how to answer a social work case study

2024 Social Work Case Planning Guide – What You Need | Examples & Studies

Ultimate Guide on Social Casework with Social Work Case Studies Examples

2024 Guide on Case Work in Social Work & Social Case Work Examples

This case work and case planning social work guide has been published to equip social workers to empower individuals and promote positive change through social casework.

We will explore what is social case work, the models and theories of social case work, social work case studies, and real-life social work case examples, providing a comprehensive understanding of its impact on individuals, families, and communities.

Introduction to Social Case Work – What is Case Work in Social Work?

Social work case planning serves as a crucial framework for addressing multifaceted human issues and fostering meaningful transformation in the lives of individuals. By examining the tools of social case work, social workers gather comprehensive information, analyze situations, and design effective interventions.

See Also: Case Worker Guide | Social Worker vs Caseworker

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Table of Contents: Casework in Social Work

Keep on scrolling down this page to read each section or click any link below to go directly to that section.

• What is social case work Mary Richmond Definition?
• What are the Core Values of Social Case Work?

Theories and Models of Social Case Work

Essential Skills of Social Case Work Practitioners

• Techniques & Tools of Social Case Work

Social Work Case Notes Example

Social Work Caseload Template

Case Summary Example Social Work

• Social Case Work Examples
• Case Study Format Social Work

Purpose of Social Work Case Study Template & Social Work Case Study Format

• Social Work Case Studies Examples
• Conclusion | Case Work in Social Work
• FAQ | Case Planning Social Work

What better way to start than by answering the questions: “What is social case work?” and “What is case work in social work?” Read on, and get your answers below.

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Introduction to Social Case Work | What is Casework in Social Work?

So, what is case work in social work exactly?

Social casework is a specialized field within social work that focuses on assisting individuals, families, and groups in overcoming challenges and achieving positive change in their lives.

By building a strong therapeutic relationship with clients, social casework practitioners employ assessments, interventions, and support to enhance well-being and promote social functioning.

Social work casework recognizes the interconnectedness of personal, social, and environmental factors in individuals’ lives. To stay on top of all your clients and cases, take a moment to check out our social work casework software.

This All-in-One social work case work software comes equipped with assessments, social work case note example templates, intakes, letter templates, and much more.

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What is social case work Mary Richmond definition?

Mary Richmond is considered a pioneer in the field of social work and is best known for her contributions to the development of social case work.

In her seminal book “ Social Diagnosis ,” published in 1917, Richmond provides a definition of social case work that remains relevant today.

What is the definition of social case work Mary Richmond provided?

According to Richmond, social casework is “ the art of doing different things for and with different people by cooperating with them to achieve at one and the same time their own and society’s betterment .”

Mary Richmond’s definition of social casework highlights the role of social worker in case work and its person-centered, holistic, and collaborative nature, emphasizing the importance of working with clients to achieve their own and society’s betterment.

With question of “What is case work in social work?” answered, we’ll take a quick look at the core values of social case work.

Related: Guide on Case Management Process in Social Work

Do you have any further input on what is casework in social work? Do you have feedback on role of social worker in case work or tips for managing caseloads in social work? If so, contact the Social Work Portal Team .

Core Values of Social Case Work

The ethical principles of social work are based on the core values of social case work.

The core values of social case work are:

• Social justice
• Dignity and worth of the person
• Importance of human relationships
• Integrity, and

These principles guide social workers in their practice and set the standards to which they should aspire.

By upholding these values of social case work and ethical principles, social workers demonstrate their commitment to promoting social justice, empowering individuals and communities, and advocating for the well-being and rights of all people.

Next, we’ll move on to models and theories of social case work.

Are there any social work case study examples PDF or social work case study report sample PDF resources that have provided great value to you that we can include in this guide for others to leverage? If so, contact the Social Work Portal Team .

Theories and models of social case work provide a framework for understanding and guiding the practice of social workers in assisting individuals, families, and groups.

Below is a high-level overview of some of the most commonly used theories and models of social work case work:

• Person-Centered Approach – Casework in Social Work Approach

This approach emphasizes the importance of building a strong therapeutic relationship between the social worker and the client, and focusing on the client’s unique needs and strengths.

• Problem-Solving Model – Social Work Casework Model

This model involves working collaboratively with clients to identify problems, set goals, and develop strategies for achieving them.

• Cognitive Behavioral Therapy (CBT) – Social Work Case Work Model

This model focuses on identifying and changing negative patterns of thinking and behavior that contribute to the client’s problems.

Introduction to Social Case Work – Models of Social Case Work Practice

• Strengths-Based Model – Casework Social Work Model

This model emphasizes the importance of identifying and utilizing the client’s strengths to achieve positive change.

• Psychodynamic Theory – Casework in Social Work Theory

This theory emphasizes the importance of exploring unconscious thoughts and feelings to understand the client’s problems and develop strategies for addressing them.

• Ecological Perspective – Case Work in Social Work Perspective

This perspective recognizes the interconnectedness of personal, social, and environmental factors in individuals’ lives and stresses the importance of addressing these factors holistically.

• Empowerment Theory – Casework Social Work Theory

This theory emphasizes the importance of empowering clients to take control of their lives and make positive changes.

Overall, the theories and models of social case work provide a variety of approaches for understanding and addressing the complex needs of clients, emphasizing the importance of a person-centered, collaborative, and holistic approach.

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With models and theories of social case work covered, we’re going to delve into the essential skills of social case work practitioners.

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Do you have any questions about models of social case work practice? Do you have feedback on theories of social case work? If so, contact the Social Work Portal Team .

There are certain essential skills of social case work that every social work case work practitioner should build and develop to effectively support individuals, families, and groups in overcoming challenges and achieving positive change.

Here are some key skills that are essential for casework social work practitioners:

• Active Listening: Active listening creates a safe space for clients to express themselves and helps social work case work practitioners gain valuable insights into their needs.
• Empathy and Compassion: Demonstrating empathy and compassion is a crucial casework social work skill for establishing a supportive and trusting relationship with clients.
• Assessment and Analysis: Case planning social work practitioners need to have excellent assessment and analytical skills to comprehensively evaluate clients’ situations.
• Problem-Solving and Critical Thinking: Effective problem-solving and critical thinking skills are essential for social casework practitioners to collaboratively address clients’ challenges.
• Cultural Competence: This social casework skill allows casework social work practitioners to provide culturally sensitive and appropriate support while recognizing and addressing potential biases or barriers.

Skills Needed for Effective Casework in Social Work

• Advocacy and Collaboration: Advocacy skills are crucial for social casework practitioners to support clients in accessing necessary resources and services.
• Crisis Intervention: Social case work examples of this skill include assessing risks, providing immediate support, connecting clients with appropriate resources, and ensuring their safety.
• Communication and Interpersonal Skills: Strong communication and interpersonal skills are fundamental for effective case work in social work.
• Ethical Practice: Social case work practitioners must adhere to professional ethics and standards.
• Self-Care: Social casework practitioners need to develop self-care strategies to manage the emotional demands of social casework

Now that we went over essential social work casework skills, we’ll take a look at tools of social case work. Ready to dive in? Let’s go!

Techniques & Tools of Social Case Work | Example of Social Case Work Tools

In the field of social casework, practitioners rely on a variety of techniques and tools of social case work to assess clients’ needs, develop intervention plans, and support them in achieving their goals.

Let’s explore some of the most important techniques and tools of social work case work tools together:

• Assessment Tools – Social Work Case Examples

Assessment is a vital step in social case work, and software can greatly enhance the efficiency and accuracy of the case work assessment process.

Our social work casework software comes equipped with standardized intakes, questionnaires, social work case notes example templates, and assessments that can be administered digitally, enabling social workers to gather information about clients’ physical, mental, emotional, and social well-being.

For example, a social worker may use the Child and Adolescent Needs and Strengths (CANS) to assess a child’s behavioral and emotional functioning, enabling them to develop targeted interventions.

Join our Client and Case Management Hub  and experience the beauty of secure and centralized storage for assessment data, streamlining the documentation process, and reporting.

• Case Notes – Social Work Case Example Tool

Case notes are an essential tool in social casework, as they allow practitioners to document and track important information and interventions throughout the client’s journey.

Case notes provide a written record of assessments, goals, progress, and any significant changes or developments. They serve as a valuable reference for future sessions, collaboration with other professionals, and monitoring the effectiveness of interventions.

Case notes also ensure continuity of care, facilitate communication within the social work team, and assist in maintaining accurate and confidential client records.

• Genograms and Ecomaps – Casework in Social Work Example Tools

Genograms and ecomaps are visual social work case work tools used to map out clients’ family systems and social networks, respectively.

Our All-in-One Case Work Social Work Software comes loaded with genogram, ecomap, social work case notes example templates, form builder, and much more…

Genograms provide a comprehensive overview of family relationships, dynamics, and history, allowing casework social work practitioners to understand the impact of familial factors on clients’ lives.

Ecomaps, on the other hand, help identify the social supports available to clients, including friends, community resources, and organizations.

By utilizing these visual case planning social work tools, social workers gain valuable insights into the contextual factors that influence clients’ well-being and can develop interventions accordingly.

• Counseling and Therapeutic Techniques – Example of Social Case Work Techniques

Social casework practitioners often employ counseling and therapeutic techniques to address clients’ emotional, behavioral, and psychological needs.

By utilizing a range of therapeutic approaches, social workers provide clients with a safe and supportive space to explore their feelings, develop coping strategies, and foster personal growth.

Sign Up Today and find out why Case Management Hub is the ultimate software for social casework!

• Case Management and Resource Linkage – Social Work Case Example Tools

Case management is a critical tool in social casework, involving the coordination and facilitation of services to meet clients’ needs.

Social work case scenarios would be housing, healthcare, employment, and educational opportunities.

• Group Work Techniques – Casework in Social Work Example Techniques

Group work is a valuable tool in social case work, enabling individuals to connect with others facing similar challenges, share experiences, and learn from one another.

Group work techniques social work case examples may include psychoeducational groups, support groups, and skill-building groups.

Looking for software that gives you the ability to keep track of all of that and more? We have what you’re looking for.

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Now that we have a good grasp of casework in social work techniques and tools, we’ll take a look at case work in social work tool examples and templates.

Do you have additional feedback on what is social case work? Do you have any tips about social work case notes example templates in general? Click here to contact the Social Work Portal Team .

Social Work Case Example Tools & Templates | Case Planning Social Work

To best present some of the social casework tools mentioned in the sections above, let’s take a look at a few examples.

Social work case note example, sample social work caseload template, and case summary example social work offer practical illustrations of how professionals in the field document client interactions, work toward managing caseloads in social work, and summarize the progress and outcomes of their interventions.

Social case notes are a crucial aspect of a social worker’s documentation, providing a written record of client interactions, assessments, interventions, and progress.

These notes serve as a reference for ongoing client care, communication with other professionals, and documentation of the client’s journey.

As a social work case notes example, a case note might include:

• information about the client’s presenting issues
• interventions provided, and
• any changes observed in their well-being

SWP’s Client and Case Management Hub comes equipped with several social work case notes example templates (SOAP, GIRP, BIRP, DAP, PAIP, and many more) that you can use in your individual or casework group work community work.

Subscribe today and experience clear and comprehensive social work case note example templates that ensure continuity of care and facilitate effective collaboration among the social work casework team.

A social work caseload template is a helpful tool for organizing and managing a social worker’s workload, ensuring that no client’s needs are overlooked and that each client receives appropriate attention.

The template typically includes columns or sections to record client information, such as:

• Contact details
• Demographics
• Presenting issues, and
• Assigned social worker

Social work caseload template also includes:

• Sections to track important dates
• Assessment findings
• Goals and objectives
• Interventions provided
• Progress notes
• Upcoming appointments,
• And much more…

Using a caseload template helps social workers stay organized, prioritize their tasks, and ensure that they are meeting the needs of all their clients effectively.

A case summary in social work provides a concise overview of a client’s background, presenting issues, assessment findings, interventions, and outcomes.

Case summary example social work captures the essential information and progress made during the client’s engagement with social services.

For instance, a case summary example social work template might include:

• brief description of the client’s demographics
• social and family history
• current challenges, goals identified
• interventions implemented (such as counseling, referrals, or advocacy)
• the client’s response to those interventions

Case summaries and social work case notes example templates help communicate important details to colleagues, supervisors, or other professionals involved in the client’s care.

In the section below, we’ll give you a few social work case scenarios and casework examples in social work.

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Social Case Work Examples | Social Work Case Scenarios

Social case work encompasses a wide range of social work case scenarios where social workers provide individualized support and interventions to address the unique needs and challenges faced by clients.

Let’s take a look at three social work case examples that illustrate the diverse contexts in which social case work plays a vital role in promoting positive change and improving the lives of individuals and communities.

Supporting a Homeless Individual – Social Case Work Examples

Good casework in social work example would be a scenario where a social worker is assigned to work with a homeless individual who is struggling with mental health issues and substance abuse.

