Luvenia Richson April 1, 2018 SOC 445 Case Management Proces

Luvenia Richsonapril 1 2018soc 445 Case Management Process Templated

Luvenia Richsonapril 1, 2018soc 445 Case Management Process Templated

LuVenia Richson April 1, 2018 SOC-445: Case Management Process Template Directions: First, select one client/consumer from the course videos or case studies listed below. 1. Michelle in “The First Interview” and “An Angry Consumer” videos located in Topic 1 folder and Topic 5 folder in MindTap. 2. Alison in “Developing a Service Plan” video in Topic 7 folder in MindTap. 3. Tom in “Helping Tom Solve a Personal Problem” video in Topic 8 folder in MindTap. 4. “Marta” Case Study located in Topic 1 folder in MindTap. 5. “Ruth” Case Study located in Topic 1 folder in MindTap. 6. “Dave” Case Study located in Topic 1 folder in MindTap. 7. “Florence” Case Study located in Topic 1 folder in MindTap. 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 doesn’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 relationships. 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 stem 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, healthcare, and mental health services such as family counseling. The micro level helps the social worker work creatively to help solve problems using 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; 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 considers the personal context of that individual’s life. Learning Alison’s personal context can teach the social worker more about her motivations, the community cues she receives that influence her decisions, and what circumstances shaped her responses. The social worker needs to explore why Alison suffers from depression, what triggers it, and how to prevent it from impacting her schoolwork. This process includes considering family dynamics and social support systems. Engaging her family and community resources can be crucial to support her mental health and overall well-being. Understanding the meso level broadens the intervention scope, emphasizing the importance of community and family involvement in sustainable recovery processes.

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. Before finalizing the plan, I would research programs that might benefit her and bring these ideas to the planning session. For instance, given her depression, I would seek a therapist and possibly group counseling options that suit her insurance and financial situation. A case manager must understand the client’s resource limitations to develop feasible interventions. During the session, I would focus on Alison’s strengths—her desire to continue her education, her ambition to rebuild her relationship with her mother, her love of running, and her previous success in managing depression. Recognizing her resilience will help in developing a durable plan. The plan would include tutoring options, and I would collaborate with her to determine suitable times and resources, such as Sylvan Tutoring or personal tutors. As Alison is social, I might explore whether including a friend in her academic support could be helpful. An important aspect of the plan is involving her mother and family counseling, which could pose potential barriers or stakeholders. If Alison agrees, I would coordinate with her mother to arrange counseling sessions tailored to their needs and finances. Her interest in returning to running would also be accommodated through connections with local gyms that offer free or reduced-cost programs for teens. Addressing her medication adherence issues involves scheduling reminders and consulting a psychiatrist for medication management, ensuring seamless integration into her daily routine. Throughout planning, open communication with Alison about her choices and preferences enhances her engagement and empowerment. Effective linkage requires continuous communication and resource coordination, ensuring a comprehensive, individualized intervention plan.

Section 4: Intake and Monitoring (words) Due Topic 6

Section 5: Terminating the Case (words) Due Topic 7 Once all plan elements are in place and interventions are initiated, the case manager must monitor progress and adjust as necessary. Regular assessments help determine whether goals are being met, whether new challenges have arisen, and if additional resources are needed. Once Alison achieves her objectives, or if progress plateaus despite interventions, the case should be carefully terminated. Termination involves reviewing achieved goals with the client, providing referrals if ongoing support is necessary, and ensuring her to have the skills and resources to maintain progress independently. Proper termination also includes documenting outcomes and lessons learned to inform future cases and support continuous improvement in case management practices. The case starts with intake, progresses through assessment and planning, and concludes with termination, emphasizing the importance of continuous evaluation and client empowerment throughout the process.

Paper For Above instruction

Case management is a vital social work process that encompasses assessment, planning, intervention, monitoring, and termination phases, aiming to empower clients and facilitate their access to appropriate services. For this assignment, I have selected the case of Alison from the MindTap case study titled “Developing a Service Plan,” which provides a comprehensive view of her mental health challenges, personal goals, and social context. The approach to her case emphasizes personalized intervention strategies aligned with the core principles of case management, including client-centered planning, resource coordination, and multi-level engagement.

