for seeking help (Summer 2015). This level looks at the personal context of that individual’s life. Learning the personal context of Alison’s life can teach the social worker more about what motivates that person, the community cues they receive do make decisions, and what circumstances shaped their way of responding. For Alison I think the social worker needs to figure out why she suffers from the depression, what triggers it, and how to stop if from affecting her school work. This is one reason why a social would help find a counseling or speak with the case manager about counseling.

Section 3: Planning and Linking (words) Due Topic 5 When planning Alison’s interventions and helpful programs I would sit down with her and start by creating a plan together. Now before I create the official plan I would start looking at programs I felt would benefit her and bring my ideas and programs to the planning session. For example, I know that she suffers with depression, so as a case manager I would find a therapist and even group counseling programs that would work with her insurance, finances, or whatever stipulations she had that could interfere with her progress. A case manager should know what the clients lack of resources are to figure out what can be done to help and possible must get on the Marco level of things to make sure Alison gets the best and proper help for her situation.

As I sit and talk with Alison I would focus on her strengths to create a plan that will most likely be durable for her. Her strengths show that she wants to continue her education and sees the value in that, she has not given up on wanting a bond with her mother, she is a great runner and has gotten through depression many times, and wants to get back on meds. Her strength show and prove that she is a fighter and refuses to give up on herself. These are strengths that Alison needs to understand and see that she has. While planning I would talk to her about getting into tutoring and find out what hours of the day can she go to tutoring and if she is willing to do tutoring. I would inform her that everything is her decision and that I am here to help sort out what she wants for herself. If she agreed to do tutoring and we could figure out what stakeholders could cause a problem then I would link her up with a program like sylvan tutoring or even a personal tutor that I would find and connect her with. She is a social person so I would use that to find out if she wants to include a friend in helping her with school. The next part of the plan would be to see if we could get mom involved. This part could be a possible barrier and stakeholder because I do not know much about how her mother is with her. I would contact her mom if the consumer agreed and I would set up an appointment with her and mom and find out what they want her their relationship. My next step would be to find family counseling and set them up based on their needs and finance requirements. Alison wants to get back into running which I would let her know how great that is and how running is important for the body and soul. I would find out through our session what kind of running she likes. For instance, does she want to compete in track, cross country, or simply just to exercise. Once that was established then I would call my resources and find out what gyms offer free programs to teens and connect her with them. Now one of the most important part of our plan is to figure out what to do about her medication. She has stated that it is hard to stick with because she is social and forgets a lot. When discussing this I would need to ask her what time is best for her to take meds and how important starting back up meds is for her. I would suggest a morning reminder on her phone to take her meds and possible at bedtime once she is done hanging out. Once I find the best psychist I would link her up with the psychist that will listen to her needs to find what medications will work best for her. As a case manager, you cannot plan well with the person unless you are thoroughly aware of the services, social activities, and resources in your community (Summer 2015). This statement is very true to my knowledge because all cases are different and have different needs. Communicating with Alison about her needs and her plan give her a better chance at making this change in her life for the better.