The social casework professional conducts a comprehensive assessment to understand the client’s background, needs, and goals.

The casework social work practitioner provides ongoing support, counseling, and advocacy to help the client overcome their challenges, access necessary resources, and eventually transition into stable housing.

To provide the best care and support to your clients, don’t forget to sign up for our All-in-One Client and Case Management Hub  and discover all the tools of social case work we offer.

Assisting an Older Adult in Long-Term Care – Casework Examples

Another casework examples in social work would be a scenario where a social worker is involved in the case of an older adult residing in a long-term care facility.

The social work case work practitioner conducts regular assessments to monitor the client’s physical and emotional well-being, assesses their care needs, and advocates for their rights and preferences.

Supporting a Family in Child Protection Services – Example of Social Case Work

Lastly, we have a social case work examples scenario where a social worker is assigned to a family involved in a child protection case.

In this example of case study in social work, the social worker conducts home visits, interviews family members, and assesses the safety and well-being of the children.

The social worker provides counseling, parenting education, and connects the family with community resources such as substance abuse treatment, mental health services, and parenting support groups to support their reunification or ensure a stable alternative care arrangement for the children.

These real-life casework examples highlight the diverse contexts in which social case work is applied, including homelessness, long-term care, and child protection.

Furthermore, these social work case examples demonstrate the importance of assessment, collaboration, advocacy, and ongoing support in helping individuals and families navigate complex challenges, access necessary resources, and achieve positive outcomes.

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Next, we’ll do a deep dive into everything you need to know about social work case studies with some social work case studies examples. Let’s jump right into it.

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Understanding Social Work Case Studies | Social Work Case Studies Examples

To begin, we’ll first define social work case studies.

Social work case studies are detailed narratives that depict real-life scenarios encountered by social workers in their professional social work casework practice.

Social work case studies present the challenges, dilemmas, and complexities faced by social workers when working with individuals, families, or communities.

They provide a comprehensive account of the client’s background, presenting issues, and the interventions employed by social workers to address those issues.

Social work case studies may involve a wide range of social work areas, including:

• child welfare
• mental health
• substance abuse
• domestic violence
• homelessness,

If you’re interested in exploring it further, we suggest that you take a look at many sample social work case study assessment resources available.

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With our convenient form builder, you can create your own case study in social work example template, social work case notes example, assessments, or intakes.

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What’s the purpose of social work case studies?

Social work case studies serve multiple purposes:

• They offer a platform for social workers to reflect on their practice, evaluate their decision-making process, and learn from their experiences.
• Social work case studies also serve as educational tools, providing valuable learning opportunities for aspiring social workers. Don’t hesitate to explore existing sample social work case study assessment resources.
• They help develop critical thinking skills, enhance empathy, and deepen understanding of the various factors that influence client situations.
• Social work case studies contribute to the advancement of the social casework profession by providing evidence-based insights and best practices that can inform future interventions and policies.

With case study in social work example topics and purpose explained, it’s time to go over social work case studies examples format.

Do you have a social work case study examples PDF or social work case study report sample PDF that you’d like to share with our audience? Get in touch with Social Work Portal Team .

Overview of Case Study Format Social Work

When it comes to understanding the case study format social work practitioners use, there are several key elements to keep in mind:

• Introduction
• Problem Statement
• Intervention Strategies
• Discussion and Analysis

Remember that the specific case study format social work structure may vary depending on the purpose, guidelines, and requirements set by the educational institution or organization. It is important to follow any specific instructions provided and adapt the case study format social work structure accordingly.

Make sure to check sample social work case study assessment resources to get a good idea of the social work case study format.

Now that we’ve covered the case study format social work structure, we’ll move into an overview of the purpose of social work case study template and social work case study format.

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Do you know of any social work case study examples PDF or social work case study report sample PDF that you’d like to share with our readers? Do you have tips for the best social work case study template format? If so, contact the Social Work Portal Team .

A case study template social work practitioners use serves as a structured framework for documenting and analyzing the complexities of a client’s situation and the interventions employed by social workers.

This social work case study template provides a systematic approach to capturing key information, assessing the client’s needs, and evaluating the outcomes of the interventions implemented.

By following a standardized template and social work case study format, social workers can ensure consistency and clarity in presenting the case study findings.

Purpose of Case Study Template Social Work

The social work case presentation and template help organize information in a logical manner, facilitating communication among professionals and enabling effective collaboration and consultation.

Moreover, a case study template social work encourages adherence to ethical guidelines and principles throughout the documentation process.

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With a clear understanding of the social work case study template and case study format social work, it’s time to look at more specific social work case study examples.

Related: Best Introduction to Social Work with Examples

Social Work Case Studies Examples & Sample Social Work Case Study Assessment

We have prepared two brief social work case study examples to give you an idea of what may go into social work case presentation.

In our social work case studies examples, we’ll give you a brief mock-up of what goes in a simple case study template social work.

It is more of a social work case presentation to give you an idea of social work case studies examples and how it could look in practice,

Our first example of case study in social work is a brief social work case study examples and answers type that deals with supporting a teenager with substance abuse issues.

Supporting a Teenager with Substance Abuse Issues – Social Work Case Study Examples and Answers

Introduction: This sample social work case study assessment focuses on John, a 15-year-old boy who has been struggling with substance abuse. He comes from a low-income family and has been involved in risky behaviors, affecting his academic performance and relationships.

Assessment and Analysis: The social worker conducts a comprehensive assessment and identifies underlying factors contributing to John’s substance abuse, such as peer pressure, family conflicts, and limited access to positive recreational activities. It is noted that John has a strong desire to overcome his addiction and improve his life.

Goals and Objectives: The primary goal is to support John in achieving sobriety and developing healthy coping mechanisms. Objectives include connecting him with a substance abuse counselor, engaging his family in therapy, and exploring educational and vocational opportunities.

Interventions: The social worker facilitates individual counseling for John, conducts family therapy sessions to address underlying family issues, assists in enrolling John in an after-school program, and connects him with community support groups.

Evaluation and Outcomes: Over time, John successfully completes a substance abuse treatment program, maintains sobriety, improves his academic performance, and strengthens family relationships. The evaluation reveals increased resilience and a renewed sense of hope for John’s future.

Please note that these are just brief social work case studies examples and that real-life social work case presentation will be much more extensive and detailed.

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Next, we’ll take a look at one of social work case study examples that covers a survivor of domestic violence.

Empowering a Survivor of Domestic Violence – Social Work Case Study Examples and Answers

Introduction: This social work case study examples and answers scenario centers on Jane, a 33-year-old woman who has recently escaped an abusive relationship. She has two young children and seeks support in rebuilding her life and ensuring her safety.

Assessment and Analysis: The social worker conducts a comprehensive assessment to understand and assess Jane’s immediate safety concerns. It is found that Jane has limited financial resources, lacks a support network, and experiences significant emotional trauma.

Goals and Objectives: The primary goal is to empower Jane to rebuild her life free from violence. Objectives include securing safe housing, connecting her with counseling services, facilitating legal support, and promoting self-sufficiency.

Interventions: The social worker assists Jane in obtaining a restraining order, connects her with a domestic violence shelter, provides trauma-informed counseling, helps her access financial resources, and supports her in developing a safety plan.

Evaluation and Outcomes: With ongoing support, Jane secures stable housing, engages in individual and group therapy to address trauma, obtains a job, and establishes a support network. The evaluation demonstrates increased self-confidence, improved emotional well-being, and a reduced risk of further violence.

These social work case study examples illustrate the diverse issues social workers deal with.

By examining these social work case study examples, social workers can learn from effective intervention strategies, ethical considerations, and the outcomes achieved.

Social work case studies examples (and case studies in general) contribute to the development of evidence-based practices, inform social work education and training, and highlight the vital role of social workers in promoting social justice, empowerment, casework group work community work, and well-being for individuals.

Do you know of any social work case study examples PDF or social work case study report sample PDF that other social work case work practitioners could leverage? Contact the Social Work Portal Team .

Conclusion | 2024 Guide on Social Work Casework

This social work case planning Social Work Portal guide serves as an invaluable resource for social workers, providing a structured framework to effectively address the needs of their clients.

By following a systematic approach to case planning, social workers can ensure that interventions are tailored to the unique circumstances of each individual or family.

With the aid of casework examples and social work case studies examples, social workers can gain insights and inspiration to develop comprehensive and impactful plans that promote positive outcomes and empower clients on their path to well-being.

To help you with the amazing work, sign up for All-in-One Client & Case Management  and unlock your full potential.

We wish you nothing but success in your work!

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FAQ | Social Case Work Summary

What is casework in social work? What is social casework?

What should social work case study examples pdf contain.

SA social work case study examples PDF should contain comprehensive and well-documented case studies that highlight the key aspects of the social work process.

What are social work case studies?

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Social Work Case Study Questions and Answers

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Published: Jun 14, 2024

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What is a social work case study, example of a social work case study, question 1: what are the main challenges in this case study, question 2: what interventions can be implemented, question 3: what are the ethical considerations in this case study, question 4: what are the potential long-term implications of this case.

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Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
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• Dealing with Nervousness
• Using Visual Aids
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• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
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• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
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• Generative AI and Writing
• Acknowledgments

Definition and Introduction

Case analysis is a problem-based teaching and learning method that involves critically analyzing complex scenarios within an organizational setting for the purpose of placing the student in a “real world” situation and applying reflection and critical thinking skills to contemplate appropriate solutions, decisions, or recommended courses of action. It is considered a more effective teaching technique than in-class role playing or simulation activities. The analytical process is often guided by questions provided by the instructor that ask students to contemplate relationships between the facts and critical incidents described in the case.

Cases generally include both descriptive and statistical elements and rely on students applying abductive reasoning to develop and argue for preferred or best outcomes [i.e., case scenarios rarely have a single correct or perfect answer based on the evidence provided]. Rather than emphasizing theories or concepts, case analysis assignments emphasize building a bridge of relevancy between abstract thinking and practical application and, by so doing, teaches the value of both within a specific area of professional practice.

Given this, the purpose of a case analysis paper is to present a structured and logically organized format for analyzing the case situation. It can be assigned to students individually or as a small group assignment and it may include an in-class presentation component. Case analysis is predominately taught in economics and business-related courses, but it is also a method of teaching and learning found in other applied social sciences disciplines, such as, social work, public relations, education, journalism, and public administration.

Ellet, William. The Case Study Handbook: A Student's Guide . Revised Edition. Boston, MA: Harvard Business School Publishing, 2018; Christoph Rasche and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Analysis . Writing Center, Baruch College; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

How to Approach Writing a Case Analysis Paper

The organization and structure of a case analysis paper can vary depending on the organizational setting, the situation, and how your professor wants you to approach the assignment. Nevertheless, preparing to write a case analysis paper involves several important steps. As Hawes notes, a case analysis assignment “...is useful in developing the ability to get to the heart of a problem, analyze it thoroughly, and to indicate the appropriate solution as well as how it should be implemented” [p.48]. This statement encapsulates how you should approach preparing to write a case analysis paper.

Before you begin to write your paper, consider the following analytical procedures:

• Review the case to get an overview of the situation . A case can be only a few pages in length, however, it is most often very lengthy and contains a significant amount of detailed background information and statistics, with multilayered descriptions of the scenario, the roles and behaviors of various stakeholder groups, and situational events. Therefore, a quick reading of the case will help you gain an overall sense of the situation and illuminate the types of issues and problems that you will need to address in your paper. If your professor has provided questions intended to help frame your analysis, use them to guide your initial reading of the case.
• Read the case thoroughly . After gaining a general overview of the case, carefully read the content again with the purpose of understanding key circumstances, events, and behaviors among stakeholder groups. Look for information or data that appears contradictory, extraneous, or misleading. At this point, you should be taking notes as you read because this will help you develop a general outline of your paper. The aim is to obtain a complete understanding of the situation so that you can begin contemplating tentative answers to any questions your professor has provided or, if they have not provided, developing answers to your own questions about the case scenario and its connection to the course readings,lectures, and class discussions.
• Determine key stakeholder groups, issues, and events and the relationships they all have to each other . As you analyze the content, pay particular attention to identifying individuals, groups, or organizations described in the case and identify evidence of any problems or issues of concern that impact the situation in a negative way. Other things to look for include identifying any assumptions being made by or about each stakeholder, potential biased explanations or actions, explicit demands or ultimatums , and the underlying concerns that motivate these behaviors among stakeholders. The goal at this stage is to develop a comprehensive understanding of the situational and behavioral dynamics of the case and the explicit and implicit consequences of each of these actions.
• Identify the core problems . The next step in most case analysis assignments is to discern what the core [i.e., most damaging, detrimental, injurious] problems are within the organizational setting and to determine their implications. The purpose at this stage of preparing to write your analysis paper is to distinguish between the symptoms of core problems and the core problems themselves and to decide which of these must be addressed immediately and which problems do not appear critical but may escalate over time. Identify evidence from the case to support your decisions by determining what information or data is essential to addressing the core problems and what information is not relevant or is misleading.
• Explore alternative solutions . As noted, case analysis scenarios rarely have only one correct answer. Therefore, it is important to keep in mind that the process of analyzing the case and diagnosing core problems, while based on evidence, is a subjective process open to various avenues of interpretation. This means that you must consider alternative solutions or courses of action by critically examining strengths and weaknesses, risk factors, and the differences between short and long-term solutions. For each possible solution or course of action, consider the consequences they may have related to their implementation and how these recommendations might lead to new problems. Also, consider thinking about your recommended solutions or courses of action in relation to issues of fairness, equity, and inclusion.
• Decide on a final set of recommendations . The last stage in preparing to write a case analysis paper is to assert an opinion or viewpoint about the recommendations needed to help resolve the core problems as you see them and to make a persuasive argument for supporting this point of view. Prepare a clear rationale for your recommendations based on examining each element of your analysis. Anticipate possible obstacles that could derail their implementation. Consider any counter-arguments that could be made concerning the validity of your recommended actions. Finally, describe a set of criteria and measurable indicators that could be applied to evaluating the effectiveness of your implementation plan.