Assessment of Client Needs

Alison is a young woman experiencing heightened anxiety and depression associated with her academic pursuits and personal life. Her initial presentation indicates a need for mental health support to manage her depressive symptoms, which have persisted despite her efforts to cope independently. She expresses a desire to feel “normal” again, emphasizing her distress. Her reluctance to restart medication due to concerns about drinking and forgetfulness highlights the necessity for reevaluating her treatment plan, including medication management strategies that are compatible with her lifestyle. Additionally, Alison demonstrates an interest in physical activity, specifically running, which has historically been beneficial for her stress relief. Her communication with her mother also plays a crucial role, suggesting the importance of family involvement in her support network. Academic performance issues point toward cognitive and educational interventions such as tutoring. Her motivation to return to activities she enjoys suggests strengths to harness in her treatment plan.

Assessment at Micro and Meso Levels

At the micro level, Alison's personality traits, motivations, and psychological health are central to her intervention plan. Her depression and anxiety, as well as her developmental transition from high school to college, are key factors. She has a history of managing depression, which indicates resilience but also signifies a need for ongoing mental health support. Her expressed desire to re-engage with running and her reluctance about medication suggest areas for tailored strategies, including medication reminders and alternative therapies if necessary. Furthermore, her communication issues with her family indicate potential family dynamics that need to be explored with her and her family members, highlighting the importance of family counseling at the meso level.

On the meso level, Alison’s social environment, including her family, community, and educational settings, influences her mental health journey. Her relationship with her mother and her academic environment are critical factors. Family support or lack thereof can significantly affect her emotional stability, highlighting the need for family counseling and social support engagement. Community resources, such as local gyms and youth programs, can facilitate her return to physical activities, which are crucial for her well-being.

Planning and Linking Interventions

Developing an effective intervention plan begins with collaboration between the case manager and Alison. Establishing rapport and understanding her preferences is essential to creating a durable plan. Given her depression, access to mental health professionals, including therapists and support groups, should be prioritized. The plan would leverage Alison’s strengths, such as her academic motivation, love of running, and resilience, to foster self-efficacy and engagement. Academic support through tutoring services like Sylvan could address her educational concerns, and including a trusted friend in her academic pursuits could reinforce her support system.

Family involvement is another critical component. With Alison’s consent, meetings with her mother can foster better communication and understanding, paving the way for family therapy sessions. In terms of physical activity, connections with gyms offering teen programs can be established to help her re-engage with running. Addressing medication adherence is vital; implementing reminders on her phone and consulting with a psychiatrist to adjust her medication regimen are practical steps. Throughout this process, continuous communication and flexibility ensure that the interventions remain aligned with her evolving needs.

Monitoring and Termination

Ongoing monitoring involves regular assessments of Alison’s mental health status, academic progress, and adherence to treatment plans. The effectiveness of interventions like therapy, medication, and physical activity should be evaluated systematically. Adjustments can be made as needed, based on her feedback and progress. When Alison achieves her goals—improved mood, better academic performance, and restored physical activity—careful case closure is appropriate. Termination includes reviewing progress with her, providing resources for ongoing self-management, and ensuring she has access to community supports. Documentation of achievements and lessons learned is essential for future case management practice, emphasizing the importance of client empowerment and sustainable independence.

Conclusion

Effective case management relies on a comprehensive, client-centered approach that considers micro and meso factors influencing the client’s life. Alison’s case exemplifies the need for integrated support encompassing mental health, family dynamics, community resources, and personal strengths. Through precise assessment, strategic planning, collaborative intervention, and continuous monitoring, case managers can empower clients to overcome challenges and achieve long-term well-being. The case of Alison underscores the importance of flexible, tailored interventions within a structured process, ensuring that clients are supported holistically throughout their recovery journey.

References

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