Section 4: Intake and Monitoring (words) Due Topic 6 Monitoring body emotional changes is an essential aspect of managing depressions and stress because the individual can learn when to take medication and how to calm down the moods by engaging in activities that boost the mood. Alison is suffering from depression and stress which is affecting her education and daily activities. Monitoring Alison’s behaviors change and emotions is an essential aspect of the treatments for depression and anxiety. The information I am going to gather during the interview can help give her adequate and personal feedback from the reasoning perspective. The interview questions will cover some biomedical assessment of Allison’s conditions to find out the best monitoring approaches that will suit her. Below are some of the interview questions that I will ask Alison during the assessment period: Question Response 1. When did you start suffering from depression? 2. When did you start taking your medications? 3. Are you having any difficulty with the medical intakes? Are they effective? 4. Do you have any close family member that helps you in taking your medications? 5. What are the barriers that prevent you from taking your medication? 6. Have you been less motivated to take your medications than usual? 7. What type of medications are you currently taking? Are you allergic to any? 8. How often do you eat? Have you been less interested in some foods than usual? What types of foods do you eat? 9. Do you get angry quickly than usual? How is this affecting your drug and food intake? 10. Are there specific foods that were described by the doctor? If Yes. Are you taking them? Is there any difficulty? 11. Are you less interested in adhering to your medications? What's you’re feeling about them? 12. How do you feel about your situation? How is this feeling affecting the way you take your medication? 13. Have you been feeling negative than usual? 14. What makes you feel depressed? 15. Would you prefer other alternative intakes apart from what you are currently using? After the interview, I would have gathered the right information about Alison’s intake and her attitudes towards them. I will use the information as a monitoring tool to assess her medicine intake. Patients taking medicine for their stress and depression can use electronic monitoring systems to inform them when they should be taking their drugs. The electronic systems will help Alison to of detect here medicine intake and register it without the manual intervention. During intake and monitoring, I will focus on all the tools aiming towards motivating change and promoting self-management for Alison. The latter can be accomplished through the creation of SMART goals that work for Alison. The SMART goals may touch on physical health assessment, Wellness planning tools, and the shared health outcome tool. When looking for the monitoring tools, it is essential to choose the tools that would enhance behavior change and help the Alison to adapt to new ways of behavior. I will also evaluate if Alison has any close relative who can take the responsibility of encouraging her to take her medication.

Section 5: Terminating the Case (words) Due Topic 7 In this case with Alison termination could be a nice and simple stage. This is the time where I would set up a last interview and info her of that. During the interview I would take this time to ask her how she feels about terminating the case. We would go over all her goals and objectives to see how well she maintained and how she felt about the intervention plans. We would then discuss future goals that she has for herself. My focus and concern would be her taking her medications. I would make sure she has a plan to stick with if she found herself having a hard time keeping up with her meds. For example, during the intake and monitoring we discussed setting up med times and appointments using an electric system so I would ask her how that is going and if she feels that it is helping her stay on track with her meds or not. Before complete termination I would discuss how her grades and classroom attendance has changed and how she feels about that. We would write out a backup plan in case she felt anxiety, fear of graduation, and if she just losses faith and wants to stop. Once we have talked and planed out what her future goals are and how things are with her mom then I would go more into detail about termination. I would first ask her if she feels ready to be on her own, why or why not. My next step would be to let her know how I feel about her progress and empower and encourage her that she is capable of anything as she can tell through our time together. I would ask her if she had any more questions to ask and let her know that she need not ever fear coming back because we are here to help. Once you have made all the revisions, complete the assignment using quality academic writing. Cite all sources in-text. Turn in the completed assignment at the end of Topic 7. References Garrity, M (2016). Integrating Primary Care into Behavioral Health Settings: What Works for Individuals with Serious Mental Illness . Retrieved from: Klein, M. (2018). Ict 4 Depression . Retrieved from SUMMERS, N. (2016). Fundamentals of case management practice: Skills for the human services. New york: Cengage learning. © 2016. Grand Canyon University. All Rights Reserved.

Paper For Above instruction

This paper critically examines the case management process for Alison, a client experiencing depression, anxiety, and academic stress, as presented in the course video "Developing a Service Plan." The discussion integrates assessment, planning, intervention, monitoring, and termination phases, emphasizing the importance of a client-centered, strength-based approach, and the application of social work principles and community resources to facilitate holistic care.

Introduction

Effective case management is vital for addressing complex mental health issues, especially among adolescents and young adults navigating developmental transitions. This paper applies a comprehensive framework to Alison’s case, illustrating how social workers assess needs, identify strengths, develop intervention plans, monitor progress, and terminate services empathetically. Utilizing models discussed by Summers (2015) and Garrity (2016), the case demonstrates the importance of tailored, culturally sensitive, and resource-informed strategies in promoting psychological well-being and social functioning.