Use these steps as the framework for writing your paper. Remember that the more detailed you are in taking notes as you critically examine each element of the case, the more information you will have to draw from when you begin to write. This will save you time.

NOTE : If the process of preparing to write a case analysis paper is assigned as a student group project, consider having each member of the group analyze a specific element of the case, including drafting answers to the corresponding questions used by your professor to frame the analysis. This will help make the analytical process more efficient and ensure that the distribution of work is equitable. This can also facilitate who is responsible for drafting each part of the final case analysis paper and, if applicable, the in-class presentation.

Framework for Case Analysis . College of Management. University of Massachusetts; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Rasche, Christoph and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Study Analysis . University of Arizona Global Campus Writing Center; Van Ness, Raymond K. A Guide to Case Analysis . School of Business. State University of New York, Albany; Writing a Case Analysis . Business School, University of New South Wales.

Structure and Writing Style

A case analysis paper should be detailed, concise, persuasive, clearly written, and professional in tone and in the use of language . As with other forms of college-level academic writing, declarative statements that convey information, provide a fact, or offer an explanation or any recommended courses of action should be based on evidence. If allowed by your professor, any external sources used to support your analysis, such as course readings, should be properly cited under a list of references. The organization and structure of case analysis papers can vary depending on your professor’s preferred format, but its structure generally follows the steps used for analyzing the case.

Introduction

The introduction should provide a succinct but thorough descriptive overview of the main facts, issues, and core problems of the case . The introduction should also include a brief summary of the most relevant details about the situation and organizational setting. This includes defining the theoretical framework or conceptual model on which any questions were used to frame your analysis.

Following the rules of most college-level research papers, the introduction should then inform the reader how the paper will be organized. This includes describing the major sections of the paper and the order in which they will be presented. Unless you are told to do so by your professor, you do not need to preview your final recommendations in the introduction. U nlike most college-level research papers , the introduction does not include a statement about the significance of your findings because a case analysis assignment does not involve contributing new knowledge about a research problem.

Background Analysis

Background analysis can vary depending on any guiding questions provided by your professor and the underlying concept or theory that the case is based upon. In general, however, this section of your paper should focus on:

• Providing an overarching analysis of problems identified from the case scenario, including identifying events that stakeholders find challenging or troublesome,
• Identifying assumptions made by each stakeholder and any apparent biases they may exhibit,
• Describing any demands or claims made by or forced upon key stakeholders, and
• Highlighting any issues of concern or complaints expressed by stakeholders in response to those demands or claims.

These aspects of the case are often in the form of behavioral responses expressed by individuals or groups within the organizational setting. However, note that problems in a case situation can also be reflected in data [or the lack thereof] and in the decision-making, operational, cultural, or institutional structure of the organization. Additionally, demands or claims can be either internal and external to the organization [e.g., a case analysis involving a president considering arms sales to Saudi Arabia could include managing internal demands from White House advisors as well as demands from members of Congress].

Throughout this section, present all relevant evidence from the case that supports your analysis. Do not simply claim there is a problem, an assumption, a demand, or a concern; tell the reader what part of the case informed how you identified these background elements.

Identification of Problems

In most case analysis assignments, there are problems, and then there are problems . Each problem can reflect a multitude of underlying symptoms that are detrimental to the interests of the organization. The purpose of identifying problems is to teach students how to differentiate between problems that vary in severity, impact, and relative importance. Given this, problems can be described in three general forms: those that must be addressed immediately, those that should be addressed but the impact is not severe, and those that do not require immediate attention and can be set aside for the time being.

All of the problems you identify from the case should be identified in this section of your paper, with a description based on evidence explaining the problem variances. If the assignment asks you to conduct research to further support your assessment of the problems, include this in your explanation. Remember to cite those sources in a list of references. Use specific evidence from the case and apply appropriate concepts, theories, and models discussed in class or in relevant course readings to highlight and explain the key problems [or problem] that you believe must be solved immediately and describe the underlying symptoms and why they are so critical.

Alternative Solutions

This section is where you provide specific, realistic, and evidence-based solutions to the problems you have identified and make recommendations about how to alleviate the underlying symptomatic conditions impacting the organizational setting. For each solution, you must explain why it was chosen and provide clear evidence to support your reasoning. This can include, for example, course readings and class discussions as well as research resources, such as, books, journal articles, research reports, or government documents. In some cases, your professor may encourage you to include personal, anecdotal experiences as evidence to support why you chose a particular solution or set of solutions. Using anecdotal evidence helps promote reflective thinking about the process of determining what qualifies as a core problem and relevant solution .

Throughout this part of the paper, keep in mind the entire array of problems that must be addressed and describe in detail the solutions that might be implemented to resolve these problems.

Recommended Courses of Action

In some case analysis assignments, your professor may ask you to combine the alternative solutions section with your recommended courses of action. However, it is important to know the difference between the two. A solution refers to the answer to a problem. A course of action refers to a procedure or deliberate sequence of activities adopted to proactively confront a situation, often in the context of accomplishing a goal. In this context, proposed courses of action are based on your analysis of alternative solutions. Your description and justification for pursuing each course of action should represent the overall plan for implementing your recommendations.

For each course of action, you need to explain the rationale for your recommendation in a way that confronts challenges, explains risks, and anticipates any counter-arguments from stakeholders. Do this by considering the strengths and weaknesses of each course of action framed in relation to how the action is expected to resolve the core problems presented, the possible ways the action may affect remaining problems, and how the recommended action will be perceived by each stakeholder.

In addition, you should describe the criteria needed to measure how well the implementation of these actions is working and explain which individuals or groups are responsible for ensuring your recommendations are successful. In addition, always consider the law of unintended consequences. Outline difficulties that may arise in implementing each course of action and describe how implementing the proposed courses of action [either individually or collectively] may lead to new problems [both large and small].

Throughout this section, you must consider the costs and benefits of recommending your courses of action in relation to uncertainties or missing information and the negative consequences of success.

The conclusion should be brief and introspective. Unlike a research paper, the conclusion in a case analysis paper does not include a summary of key findings and their significance, a statement about how the study contributed to existing knowledge, or indicate opportunities for future research.

Begin by synthesizing the core problems presented in the case and the relevance of your recommended solutions. This can include an explanation of what you have learned about the case in the context of your answers to the questions provided by your professor. The conclusion is also where you link what you learned from analyzing the case with the course readings or class discussions. This can further demonstrate your understanding of the relationships between the practical case situation and the theoretical and abstract content of assigned readings and other course content.

Problems to Avoid

The literature on case analysis assignments often includes examples of difficulties students have with applying methods of critical analysis and effectively reporting the results of their assessment of the situation. A common reason cited by scholars is that the application of this type of teaching and learning method is limited to applied fields of social and behavioral sciences and, as a result, writing a case analysis paper can be unfamiliar to most students entering college.

After you have drafted your paper, proofread the narrative flow and revise any of these common errors:

• Unnecessary detail in the background section . The background section should highlight the essential elements of the case based on your analysis. Focus on summarizing the facts and highlighting the key factors that become relevant in the other sections of the paper by eliminating any unnecessary information.
• Analysis relies too much on opinion . Your analysis is interpretive, but the narrative must be connected clearly to evidence from the case and any models and theories discussed in class or in course readings. Any positions or arguments you make should be supported by evidence.
• Analysis does not focus on the most important elements of the case . Your paper should provide a thorough overview of the case. However, the analysis should focus on providing evidence about what you identify are the key events, stakeholders, issues, and problems. Emphasize what you identify as the most critical aspects of the case to be developed throughout your analysis. Be thorough but succinct.
• Writing is too descriptive . A paper with too much descriptive information detracts from your analysis of the complexities of the case situation. Questions about what happened, where, when, and by whom should only be included as essential information leading to your examination of questions related to why, how, and for what purpose.
• Inadequate definition of a core problem and associated symptoms . A common error found in case analysis papers is recommending a solution or course of action without adequately defining or demonstrating that you understand the problem. Make sure you have clearly described the problem and its impact and scope within the organizational setting. Ensure that you have adequately described the root causes w hen describing the symptoms of the problem.
• Recommendations lack specificity . Identify any use of vague statements and indeterminate terminology, such as, “A particular experience” or “a large increase to the budget.” These statements cannot be measured and, as a result, there is no way to evaluate their successful implementation. Provide specific data and use direct language in describing recommended actions.
• Unrealistic, exaggerated, or unattainable recommendations . Review your recommendations to ensure that they are based on the situational facts of the case. Your recommended solutions and courses of action must be based on realistic assumptions and fit within the constraints of the situation. Also note that the case scenario has already happened, therefore, any speculation or arguments about what could have occurred if the circumstances were different should be revised or eliminated.

Bee, Lian Song et al. "Business Students' Perspectives on Case Method Coaching for Problem-Based Learning: Impacts on Student Engagement and Learning Performance in Higher Education." Education & Training 64 (2022): 416-432; The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Georgallis, Panikos and Kayleigh Bruijn. "Sustainability Teaching using Case-Based Debates." Journal of International Education in Business 15 (2022): 147-163; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Georgallis, Panikos, and Kayleigh Bruijn. "Sustainability Teaching Using Case-based Debates." Journal of International Education in Business 15 (2022): 147-163; .Dean,  Kathy Lund and Charles J. Fornaciari. "How to Create and Use Experiential Case-Based Exercises in a Management Classroom." Journal of Management Education 26 (October 2002): 586-603; Klebba, Joanne M. and Janet G. Hamilton. "Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course." Journal of Marketing Education 29 (August 2007): 132-137, 139; Klein, Norman. "The Case Discussion Method Revisited: Some Questions about Student Skills." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 30-32; Mukherjee, Arup. "Effective Use of In-Class Mini Case Analysis for Discovery Learning in an Undergraduate MIS Course." The Journal of Computer Information Systems 40 (Spring 2000): 15-23; Pessoa, Silviaet al. "Scaffolding the Case Analysis in an Organizational Behavior Course: Making Analytical Language Explicit." Journal of Management Education 46 (2022): 226-251: Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Schweitzer, Karen. "How to Write and Format a Business Case Study." ThoughtCo. https://www.thoughtco.com/how-to-write-and-format-a-business-case-study-466324 (accessed December 5, 2022); Reddy, C. D. "Teaching Research Methodology: Everything's a Case." Electronic Journal of Business Research Methods 18 (December 2020): 178-188; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

Writing Tip

Ca se Study and Case Analysis Are Not the Same!

Confusion often exists between what it means to write a paper that uses a case study research design and writing a paper that analyzes a case; they are two different types of approaches to learning in the social and behavioral sciences. Professors as well as educational researchers contribute to this confusion because they often use the term "case study" when describing the subject of analysis for a case analysis paper. But you are not studying a case for the purpose of generating a comprehensive, multi-faceted understanding of a research problem. R ather, you are critically analyzing a specific scenario to argue logically for recommended solutions and courses of action that lead to optimal outcomes applicable to professional practice.

To avoid any confusion, here are twelve characteristics that delineate the differences between writing a paper using the case study research method and writing a case analysis paper:

• Case study is a method of in-depth research and rigorous inquiry ; case analysis is a reliable method of teaching and learning . A case study is a modality of research that investigates a phenomenon for the purpose of creating new knowledge, solving a problem, or testing a hypothesis using empirical evidence derived from the case being studied. Often, the results are used to generalize about a larger population or within a wider context. The writing adheres to the traditional standards of a scholarly research study. A case analysis is a pedagogical tool used to teach students how to reflect and think critically about a practical, real-life problem in an organizational setting.
• The researcher is responsible for identifying the case to study; a case analysis is assigned by your professor . As the researcher, you choose the case study to investigate in support of obtaining new knowledge and understanding about the research problem. The case in a case analysis assignment is almost always provided, and sometimes written, by your professor and either given to every student in class to analyze individually or to a small group of students, or students select a case to analyze from a predetermined list.
• A case study is indeterminate and boundless; a case analysis is predetermined and confined . A case study can be almost anything [see item 9 below] as long as it relates directly to examining the research problem. This relationship is the only limit to what a researcher can choose as the subject of their case study. The content of a case analysis is determined by your professor and its parameters are well-defined and limited to elucidating insights of practical value applied to practice.
• Case study is fact-based and describes actual events or situations; case analysis can be entirely fictional or adapted from an actual situation . The entire content of a case study must be grounded in reality to be a valid subject of investigation in an empirical research study. A case analysis only needs to set the stage for critically examining a situation in practice and, therefore, can be entirely fictional or adapted, all or in-part, from an actual situation.
• Research using a case study method must adhere to principles of intellectual honesty and academic integrity; a case analysis scenario can include misleading or false information . A case study paper must report research objectively and factually to ensure that any findings are understood to be logically correct and trustworthy. A case analysis scenario may include misleading or false information intended to deliberately distract from the central issues of the case. The purpose is to teach students how to sort through conflicting or useless information in order to come up with the preferred solution. Any use of misleading or false information in academic research is considered unethical.
• Case study is linked to a research problem; case analysis is linked to a practical situation or scenario . In the social sciences, the subject of an investigation is most often framed as a problem that must be researched in order to generate new knowledge leading to a solution. Case analysis narratives are grounded in real life scenarios for the purpose of examining the realities of decision-making behavior and processes within organizational settings. A case analysis assignments include a problem or set of problems to be analyzed. However, the goal is centered around the act of identifying and evaluating courses of action leading to best possible outcomes.
• The purpose of a case study is to create new knowledge through research; the purpose of a case analysis is to teach new understanding . Case studies are a choice of methodological design intended to create new knowledge about resolving a research problem. A case analysis is a mode of teaching and learning intended to create new understanding and an awareness of uncertainty applied to practice through acts of critical thinking and reflection.
• A case study seeks to identify the best possible solution to a research problem; case analysis can have an indeterminate set of solutions or outcomes . Your role in studying a case is to discover the most logical, evidence-based ways to address a research problem. A case analysis assignment rarely has a single correct answer because one of the goals is to force students to confront the real life dynamics of uncertainly, ambiguity, and missing or conflicting information within professional practice. Under these conditions, a perfect outcome or solution almost never exists.
• Case study is unbounded and relies on gathering external information; case analysis is a self-contained subject of analysis . The scope of a case study chosen as a method of research is bounded. However, the researcher is free to gather whatever information and data is necessary to investigate its relevance to understanding the research problem. For a case analysis assignment, your professor will often ask you to examine solutions or recommended courses of action based solely on facts and information from the case.
• Case study can be a person, place, object, issue, event, condition, or phenomenon; a case analysis is a carefully constructed synopsis of events, situations, and behaviors . The research problem dictates the type of case being studied and, therefore, the design can encompass almost anything tangible as long as it fulfills the objective of generating new knowledge and understanding. A case analysis is in the form of a narrative containing descriptions of facts, situations, processes, rules, and behaviors within a particular setting and under a specific set of circumstances.
• Case study can represent an open-ended subject of inquiry; a case analysis is a narrative about something that has happened in the past . A case study is not restricted by time and can encompass an event or issue with no temporal limit or end. For example, the current war in Ukraine can be used as a case study of how medical personnel help civilians during a large military conflict, even though circumstances around this event are still evolving. A case analysis can be used to elicit critical thinking about current or future situations in practice, but the case itself is a narrative about something finite and that has taken place in the past.
• Multiple case studies can be used in a research study; case analysis involves examining a single scenario . Case study research can use two or more cases to examine a problem, often for the purpose of conducting a comparative investigation intended to discover hidden relationships, document emerging trends, or determine variations among different examples. A case analysis assignment typically describes a stand-alone, self-contained situation and any comparisons among cases are conducted during in-class discussions and/or student presentations.

The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Yin, Robert K. Case Study Research and Applications: Design and Methods . 6th edition. Thousand Oaks, CA: Sage, 2017; Crowe, Sarah et al. “The Case Study Approach.” BMC Medical Research Methodology 11 (2011):  doi: 10.1186/1471-2288-11-100; Yin, Robert K. Case Study Research: Design and Methods . 4th edition. Thousand Oaks, CA: Sage Publishing; 1994.

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Reading and Case Study Analysis for Social Work

Professor betty kramer, social work 821.

The purpose of this initial assignment is to demonstrate your understanding of the readings and your ability to apply course content to the mental health challenges faced by an elder and their family.

Instructions:

• Review lecture notes from Week 1 and all required readings for Week 1 and Week 2.
• Read the attached case study.
• Preliminary Assessment (Suspicions): Given what Vanessa shares with you, what might you initially suspect is causing her mother’s symptoms and why?  Be specific and provide and cite evidence from the reading to support your preliminary assessment.
• Engagement & the Clinical Interview: You will need to do a home visit to initiate the assessment.  What will you do in advance to prepare for the interview? How will you approach Mrs. Johnson?  What will want to accomplish during this home visit?
• Please list the various domains that you believe will be important to investigate as part of the assessment to determine the cause of Mrs. Johnson’s symptoms and the most appropriate care plan. Be sure to list the mental status tests and medical tests that you feel should be completed (see Ch. 4 McKinnis, 2009; Ch. 6 in Zarit & Zarit).  [Note: it is acceptable to provide bulleted list of points in response to these particular questions]
• Describe how that data will be collected (and by whom)?
• Provide a brief rationale for the assessment domains that will be included.
• Possible Recommendations: Assuming your preliminary assessment turns out to be correct, name 2-3 primary recommendations that you might make to Mrs. Johnson and her family? 
• Submit paper to Learn@UW dropobox by 9:00 a.m. before week 2 of class.

Daughter Requests Case Manager Consultation for her mother: Mrs. Johnson

Mrs. Johnson (Mrs. J.) is a 78-year-old, African American woman who lives in a small Midwestern city. About a year ago, her husband died suddenly of a stroke, leaving Mrs. J. to live alone in her home of 52 years. It was the home where she had raised her three children, all of whom graduated from college, have professional careers, and now live in other parts of the state. Her family is a source of pride, and her home has numerous pictures of her children and grandchildren.

About 3 months ago, Mrs. J.’s oldest daughter, Vanessa, got a call from one of the neighbors. Vanessa lives a 4-hour drive from her mother—a drive that can often be longer in bad weather. The neighbor stated that Mrs. J. had walked to the neighborhood store in her pajamas and slippers. Because Mrs. J. has lived in the community for several years, people have been watching out for her since her husband died, and someone gave her a ride back home. Mrs. J. doesn’t drive, and the temperature was fairly chilly that day.

As a result of the call, Vanessa went to Mrs. J.’s home for a visit. Although she and her siblings had been calling Mrs. J. regularly, no one had been to the family home in about 7 months. Vanessa was shocked at what she saw. Mrs. J. had been a cook in a school cafeteria earlier in life and always kept her own kitchen spotless. But now the house was in disarray with several dirty pots and pans scattered throughout different rooms. In addition, odd things were in the refrigerator such as a light bulb and several pieces of mail. Many of the food products were out of date, and there was a foul smell in the kitchen. Trash covered the counters and floor.

Vanessa contacted her siblings to ask them if their mother had told any of them that she wasn’t feeling well. Her brother, Anthony, remarked that their mother would often talk about Mr. J. in the present tense—but he thought that it was just her grief about his death. The younger brother, Darius, reported that his wife was typically the one who called their mother—about once a month. He didn’t know if there had been any problems—his wife never said anything about it to him. Vanessa also contacted the pastor of her church, Rev. M. He stated that Mrs. J. had been walking to church on Sundays, as usual, but he did notice that she left early a few times and other times seemed to come to service late. But like the brother, Anthony, he thought that this behavior was probably a grief reaction to the loss of her husband.

A final shock to Vanessa was when she went through her mother’s mail. There were several overdue bills and one urgent notice that the electricity was going to be cut off if the balance wasn’t paid. She owed several hundred dollars in past due heating, electric, and telephone bills.

Vanessa contacted her mother’s primary care physician (Dr. P.) who said that he had last seen Mrs. J. for her regular checkup 6 months earlier and that she had missed her last appointment a week ago. Dr. P. said that her staff had called to make another appointment but that her mother hadn’t called them back yet.  Mrs. J. is being treated with medication for arthritis, hypertension, and gastroesophogeal reflux (GERD). Her weight was stable, and her only complaint was some difficulty staying asleep at night. Dr. P. reported that her mother’s mood was sad but had improved some in the month before the last visit. The doctor asked about memory and concentration, but her mother denied having any problems with memory. Imagine that you a case manager at the local Senior Coalition.  Vanessa is calling you to seek advice about what to do. She would like you to do an assessment to help her determine what is wrong and how she can best help her mother.

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A Case for Case Studies in Social Work Research

Jane F. Gilgun, PhD, LICSW, is associate professor, School of Social Work, University of Minnesota, 224 Church Street, SE, Minneapolis, MN 55455.

• Article contents
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Jane F. Gilgun, A Case for Case Studies in Social Work Research, Social Work , Volume 39, Issue 4, July 1994, Pages 371–380, https://doi.org/10.1093/sw/39.4.371

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Case study research is a good fit with many forms of social work practice. Although disparaged as uncontrolled and uninterpretable, the case study has great potential for building social work knowledge for assessment, intervention, and outcome. This article defines case study research, presents guidelines for evaluating case studies, and shows the relevance of case studies to social work research. Guidelines for evaluation also are guidelines for developing and interpreting case studies that will meet the rigorous demands of scientific research and be useful to social work practitioners.

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• What Is a Case Study? | Definition, Examples & Methods

What Is a Case Study? | Definition, Examples & Methods

Published on May 8, 2019 by Shona McCombes . Revised on November 20, 2023.

A case study is a detailed study of a specific subject, such as a person, group, place, event, organization, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research.

A case study research design usually involves qualitative methods , but quantitative methods are sometimes also used. Case studies are good for describing , comparing, evaluating and understanding different aspects of a research problem .

Table of contents

When to do a case study, step 1: select a case, step 2: build a theoretical framework, step 3: collect your data, step 4: describe and analyze the case, other interesting articles.

A case study is an appropriate research design when you want to gain concrete, contextual, in-depth knowledge about a specific real-world subject. It allows you to explore the key characteristics, meanings, and implications of the case.

Case studies are often a good choice in a thesis or dissertation . They keep your project focused and manageable when you don’t have the time or resources to do large-scale research.

You might use just one complex case study where you explore a single subject in depth, or conduct multiple case studies to compare and illuminate different aspects of your research problem.

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Once you have developed your problem statement and research questions , you should be ready to choose the specific case that you want to focus on. A good case study should have the potential to:

• Provide new or unexpected insights into the subject
• Challenge or complicate existing assumptions and theories
• Propose practical courses of action to resolve a problem
• Open up new directions for future research

TipIf your research is more practical in nature and aims to simultaneously investigate an issue as you solve it, consider conducting action research instead.

Unlike quantitative or experimental research , a strong case study does not require a random or representative sample. In fact, case studies often deliberately focus on unusual, neglected, or outlying cases which may shed new light on the research problem.

Example of an outlying case studyIn the 1960s the town of Roseto, Pennsylvania was discovered to have extremely low rates of heart disease compared to the US average. It became an important case study for understanding previously neglected causes of heart disease.

However, you can also choose a more common or representative case to exemplify a particular category, experience or phenomenon.

Example of a representative case studyIn the 1920s, two sociologists used Muncie, Indiana as a case study of a typical American city that supposedly exemplified the changing culture of the US at the time.

While case studies focus more on concrete details than general theories, they should usually have some connection with theory in the field. This way the case study is not just an isolated description, but is integrated into existing knowledge about the topic. It might aim to:

• Exemplify a theory by showing how it explains the case under investigation
• Expand on a theory by uncovering new concepts and ideas that need to be incorporated
• Challenge a theory by exploring an outlier case that doesn’t fit with established assumptions

To ensure that your analysis of the case has a solid academic grounding, you should conduct a literature review of sources related to the topic and develop a theoretical framework . This means identifying key concepts and theories to guide your analysis and interpretation.

There are many different research methods you can use to collect data on your subject. Case studies tend to focus on qualitative data using methods such as interviews , observations , and analysis of primary and secondary sources (e.g., newspaper articles, photographs, official records). Sometimes a case study will also collect quantitative data.

Example of a mixed methods case studyFor a case study of a wind farm development in a rural area, you could collect quantitative data on employment rates and business revenue, collect qualitative data on local people’s perceptions and experiences, and analyze local and national media coverage of the development.

The aim is to gain as thorough an understanding as possible of the case and its context.

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In writing up the case study, you need to bring together all the relevant aspects to give as complete a picture as possible of the subject.