Assessment of Client Needs

Alison’s case reveals multifaceted challenges including depression, anxiety related to academic pressures, familial communication issues, and physical health concerns such as a desire to resume running for stress relief. Initial assessment indicates that Alison’s mental health symptoms—such as low mood, decreased motivation, and intermittent medication adherence—require immediate attention. Her reluctance to take medication due to social concerns and forgetfulness suggests a need for engagement strategies that incorporate technology and behavioral cues (Klein, 2018). Additionally, her desire to improve academic performance through tutoring and reconnect with her mother underscores social and educational needs, which are essential components of a holistic treatment plan.

On a micro level, personality traits, motivation, and biological factors influence Alison’s mental health. She demonstrates resilience, given her past episodes of depression and ongoing desire to enhance her well-being. Her physical activity, particularly running, serves as both a coping mechanism and a source of pride. The social worker must explore triggers for her depressive episodes and tailor interventions that reinforce her strengths—such as her determination and athletic interests—while addressing barriers like medication management and family dynamics (Summers, 2015). The meso level further involves assessing her daily environment and community supports, including her family, social networks, and access to mental health services, all of which influence her recovery trajectory.

Planning and Linking Interventions

Collaborative planning with Alison entails creating SMART goals aligned with her preferences, strengths, and contextual realities. Establishing a therapeutic alliance is crucial, as it empowers Alison to participate actively in decision-making. Interventions might include connecting her with a mental health professional for medication management, such as a psychiatrist, and engaging her in support groups tailored to young women dealing with depression (Garrity, 2016). Facilitating her re-engagement with physical activities like running, and involving her family through counseling or shared activities, reinforces her social capital and encourages accountability.

Resource identification is integral—finding community-based programs offering free or low-cost mental health services, tutoring, and recreational facilities. Building partnerships with educational institutions to support her academic goals and with health providers to streamline medication adherence—possibly using electronic reminders—are practical steps. The social worker must also consider potential barriers, such as transportation issues or financial constraints, and address these proactively. The plan emphasizes strengths-based strategies, recognizing Alison’s determination and past coping success, to foster resilience and autonomy.

Monitoring and Evaluation

Continuous monitoring is essential for assessing changes in Alison’s emotional state, medication adherence, and functional abilities. Structured interviews and self-report measures will track her symptoms, medication side effects, and overall mood. Electronic monitoring systems and SMART goals can facilitate real-time feedback and motivate behavioral change (Klein, 2018). Regular check-ins provide opportunities to identify emerging challenges, reinforce positive behaviors, and adjust interventions as needed.

Part of effective monitoring involves engaging family members or significant others when appropriate, to provide additional support and accountability. For instance, involving her mother in medication routines or emotional support can enhance adherence. Culturally sensitive monitoring ensures that interventions are respectful of Alison’s unique context, promoting trust and engagement in the process.

Termination and Follow-up

The termination phase involves a collaborative review of progress, consolidating gains, and preparing Alison for independent management of her mental health. A final interview gauges her readiness to maintain her treatment goals without clinical oversight. Emphasis is placed on empowerment—reviewing her strategies for medication adherence, stress management, and academic success—and developing contingency plans to address potential setbacks (Summers, 2015). Ensuring she knows how to access community resources for ongoing support reduces the risk of relapse.

In concluding services, the social worker affirms Alison’s strengths, encourages her ongoing resilience, and reassures her that help is available if needed. The process underscores the importance of respectful, empathetic closure that supports the client’s autonomy and continued growth.

Conclusion

Alison’s case exemplifies the multidimensional nature of effective case management in mental health. Through comprehensive assessment, strength-based planning, resource linkage, diligent monitoring, and supportive termination, social workers can facilitate sustainable recovery and empower clients to navigate their challenges confidently. This case underscores the necessity of person-centered, culturally competent approaches supported by an array of community resources and technologies, aligning with best practices outlined by Summers (2015) and Garrity (2016).

References

• Garrity, M. (2016). Integrating primary care into behavioral health settings: What works for individuals with serious mental illness. Retrieved from [URL]
• Klein, M. (2018). ICT for depression. Retrieved from [URL]
• Summers, N. (2016). Fundamentals of case management practice: Skills for the human services. New York: Cengage Learning.
• Other credible sources formatted in APA style, e.g., peer-reviewed articles, official health organization guidelines, and community resource publications.