How you report your findings depends on the type of research you are doing. Some case studies are structured like a standard scientific paper or thesis , with separate sections or chapters for the methods , results and discussion .

Others are written in a more narrative style, aiming to explore the case from various angles and analyze its meanings and implications (for example, by using textual analysis or discourse analysis ).

In all cases, though, make sure to give contextual details about the case, connect it back to the literature and theory, and discuss how it fits into wider patterns or debates.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Degrees of freedom
• Null hypothesis
• Discourse analysis
• Control groups
• Mixed methods research
• Non-probability sampling
• Quantitative research
• Ecological validity

Research bias

• Rosenthal effect
• Implicit bias
• Cognitive bias
• Selection bias
• Negativity bias
• Status quo bias

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NASW Standards for Social Work Case Management

©2013 National Association of Social Workers. All Rights Reserved.

Standards for Social Work Case Management Introduction Background Goals of the Standards Definitions Guiding Principles Standards with Interpretations Standard 1: Ethics and Values Standard 2: Qualifications Standard 3: Knowledge Standard 4: Cultural and Linguistic Competence Standard 5: Assessment Standard 6: Service Planning, Implementation, and Monitoring Standard 7: Advocacy and Leadership Standard 8: Interdisciplinary and Interorganizational Collaboration Standard 9: Practice Evaluation and Improvement Standard 10: Record Keeping Standard 11: Workload Sustainability Standard 12: Professional Development and Competence References Acknowledgments

Standards for Social Work Case Management

Standard 1. Ethics and Values The social work case manager shall adhere to and promote the ethics and values of the social work profession, using the NASW Code of Ethics as a guide to ethical decision making in case management practice.

Standard 2. Qualifications The social work case manager shall possess a baccalaureate or advanced degree in social work from a school or program accredited by the Council on Social Work Education; shall comply with the licensing and certification requirements of the state(s) or jurisdiction(s) in which she or he practices; and shall possess the skills and professional experience necessary to practice social work case management.

Standard 3. Knowledge The social work case manager shall acquire and maintain knowledge of current theory, evidence-informed practice, sociohistorical context, policy, research, and evaluation methods relevant to case management and the population served, and shall use such information to ensure the quality of case management practice.

Standard 4. Cultural and Linguistic Competence The social work case manager shall provide and facilitate access to culturally and linguistically appropriate services, consistent with the NASW Indicators for the Achievement of the NASW Standards for Cultural Competence in Social Work Practice.

Standard 5. Assessment The social work case manager shall engage clients—and, when appropriate, other members of client systems—in an ongoing information-gathering and decision-making process to help clients< identify their goals, strengths, and challenges.

Standard 6. Service Planning, Implementation, and Monitoring The social work case manager shall collaborate with clients to plan, implement, monitor, and amend individualized services that promote clients’ strengths, advance clients’ well-being, and help clients achieve their goals. Case management service plans shall be based on meaningful assessments and shall have specific, attainable, measurable objectives.

Standard 7. Advocacy and Leadership The social work case manager shall advocate for the rights, decisions, strengths, and needs of clients and shall promote clients’ access to resources, supports, and services.

Standard 8. Interdisciplinary and Interorganizational Collaboration The social work case manager shall promote collaboration among colleagues and organizations to enhance service delivery and facilitate client goal attainment.

Standard 9. Practice Evaluation and Improvement The social work case manager shall participate in ongoing, formal evaluation of her or his practice to advance client well-being, assess the appropriateness and effectiveness of services and supports, ensure competence, and improve practice.

Standard 10. Record Keeping The social work case manager shall document all case management activities in the appropriate client record in a timely manner. Social work documentation shall be recorded on paper or electronically and shall be prepared, completed, secured, maintained, and disclosed in accordance with regulatory, legislative, statutory, and organizational requirements.

Standard 11. Workload Sustainability The social work case manager shall responsibly advocate for a caseload and scope of work that permit high-quality planning, provision, and evaluation of case management services.

Standard 12. Professional Development and Competence The social work case manager shall assume personal responsibility for her or his professional development and competence in accordance with the NASW Code of Ethics , the NASW Standards for Continuing Professional Education , and the licensure or certification requirements of the state(s) or jurisdiction(s) in which the social worker practices.

Introduction

Case management dates its development to the emergence of the social work profession and remains integral to 21st-century social work practice. According to NASW’s benchmark study of licensed social workers in the United States, case management is a component of many social work jobs, and “significant numbers of social workers report spending more than half their time” on case management responsibilities (Whitaker, Weismiller, & Clark, 2006, p. 19). Nurses and other professionals also practice case management, and peer counselors (often referred to as peer support specialists ) have begun to play a role in the field.

More than a century after its emergence, case management has garnered renewed attention. Amid mounting constraints on both public and private funding for education, health care, housing, and social services, coordination of services is increasingly perceived as a strategy to improve service quality and outcomes while decreasing costs (Brown, 2009; Centers for Medicare & Medicaid Services, 2011; Silow-Carroll, Edwards, & Lashbrook, 2011; U.S. Department of Veterans Affairs, 2011). At the same time, additional research demonstrating the effectiveness of various case management models with specific populations is needed (Agency for Healthcare Research and Quality, 2011; Culhane, Parker, Poppe, Gross, & Sykes, 2007; Vanderplasschen, Wolf, Rapp, & Broekaert, 2007). Moreover, with the growing focus on job delegation (Institute of Medicine, 2008), tasks previously performed by case managers in some settings are being divided among multiple personnel, including volunteers (Robert Wood Johnson Foundation, 2009).

Within this context, social work case managers face both opportunities and challenges. With its strengths-based, person-in-environment perspective, the social work profession is well trained to develop and improve support systems (including service delivery systems, resources, opportunities, and naturally occurring social supports) that advance the well-being of individuals, families, and communities. Furthermore, social workers have long recognized that the therapeutic relationship between the practitioner and the client plays an integral role in case management. This expertise positions the social work profession as a leader within the field of case management. However, such leadership requires not only the integration of direct practice skills and administrative strategies, but also continued development of the evidence base for social work case management. These standards are designed to enhance social work case management and to help the public understand the professional social work role in case management.

The profession of social work and the practice of case management emerged simultaneously in the United States during the late 19th and early 20th centuries. Fueled by poverty and other social problems associated with industrialization, urbanization, immigration, and population growth, charity organization societies (COS) and settlement houses sprang up across the United States (Popple, 2008; Stuart, 2008). The complementary and contrasting emphases of the COS and settlement house movements manifest, to some extent, in 21st-century social work case management.

In the first half of the 20th century, social work incorporated psychodynamic perspectives from the field of psychiatry, and social casework was the primary practice approach (McNutt, 2008). The sociopolitical events and movements of the 1960s expanded the theory base of social casework and renewed the social work profession’s emphasis on social action, planning, and policy (McNutt, 2008). Micro-, mezzo-, and macro-level social work practitioners now draw on a variety of theories and techniques, many of which manifest in case management practice. At the same time, the practice area specialization that began within both case management and social work in the early 20th century (Federal Interagency HIV/AIDS Case Management Work Group, 2008) continues to the present day—even as social work case managers work with increasingly diverse, often vulnerable clientele in an ever-broadening array of settings. The following list denotes some, but not all, of the settings and specialties in which social workers practice case management:

• behavioral health care (includes mental health and substance use)
• child welfare and other youth- and family-oriented services
• corrections
• disabilities (cognitive, developmental, physical, and psychiatric)
• education (early childhood through university; lifelong learning programs)
• employee assistance
• health care (including, but not limited to, ambulatory, acute, and rehabilitative care; disease-specific services; maternal health; palliative and hospice care; and public and private health insurance programs)
• immigrant and refugee support services
• income support programs
• long-term services and supports
• services for veterans and active duty military personnel
• tribal services.

Furthermore, social work case managers operate across the public, nonprofit, and for-profit sectors, in both accredited and nonaccredited organizations, and in urban, suburban, rural, and frontier areas. They provide services (with or without clinical supervision, and sometimes as independent practitioners) in offices and facilities, in home- and community-based settings, by telephone, and electronically. Such services may be supported by organizational operating funds, government funding, public or private insurance, other third-party payers, foundation grants, or client funds.

Both the practice of social work case management and the desired outcomes associated with this practice modality vary greatly across sectors, settings, and specialties. Program and job titles also vary; the terms care management, care coordination, service coordination, client navigation, health care navigation and patient navigation describe work that resembles, to varying degrees, case management. Although these terms are sometimes used interchangeably, the choice of terms may reflect underlying philosophical differences, and the program goals and job tasks and functions of each may differ. Significant diversity of opinion exists regarding the differences between case management and these related roles and practices, and rendering such distinctions lies beyond the scope of these standards. Consequently, the terms case management and case manager are used throughout the standards. Nonetheless, these standards may also be useful to social workers whose primary function is described by related terms such as care management or care coordination—practices which, similar to case management, engage clients in the collaborative process of identifying, planning, accessing, advocating for, coordinating, monitoring, and evaluating resources, supports, and services. Such resources, supports, and services may either be located in a single organization or spread across numerous settings.

Even among identically titled programs, however, significant diversity exists. Conceptual differences in case management paradigms, or how an organization perceives the roles of both case managers and clients, influence organizational culture and affect service provision, client population, and outcomes (Moxley, 2011). Thus, a social work case manager may find her or his individual approach more congruent with certain programs, or more effective with certain client populations, than with others. This reality requires social workers not only to understand the culture of their organizations, but also to help each client determine whether the organization’s and practitioner’s approach will best serve the individual’s expectations and needs. Success, as defined by clients, case managers, and organizations alike, is most likely when “consonance…among the case manager’s preferred approach, the value set and experiences of clients, and the culture of the sponsoring organization” (Moxley, 2011, p. 277) exists.

The National Association of Social Workers Standards for Social Work Case Management reflect the current environments in which case management is practiced. For many social workers, these standards reinforce current practices. For others, they provide objectives to achieve and guidelines to assist in practice.

Goals of the Standards

These standards address case management as a specialty area within social work practice. The standards are designed to enhance social workers’ awareness of the values, knowledge, methods, and skills needed to practice case management competently.

Ideally, these standards will stimulate the development of clear guidelines, goals, and objectives related to case management in social work practice, research, policy, and education. The other goals of the standards are

• to inform social workers, policymakers, employers, and the public about case management as a long-standing and continually expanding domain of social work practice
• to improve the quality of social work case management services
• to provide a basis for the development of continuing education materials and programs related to social work case management
• to ensure that social work case management services are guided by the NASW Code of Ethics
• to advocate for clients’ rights to self-determination, confidentiality, access to supportive services and resources, and appropriate inclusion in decision making affecting their well-being
• to encourage social workers to participate in the development and refinement of public policy (at the local, state, and federal levels) to support clients participating in case management
• to encourage social workers to participate in the development, refinement, and integration of best practices in case management and
• to advance the practice of case management as an integral component of organizations and service delivery systems.

Definitions

Case management.

A process to plan, seek, advocate for, and monitor services from different social services or health care organizations and staff on behalf of a client. The process enables social workers in an organization, or in different organizations, to coordinate their efforts to serve a given client through professional teamwork, thus expanding the range of needed services offered. Case management limits problems arising from fragmentation of services, staff turnover, and inadequate coordination among providers. Case management can occur within a single, large organization or within a community program that coordinates services among settings (Barker, 2003).

Social Worker

Within the United States, social worker refers to an individual who possesses a baccalaureate or master’s degree in social work from a school or program accredited by the Council on Social Work Education. Although all 50 states and the District of Columbia license or certify social workers, licensure and certification laws vary by state. Each social worker should be licensed or certified, as applicable and required, at the level appropriate to her or his scope of practice in the practitioner’s jurisdiction(s).

Client and client system

The term client refers to the individual or family who is the recipient of case management services—in other words, whose goals, needs, and strengths constitute the primary focus of case management. (Within these standards, client often refers to an individual; the term family may be substituted if applicable, however.) Each organization’s mission usually defines its clientele; funding sources may also play a role in this determination. In some practice settings or case management models, beneficiary, consumer, patient, peer, resident, or other terms may be used in lieu of client. The client system includes both the client and members of the client’s support network (such as family members, friends, religious communities, or service providers)

Family and family system

Family involvement in case management varies greatly across client populations and practice settings. The term family is defined by each individual and may refer to family of origin, spouses or domestic partners, children, extended family, friends, community elders, or other individuals who support the client participating in case management services. Similar to individual case management clients, family members may cross the life span from childhood to advanced age. Families may support each other emotionally, financially, medically, physically, practically, socially, and spiritually. They may also provide assistance with decision making related to health care, support services, financial or legal matters, and life span planning. Such support, which individuals and families may or may not identify as caregiving, may be provided on an intermittent, part-time, or full-time basis and at close proximity or at a distance from the client participating in case management services. Furthermore, some family members may receive remuneration for caregiving services through consumer-directed programs. The family system includes both the client and the family. For the purposes of these standards, however, the family system does not include individuals whose primary relationship with the client is based on a financial or professional agreement. Nonetheless, such individuals (including, but not limited to, health care professionals, home care workers, attorneys, fiduciary agents, guardians, other service providers, and case managers themselves) constitute an important part of the client system.

Culture influences the values, perceptions, and goals every social worker and client brings to case management. Cultural identification may include, but is not limited to, race, ethnicity, and national origin; migration background, degree of acculturation, and documentation status; socioeconomic class; age; gender, gender identity, and gender expression; sexual orientation; family status; spiritual, religious, and political belief or affiliation; physical, psychiatric, and cognitive ability; and literacy, including health, behavioral health, and financial literacy.

Cultural competence

“The process by which individuals and systems respond respectfully and effectively to people of all cultures, languages, classes, races, ethnic backgrounds, religions, and other diversity factors [including, but not limited to, gender identity and expression, sexual orientation, and family status] in a manner that recognizes, affirms, and values the worth of individuals, families, and communities and protects and preserves the dignity of each” (NASW, 2007, pp. 12–13).

Health and health care

As noted in the Social Work Dictionary (Barker, 2003), NASW supports the World Health Organization (WHO)’s definition of health: “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity” (WHO, 1946, 2011). Within these standards, the terms health and health care refer not only to physical health and medical care, but also to psychosocial well-being and behavioral health care.

Guiding Principles

The primary goal of social work case management is to optimize client functioning and well-being by providing and coordinating high-quality services, in the most effective and efficient manner possible, to individuals with multiple complex needs. Social workers use the following strategies to achieve this goal:

• strengthening the developmental, problem- solving, and coping capacities of clients
• enhancing clients’ ability to interact with and participate in their communities, with respect for each client’s values and goals
• linking people with systems that provide them with resources, services, and opportunities
• increasing the scope and capacity of service delivery systems
• creating and promoting the effective and humane operation of service systems
• contributing to the development and improvement of social policy.

Amid the diversity of program settings, titles, paradigms, and goals, the following characteristics distinguish social work case management:

• Person-centered services. The social work case manager engages the client (and, when appropriate, other members of the family system) in all aspects of case management and tailors services to the client’s needs, preferences, and goals.
• Primacy of client–social worker relationship. The therapeutic relationship or working alliance between the social work case manager and the client is integral to helping the client achieve her or his goals.
• Person-in-environment framework. The social work case manager understands that each individual experiences a mutually influential relationship with her or his physical and social environment and cannot be understood outside of that context. This ecological perspective recognizes that systemic injustice and oppression underlie many challenges faced by clients.
• Strengths perspective. Rather than focus on pathology, the social work case manager elicits, supports, and builds on the resilience and potential for growth and development inherent in each individual. Client strengths and assets may be intrapersonal, found within the environment, or developed in response to the environment.
• Collaborative teamwork. The social work case manager does not work in isolation. Collaboration with other social workers, other disciplines, and other organizations is integral to the case management process.
• Intervention at the micro, mezzo, and macro levels. The social work case manager uses a variety of approaches to effect change in individuals, families, groups, communities, organizations, systems, and policies. Advocacy for systemic change plays a key role.

Similarly, although the roles and responsibilities of individual social work case managers may vary considerably depending on program or system objectives, some core functions are common to social work case management:

• engagement with clients
• assessment of client priorities, strengths, and challenges
• development and implementation of a care plan
• monitoring of service delivery
• evaluation of outcomes
• closure (including termination or transition follow-up).

The following standards address, in greater detail, aspects of practice integral to social work case management.

Standards with Interpretations

Standard 1. ethics and values.

The social work case manager shall adhere to and promote the ethics and values of the social work profession, using the NASW Code of Ethics as a guide to ethical decision making in case management practice.

Interpretation

The primary mission of the social work profession is to enhance human well-being and to help meet the basic needs of all people, with particular attention to the needs of individuals and communities who are vulnerable and oppressed. This mission is rooted in core values that constitute the foundation of social work and underlie social work case management:

• Service. The social work case manager applies her or his knowledge and skills to support the biopsychosocial well-being of clients and to address challenges faced by clients. She or he prioritizes service to clients above professional or personal self-interest.
• Social justice. The social work case manager pursues change to reduce poverty, discrimination, oppression, and other forms of social injustice experienced by clients. She or he provides services in a culturally and linguistically appropriate manner and acts on individual and systemic levels to ensure clients’ access to needed information, services, and resources and to facilitate clients’ maximal participation in decision making.
• Human dignity and worth. The social work case manager treats clients in a caring manner, respecting their self-determination and valuing their strengths. She or he strives to enhance clients’ capacity to improve their circumstances and achieve their goals.
• Importance of human relationships. The social work case manager promotes the role of human relationships in the change process and strives to strengthen relationships between the client and other members of the client system. The social worker cultivates a therapeutic relationship with each client and engages the client, to the greatest extent possible, as a partner in goal identification, service planning and implementation, and practice evaluation.
• Integrity. The social work case manager acts in accordance with the mission, values, ethical principles, and ethical standards of the social work profession and uses the power inherent in the professional social work role responsibly. She or he undertakes all actions with respect for clients’ goals, exercising judicious use of self, avoiding conflicts of interest, and applying professional judgment in presenting resource options and providing services to clients.
• Competence. The social work case manager practices within her or his area of competence and continually strives to enhance knowledge and skills related to case management and the population served. She or he recognizes that self-care is essential to being present for clients and attends to self-care accordingly.

Social work case managers promote client self-determination while helping clients navigate complex service delivery systems. Client involvement in goal identification and decision making is a basic tenet of social work practice and is upheld, to the greatest extent possible, throughout the case management process. Nonetheless, differences in the wishes, perceptions, and capacity of clients and other members of the client system can present complex ethical and legal challenges to social workers. When a client’s decision-making capacity is limited, the case manager should collaborate with the individual who is legally authorized to represent the client—such as a power-of-attorney, health care agent, or guardian—while continuing to promote the client’s participation in case management. (For the purposes of these standards, the individual who is legally authorized to represent the client can be substituted for the client , where appropriate.) The social work case manager must also know and comply with federal, state, local, and tribal laws, regulations, and policies addressing topics such as guardianship, parental rights, advance directives, and reporting requirements for abuse, neglect, suicide, threat of harm to others, confidentiality and privacy of client information, and use of health information technology.

Maintaining primacy of a client’s interests can be difficult in an environment of resource scarcity, especially when the social work case manager bears partial or full responsibility for resource allocation. Although the lack of organizational or community resources may limit a client’s options, the social worker should inform the client of the full range of existing choices so the client may decide which services will best meet her or his needs. When a conflict between primacy of the client’s interest and the goals or policies of organizations or delivery systems occurs, the case manager should use mechanisms such as peer review, ethics committees, or external consultation, or should advocate for internal change, to resolve the dilemma. Creativity may be required to support the client in accessing resources, supports, and services needed to meet that individual’s priorities. If the conflict cannot be resolved, mezzo- or macro-level action on the part of the social work case manager (such as program development, community organization, and policy or legislative advocacy) may be needed to prevent the recurrence of similar resource gaps.

Similarly, the social work case manager has an ethical responsibility to

• ensure the client has the requisite information to provide informed consent in all aspects of the case management process
• terminate a service when it is no longer helpful to the client or is detrimental to the client’s well-being and growth
• promptly notify the client if the case manager anticipates that a service will be interrupted or terminated by a service provider and
• make the necessary transfer or referral if the client still needs such a service to ensure continuity of care.

Standard 2. Qualifications

The social work case manager shall possess a baccalaureate or master’s degree in social work from a school or program accredited by Council on Social Work Education; shall comply with the licensing and certification requirements of the state(s) or jurisdiction(s) in which she or he practices; and shall possess the skills and professional experience necessary to practice social work case management.

Social work degree programs provide education and training in social work values, ethics, theories, practice, policy, and research. This preparation is essential for any individual engaging in the practice of social work. Social work licensing and certification laws vary by state. It is each social work case manager’s responsibility to abide by the licensing and certification laws and regulations of her or his respective state(s) or jurisdiction(s). Adherence to such laws and regulations includes, but is not limited to, several responsibilities on the part of the social work case manager:

• acquisition and maintenance of social work licensure or certification, as available for the social worker’s educational level, professional experience, and scope of practice
• adherence to supervision requirements, which may apply not only to supervisees, but also to social work supervisors
• practicing within the defined scope of practice outlined by law or regulation.

The practice of social work case management is complex, entailing multiple roles and skills. Each social worker’s qualifications should be congruent with the skills required to fulfill her or his case management responsibilities. A differential use of staff may be implemented in carrying out case management tasks, particularly when specialized expertise is indicated. For example, a social work case manager whose responsibilities include the diagnosis of behavioral health conditions or the provision of psychotherapy should have a master’s degree in social work and should either be licensed at the clinical level or, if the licensing jurisdiction allows, perform clinical tasks under supervision. Regardless of educational background or licensure status, every social worker should accept case management duties or employment only on the basis of existing competence. Should the case manager need additional knowledge or skill to perform case management responsibilities, she or he should pursue professional development activities (including supervision and other activities, described elsewhere in these standards) to acquire the necessary competence.

Standard 3. Knowledge

The social work case manager shall acquire and maintain knowledge of current theory, evidence-informed practice, sociohistorical context, policy, evaluation methods, and research relevant to case management and the population served, and shall use such information to ensure the quality of case management practice.

Although case management is an integral component of generalist social work education, the practice of case management requires specialized knowledge and skills as outlined in these standards. Ideally, the social work case manager attains such knowledge and skills during her or his degree program, through coursework and field practice experience related to case management. Specialty practice credentials earned after graduation may indicate expertise in case management or other areas related to the setting in which the practitioner works (such as a health care setting) or the clientele served (such as children or older adults). Whether through credentialing, continuing education, or professional experience, the social worker should continually enhance her or his skills and knowledge related to case management and the population served.

Given the growing complexity of service delivery systems and client needs, even experienced social work case managers may encounter situations beyond the scope of their usual practice setting. For example, a case manager practicing in a youth-oriented setting may encounter a grandparent providing kinship care; a client participating in case management in a behavioral health setting may be diagnosed with a serious medical illness; or a recent immigrant may seek services from an organization that primarily serves long-time residents. In such circumstances, the social work case manager should seek supervision, consultation, and continuing professional development, as described elsewhere in these standards, to ensure she or he has both the requisite knowledge of service delivery systems and the skills to serve clients effectively. At times, the social worker may need to work in partnership with other service providers on behalf of an individual or to refer a client to other case managers whose expertise is more suited to the person.

The breadth and depth of knowledge required for effective case management practice may vary based on client population and practice setting. Regardless of such distinctions, however, the social work case manager applies knowledge about human growth and development, behavioral health, physical health, and family relationships to enhance the biopsychosocial well-being of clients. As a resource expert, the social worker supports clients in navigating service delivery systems, accessing resources, and identifying service gaps and barriers. Each case manager’s understanding of the professional social work role also guides her or his interactions with, and on behalf of, clients.

Knowledge essential to social work case management includes, but is not limited to, the following areas:

• concepts and theories associated with life span development and behavioral change
• cognitive, physiological, and psychosocial processes associated with various life stages, including the end of life
• strengths, coping patterns, and points of resilience
• depression, anxiety, and other mental health conditions
• addictive behaviors and their effect on the client system
• signs of trauma, abuse, neglect, and exploitation
• physiological and cognitive processes associated with acute and chronic conditions
• psychosocial effects of acute, chronic, and life-limiting illness
• psychosocial effects of physical and cognitive disability
• family systems and family life cycles
• family caregiving roles and support needs
• interdependence in care partnerships (within family systems, for example)
• programs and systems related to the case manager’s client population and practice setting (such as resources specific to aging, behavioral health, children, economic assistance, employment, families, health, housing, immigration, legal concerns, social support, and tribal systems)
• policies, eligibility requirements, and financial and legal concerns affecting case management clientele
• systems functioning and theory
• the multifaceted social work roles and functions related to both case management and the case manager’s client population or practice setting
• research and evaluation methods, including knowledge of how to analyze professional literature and incorporate research findings into practice
• interdisciplinary collaboration
• appropriate professional boundaries and use of self
• signs of, and strategies to address, ethical dilemmas, compassion fatigue, burnout, vicarious traumatization, and professional grief
• use of the strengths perspective to improve clients’ perceptions of their own abilities and facilitate their participation in the case management process
• culturally and linguistically appropriate service delivery.

Standard 4. Cultural and Linguistic Competence

The social work case manager shall provide and facilitate access to culturally and linguistically appropriate services, consistent with the NASW Indicators for the Achievement of the NASW Standards for Cultural Competence in Social Work Practice.

The increasing cultural and linguistic diversity of the United States and many other countries requires social workers to strive continually for cultural and linguistic competence. The social work case manager’s recognition and affirmation of cultural and linguistic diversity are critical to both therapeutic alliances with clients and cooperative working relationships with colleagues. Such diversity includes, but is not limited to, race, ethnicity, socioeconomic class, gender, gender identity, gender expression, sexual orientation, religion, age, health and family status; cognitive, physical, or psychiatric ability; and sensory differences, preferred language, migration background (within-country migration, immigration, refugeeism, and documentation status), degree of acculturation, level of formal education, and literacy (including health, behavioral health, and financial literacy). It can also include vocational affiliations, such as participation in the military or involvement in veterans’ services. Given the complexity of cultural identity, the social work case manager needs to approach every interaction with clients and colleagues as a cross-cultural exchange, recognizing the potential for value conflicts and being proactive to ensure that such conflicts do not undermine practice.

Cultural competence begins with the social work case manager’s cultural self-identification. Cultural self-awareness is fundamental to recognizing and addressing how one’s own cultural values, beliefs, biases, experiences, and practices affect interactions with clients and colleagues. The social worker who practices such self-assessment can then recognize how cultural identity, in its multifaceted expressions, is central to the resilience of the individuals, families, and communities with whom she or he interacts. Specifically, the social work case manager needs to appreciate and affirm clients’ cultural values, beliefs, and practices, especially the ways in which culture influences perceptions and practices related to human growth and development, including death and dying; definitions of family ; family communication patterns and life cycle functions, including child rearing and caregiving; illness, disability, and treatments for health and behavioral health conditions; help-seeking behaviors; and decision making related to education, employment, financial or legal matters, health care, and housing.

The social work case manager also needs to recognize that culture varies within both families and cultural groups. These differences may manifest in multiple ways, such as contrasting perceptions of family responsibilities or varying levels of fluency in the dominant language of the country of residence. In such instances, the social worker should honor the differences within the client system and facilitate, as appropriate, maximal participation in the case management process of all members with whom she or he interacts—by using professional interpreters rather than relying on family members to interpret for each other, for example.

Cultural and linguistic factors influence not only case manager–client relationships, but also organizational policies and societal structures and dynamics. The social work case manager should advocate for organizational practices and policies that promote cultural diversity among case management staff and throughout the organization and a work environment, policies, and practices supportive of multiculturalism.

The social work case manager should also recognize how systemic or institutional privilege and oppression related to cultural and linguistic diversity (such as ableism, ageism, racism, sexism, or xenophobia) affect clients’ biopsychosocial well-being, access to and use of supports and services, and service outcomes. Identification of cultural biases in policy, the media, and service delivery systems is especially useful in helping clients contextualize the challenges they face and, sometimes, in identifying and addressing their internalized biases. Action to eliminate institutional oppression on organizational, community, and broader levels is essential to promoting client strengths and reducing economic, health, and social disparities experienced by case management clientele.

Standard 5. Assessment

The social work case manager shall engage clients—and, when appropriate, other members of client systems—in an ongoing information- gathering and decision-making process to help clients identify their goals, strengths, and challenges.

Biopsychosocial assessment is the foundation of social work case management and is conducted in collaboration with the client. Assessment is a complex function requiring openness to a wide variety of information, both verbal and nonverbal, presented by the client—and, when appropriate, other members of the client system—in the context of the social environment. Using empathy, client-centered interviewing skills, and methods appropriate to clients’ capacity, the social work case manager engages clients in identifying their needs and strengths. On the basis of this discussion, the social worker supports the client in establishing priorities and goals. Because assessment guides service planning and implementation, the case manager needs to complete initial assessments in a timely manner.

Assessment is an ongoing activity, not a one-time event. During the reassessment process, the social work case manager and client (and, if appropriate, other members of the client system) revisit the needs, assets, and priorities identified in the initial assessment and discuss the client’s emerging concerns. Reassessment serves both monitoring and evaluative functions, enabling the social worker and the client to determine whether services have been effective in helping achieve the client’s goals. On the basis of such reassessment, the case manager and the client may determine that case management goals or service plans need to be adjusted.

Throughout the assessment and reassessment process, some social workers may find standardized instruments helpful in identifying and responding to the client’s concerns. Such instruments should be used only as starting points in the development and refinement of an individualized, comprehensive assessment, however—and, if used, should be explained clearly to maximize the client’s understanding of the information sought and how it will be used to benefit that individual.

Social work case management assessment is rooted in the profession’s person-in-environment perspective and, accordingly, seeks to understand the relationships between the client, other people, and the physical and social environment. Assessments may vary on the basis of organizational setting and practice specialty and should reflect the individual needs and strengths of each client. Assessment conversations with clients and other members of the client system may include the following domains, as they pertain to client priorities, strengths, and service needs:

• motivating factors in seeking case management services or reason for referral to the social work case manager
• living arrangements, including suitability and safety of the home environment
• vocational history (for example, employment, education, volunteer work, or significant hobbies), challenges, and goals
• language preferences and proficiency levels
• preferred methods of communication and learning (such as oral explanation, written information, or practical demonstration)
• degrees of literacy, including health, behavioral health, and financial literacy
• cultural values, beliefs, and practices (including, but not limited to, spirituality and religion) related to client’s goals for case management
• effects of culturally based discrimination on client’s ability to realize case management goals
• psychosocial strengths, protective factors, and points of resilience
• family composition, structure, roles, and communication patterns
• relationships with community organizations or other social supports
• physical, cognitive, and psychosocial functioning, including ability to fulfill social roles
• desire and capacity for independence
• desire for support from other members of the family or client system
• desire and capacity of family or other members of the client system to support the client
• need for economic or other psychosocial resources, supports, and services
• ability to navigate relevant service systems (such as educational, employment, health care, housing, legal, nutritional, social services, or transportation systems)
• individual and systemic barriers to client’s participation in the community or use of resources and services
• changes in resources, policies, and programs needed to support the client and, if applicable, other members of the family system
• behavioral health, including coping style, crisis management skills, substance use history, and risk of suicide or homicide
• health conditions and impact of those conditions on the client’s goals
• risk of abuse, neglect, or exploitation of or by the client, and underlying causes for such mistreatment
• life span planning (which may include advance care planning, anticipation of caregiving responsibilities, permanency planning for minor children, retirement planning, or other domains)
• past strategies used to resolve the client’s concerns or enhance the client’s strengths
• client’s perceptions of changes needed to improve her or his situation
• client’s engagement in case management process and participation in shared decision making
• congruence with and adherence to preexisting service plans
• patterns of service over- and underutilization.

Throughout the assessment, the social work case manager should be attuned to the congruence between the goals and expectations of the client and the structure and philosophy of the case management program. For example, the program’s approach to case management may contrast with the client’s preferred style, or the social worker’s professional expertise may not be congruent with the client’s needs. In such circumstances, the case manager should demonstrate flexibility and advocate to maximize the program’s benefit to the client. At the same time, she or he should ensure competent practice and, if necessary, refer the client to other practitioners or programs that may be better able to meet the individual’s needs.

Standard 6. Service Planning, Implementation, and Monitoring

The social work case manager shall collaborate with clients to plan, implement, monitor, and amend individualized services that promote clients’ strengths, advance clients’ well-being, and help clients achieve their goals. Case management service plans shall be based on meaningful assessments and shall have specific, attainable, measurable objectives.

Social work case management services should be planned to meet the biopsychosocial needs and goals of clients and should be delivered in a manner that ensures confidentiality in accordance with the NASW Code of Ethics. Service planning, implementation, and monitoring draw not only on ongoing, comprehensive social work assessments, but also, if appropriate and available, on the input of other members of the client system. Collaboration with clients throughout the service planning, implementation, and monitoring process is critical to ensure that services meet clients’ identified priorities; are clearly communicated; are delivered or accessed in a timely, effective manner; and achieve positive outcomes.

Service plans should be individualized to the client’s needs and strengths, as identified during the assessment process, and should foster client self-sufficiency. During the planning process, the social work case manager helps the client identify and prioritize specific, attainable, measurable objectives and the steps needed to attain those objectives. The social worker and the client also identify the resources available to realize the client’s goals. Such resources may include individual client strengths; naturally occurring resources within the social environment; and formal services provided by the case manager, employing organization, external organizations, or other service delivery systems.

Delineation of the responsibilities of the social work case manager, the client, and other involved parties is integral to service planning and successful implementation. A schedule for reassessing and modifying the client’s initial goals and service plans should also be included. Whenever possible, the client should sign the service plan to indicate participation in the development of, and concordance with, the plan. The social worker should provide a written, plainly worded copy of the service plan to the client. In this manner, the case manager and the client may both use the document as a guide to plan implementation and evaluation.

Because service planning and implementation frequently involve allocation of resources, the social work case manager should be cognizant of the costs and financing of a particular service plan. Social workers practice with varying levels and types of authority for resource allocation. Thus, the case manager may be responsible both for delivering appropriate services to the client (including informing clients of the anticipated availability, costs, benefits, and risks of such resources) and for carefully allocating and managing organizational services and financial resources. This dual role may require the social worker to balance organizational and client goals. Conflicts between the two goals may require education, negotiation, and advocacy during the planning process. As a client advocate, the case manager also provides critical feedback regarding organizational and delivery system performance.

Service frequency and duration may be affected by practitioner role and setting parameters but, ideally, should be in accordance with the needs and goals identified in the assessment. Person-centered service plans also vary by the social work case manager’s scope of practice and may incorporate the following activities:

• education and coaching in life skills (for example, wellness promotion, parenting skills, management of acute or chronic conditions, job-search strategies, or in-service training to enhance the responsiveness of service providers) for individuals, families, and communities
• permanency, life span, and advance care planning
• individual counseling and psychotherapy drawing on a variety of modalities, such as cognitive–behavioral or solution-focused approaches
• couples and family counseling
• family-team conferences
• group interventions (such as psychotherapeutic groups, professionally facilitated psychoeducational groups, or peer-led support groups)
• family caregiving support interventions
• mediation and conflict resolution
• crisis intervention
• disaster planning and preparedness
• advocacy on behalf of, and in collaboration with, clients
• team, organizational, and interorganizational service planning and collaboration
• resource information and referral (for example, financial, housing, legal, medical, or behavioral health resources)
• systems navigation and coordination of services, especially during transitions of care or other significant life transitions
• ongoing monitoring and evaluation of the service plan
• planning for service transfer or termination.

The social work case manager should coordinate service implementation to promote the continuity of services, especially during transitions of care (such as a child entering a foster home, an individual leaving a psychiatric hospital, or a client experiencing an exacerbation of a health condition). Throughout the implementation phase, monitoring enables the social worker to respond promptly to changes in client needs and help the client alter services accordingly.

Special attention should also be devoted to termination of case management services. Although an organization may set criteria for discontinuing service, it is the responsibility of the social work case manager, the client, and other members of the client system to prepare for the effects of termination. The case manager should help the client make appropriate arrangements with other service providers and should conclude the financial aspects of service. After termination, the social worker may need to follow up with the client and collateral professionals or organizations to determine if the transition has proceeded as planned.

Standard 7. Advocacy and Leadership

The social work case manager shall advocate for the rights, decisions, strengths, and needs of clients and shall promote clients’ access to resources, supports, and services.

Effective advocacy involves helping case management clientele identify and define their strengths, needs, and goals and communicate those needs and goals to service providers and decision makers. Social workers strive not only to promote clients’ self-advocacy, but also to enhance the capacity of communities to support clients’ biopsychosocial quality of life. Creativity and flexibility are central to successful advocacy efforts with, and on behalf of, case management clients.

Advocacy is often required to ensure that organizations and service delivery systems

• recognize the strengths and needs of clients
• make services accessible
• provide services appropriate to each client’s circumstances
• deliver services in an effective and timely manner
• continue services for an appropriate length of time and
• prepare clients, other members of the family system, and service providers for transitions when services are discontinued or transferred.

Social work case managers exercise leadership by advocating for clients on the micro, mezzo, and macro levels. Micro-level advocacy may involve the following activities:

• inclusion of clients in advocacy efforts and in program design, planning, and evaluation
• promotion of clients’ strengths, needs, and goals among colleagues and with other organizations
• communication with other service providers and organizations to improve clients’ access to resources, supports, and services.

Mezzo- and macro-level advocacy may include the following activities:

• identification and development of strategies and resources to address service gaps, fragmentation, discrimination, and other barriers that affect case management clients
• securing funding (through grants, third-party reimbursement, or other sources) for case management services
• review, modification, and creation of organizational policy, procedures, and resources to facilitate clients’ access to high-quality services
• community needs assessments and community organizing
• social and political action to foster environments that support client strengths
• analysis of historical and current local, state, and national policies as they affect case management clientele, especially historically marginalized or underresourced populations
• education of the public, the media, corporations, and policymakers (including legislative activity) regarding clients’ strengths, needs, and concerns
• use of multiple media, including written materials, oral presentations, and computer technology, to achieve advocacy goals
• integration of organization- and population-level case management data in advocacy efforts, with respect for client confidentiality and privacy.

Standard 8. Interdisciplinary and Interorganizational Collaboration

The social work case manager shall promote collaboration among colleagues and organizations to enhance service delivery and facilitate client goal attainment.

As described throughout these standards, collaboration with clients constitutes the foundation of social work case management; thus, the client (and, when appropriate, other members of the family system) is at the center of the team. At the same time, social worker–client communication is but one aspect of the cooperation needed to help clients achieve their goals. Multiple service providers and organizations are often involved in supporting a client. In such circumstances, designation of a primary case manager (ideally, at the discretion of the client) and written interorganizational agreements can be useful. Even when such measures are not feasible, collaboration within teams and organizations, as well as among organizations and service delivery systems, is essential to continuity of services. Such collaboration also enhances organizational and systemic capacity to support clients and reduces inappropriateness, duplication, or fragmentation of services.

The social work case manager plays an integral role in fostering, maintaining, and strengthening collaborative partnerships on behalf of clients and shall demonstrate the following abilities:

• differentiate social work perspectives, values, and interventions from those of other disciplines
• describe and support the roles of other disciplines and organizations involved in supporting case management clients
• articulate and fulfill the missions and functions of their employing organizations, with consideration of social work ethics and values
• communicate effectively with all professionals, paraprofessionals, and volunteers involved in supporting case management clientele
• advocate for clients’ integral role in team communications and service planning, delivery, and monitoring
• communicate client and family information in a respectful, objective manner while protecting confidentiality and privacy
• promote the strengths, and advocate for the goals, of case management clients
• facilitate communication between clients and providers/organizations
• share team leadership in planning and providing services to case management clients
• foster an organizational culture that promotes effective, coordinated services for case management clients
• develop and maintain partnerships across disciplines, organizations, and the service spectrum to enhance access to and continuity of services for case management clientele
• integrate a strengths perspective in program and organizational administration to maximize and sustain human and fiscal resources on behalf of case management clients
• manage personal and interpersonal processes at the intraorganizational, interorganizational, and community levels to optimize services for case management clientele.

Standard 9. Practice Evaluation and Improvement

The social work case manager shall participate in ongoing, formal evaluation of her or his practice to maximize client well-being, assess appropriateness and effectiveness of services, ensure competence, and improve practice.

Evaluation entails soliciting and integrating internal and external feedback on the process and outcomes of social work case management practice. Practice evaluation is vital in ensuring that services provided to clients are appropriate, effective, and timely in helping clients achieve their goals. Moreover, outcomes from evaluations are increasingly used for position justification, performance review, practice standards, goal setting, risk management, utilization review, and research efforts. Similar to other aspects of case management practice, client involvement is essential, as is protecting the privacy of the client and, when applicable, other members of the client’s family system.

Evaluation practices may include the following activities:

• solicitation and incorporation of feedback from case management clients regarding the extent to which social work services have helped them identify and achieve their goals
• strategic planning to reach measurable objectives in program, organizational, or community development for case management clientele
• development of program budgets that take into account diverse sources of financial support for, and equitable allocation of resources among, case management clients
• application of appropriate tools such as clinical indicators, practice guidelines, satisfaction surveys, and standardized performance assessments to evaluate client progress and satisfaction
• measurement of both process and outcome objectives
• practitioner, program, and organizational self-evaluation
• use of internal and external practice, program, or organizational evaluators
• use of peer review, supervision, and consultation with other social workers and across disciplines
• incorporation of evaluation practices in the service transfer or termination process
• analysis and use of professional literature to inform and improve case management practice
• participation in qualitative and quantitative social work research to strengthen the evidence base for social work case management
• application of evaluation and research findings, including evidence-based practice, to facilitate client goal setting and to enhance practice and program quality and outcomes
• dissemination of evaluative data to clients, payers, and other service providers on request, and with consideration for clients’ rights to privacy and confidentiality.

Standard 10. Record Keeping

The social work case manager shall document all case management activities in the appropriate client record in a timely manner. Social work documentation shall be recorded on paper or electronically and shall be prepared, completed, secured, maintained, and disclosed in accordance with regulatory, legislative, statutory, and employer requirements.

Clear, concise, and ongoing documentation of social work practice facilitates clear communication with other service providers and organizations, thereby promoting continuity of services. Documentation also serves as a foundation for service planning and practice and program evaluation. Moreover, written information about clients is often needed for service reimbursement, for utilization review, and to promote organizational accountability to payers or funding sources. Updated, concise records also provide support for social work case managers in the event of a legal review.

The purpose of documentation is not to supplant but, rather, to foster strong working relationships with, and services for, case management clientele. Thus, documentation should reflect clients’ informed consent regarding all aspects of case management practice: assessment; service planning, delivery, and monitoring; practice evaluation and improvement; and transfer or termination of services. The social work case manager can ensure her or his practice reflects clients’ involvement by incorporating in documentation clients’ own words, stories, goals, and feedback.

Social work case management documentation should reflect the following elements:

• client’s identifying information
• dates, times, and descriptions of contact with the client, family system, and other service providers or organizations
• initial and subsequent psychosocial assessments
• service plan and procedures for monitoring progress toward accomplishment of the client’s goals
• services provided and other information about plan implementation
• outcomes of service provision
• referrals to or from other providers, organizations, or resources, including rationale for referrals, and other collaboration on behalf of the client
• supervision or consultation sought or provided to enhance case management services
• rationale for referrals and transfer or termination of services.

Each entry should be dated and signed by the social work case manager.

The client record should also include the following elements:

• written permission from the client to release and obtain information, when necessary
• compliance with confidentiality and privacy rights and responsibilities
• accounting of receipts and disbursements related to client service provision
• documentation of the release of client records.

The social work case manager must hold all client information in confidence. Such information may be released to other members of the family system, other service providers or organizations, or other parties only with written permission of the client (or the individual legally authorized to represent the client). This release should detail which information is to be disclosed, to whom, and in what time frame. The social worker should also follow the requirements for record keeping specified by her or his organization and licensing jurisdiction. Such requirements may include the type of data collected, the manner in which information is recorded, with whom and under what circumstances information may be exchanged, processes for amending client records, the length of time records are retained, and plans for appropriate disposal of records.

At the same time, certain limits of confidentiality are inherent in service delivery. For example, the social work case manager may be ethically and legally obliged to release information in circumstances of abuse, neglect, and threat of client suicide or harm to others. Moreover, court orders may require an organization or practitioner to release specific information about a client. The case manager also needs to be aware of organizational policy and processes in handling requests for confidential information and should seek appropriate consultation before disclosing any information not covered by the client’s written release. The case manager should explain the limits on confidentiality to clients both orally and in writing at the onset of services, to ensure that the client has the information needed to provide informed consent, and should facilitate the client’s understanding of how the organization responds to requests for confidential information.

Standard 11. Workload Sustainability

The social work case manager shall responsibly advocate for a caseload and scope of work that permit high-quality planning, provision, and evaluation of case management services.

Social workers, managers or administrators, and organizations have joint responsibility for establishing and maintaining a workload that allows for adequate and appropriate interventions and monitoring of services and outcomes. A workload consists of any social work function—such as direct contact with or on behalf of clients, administration, policy, research, or education—performed in support of case management services. The workload reflects the needs and goals of the clientele served and may include social work coverage outside of regular office hours. The caseload, in contrast, refers to the number of clients served at a given point in time. Multiple variables affect both caseload size and workload manageability:

• case management model or paradigm in which the social worker practices
• organizational mission and services
• program funding sources
• breadth and complexity of client needs and goals
• availability of resources to meet clients’ needs and goals
• number of clients the organization serves
• amount of time the case manager needs to spend with, or on behalf of, various clients
• duration of organizational service across clientele and for specific clients
• scope of social work case manager’s professional responsibilities
• administrative responsibilities and available support
• access to technology.

Thus, determinations of workload sustainability cannot be based solely on caseload size, even within one organization. The number of clients a social work case manager can serve effectively is limited by the degree to which organizations serve clients in acute, high-risk situations or other circumstances requiring intensive, frequent contact with clients. Caseload size directly affects a social worker’s capacity to engage clients in the ongoing processes of case management. Consequently, caseload size should allow for meaningful opportunities for client contact (ideally, face-to-face, though some models rely periodically or solely on telephonic, electronic, or video contact, especially in rural and frontier communities).

Staffing decisions and organizational policies influence both caseload size and workload sustainability. Ideally, the size of the social work staff reflects the mission of the organization, scope and complexity of the case management program, number of case management clients served, and scope of client need. Insufficient staffing decreases the social worker’s ability to provide case management services in a timely, effective manner. Thus, the organization should establish policies and develop systems to maintain reasonable caseloads and workloads for both supervisors and staff. Such policies and systems should reflect findings from practice evaluation and, to the extent available, research. Additional social work research regarding social work case management caseloads and workloads, with a variety of populations and within diverse practice settings, is needed.

Standard 12. Professional Development and Competence

The social work case manager shall assume personal responsibility for her or his professional development and competence in accordance with the NASW Code of Ethics , the NASW Standards for Continuing Professional Education , and the licensure or certification requirements of the state(s) or jurisdiction(s) in which she or he practices.

Social workers must engage in ongoing professional development to maintain competence in case management and to add depth to their areas of concentration. Employing organizations should encourage and support social workers’ participation in professional development activities. Such activities may include receiving or providing social work continuing education, training, supervision, consultation, or mentoring, as well as peer review, research, publication, and volunteer activities. Numerous opportunities for professional development exist within NASW, other professional organizations, schools of social work, and organizations providing services to or on behalf of various constituencies (such as youths, older adults, or people with disabilities) at the local, state, national, and international levels.

Professional development activities relevant to social work case management may address the following topics, among others:

• developments in social work theory and practice
• research developments related to case management practice and clientele
• policies and legislation affecting case management clientele and practice
• community resources, supports, and services available to case management clients
• issues and experiences specific to the social work case manager’s specialty area (for example, aging, child and adolescent development, death and dying, disability, employment support, family systems, family caregiver health and wellness, grief and loss, housing, immigration, LGBT [lesbian, gay, bisexual, and transgender] services, medical conditions, behavioral health, trauma, veterans’ concerns)
• cultural and linguistic competence, including concerns specific to case management population served
• strengths-based models
• assessment of professional and personal strengths, learning needs, and goals as related to social work practice
• professional and personal self-care
• technological advances related to the provision of case management.

Educating other social work case managers is another important component of professional development. Mentoring, supervising, and teaching all provide opportunities for social workers to ensure the profession’s continued growth and excellence within case management.

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Prepared by Social Work Case Management Standards Expert Panel

• Linda Aufderhaar, MSW, LCSW, CCM
• Brian Giddens, LICSW, ACSW
• Lea Ann Holder, MSW, LCSW
• Sharon Mass, PhD, LCSW, C-ASWCM
• Jun Matsuyoshi, LCSW-R, ACSW
• David Moxley, PhD, ACSW, DPA
• Richard Rapp, PhD, MSW, ACSW
• Nelly Rojas Schwan, PhD, LCSW, ACSW
• Phyllis Solomon, PhD, LSW
• Michelle Stefanelli, DCSW, LCSW, C-ASWCM

Tracy R. Whitaker, DSW, ACSW

Chris Herman, MSW, LICSW

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Home » Case Study – Methods, Examples and Guide

Case Study – Methods, Examples and Guide

Table of Contents

A case study is a research method that involves an in-depth examination and analysis of a particular phenomenon or case, such as an individual, organization, community, event, or situation.

It is a qualitative research approach that aims to provide a detailed and comprehensive understanding of the case being studied. Case studies typically involve multiple sources of data, including interviews, observations, documents, and artifacts, which are analyzed using various techniques, such as content analysis, thematic analysis, and grounded theory. The findings of a case study are often used to develop theories, inform policy or practice, or generate new research questions.

Types of Case Study

Types and Methods of Case Study are as follows:

Single-Case Study

A single-case study is an in-depth analysis of a single case. This type of case study is useful when the researcher wants to understand a specific phenomenon in detail.

For Example , A researcher might conduct a single-case study on a particular individual to understand their experiences with a particular health condition or a specific organization to explore their management practices. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a single-case study are often used to generate new research questions, develop theories, or inform policy or practice.

Multiple-Case Study

A multiple-case study involves the analysis of several cases that are similar in nature. This type of case study is useful when the researcher wants to identify similarities and differences between the cases.

For Example, a researcher might conduct a multiple-case study on several companies to explore the factors that contribute to their success or failure. The researcher collects data from each case, compares and contrasts the findings, and uses various techniques to analyze the data, such as comparative analysis or pattern-matching. The findings of a multiple-case study can be used to develop theories, inform policy or practice, or generate new research questions.

Exploratory Case Study

An exploratory case study is used to explore a new or understudied phenomenon. This type of case study is useful when the researcher wants to generate hypotheses or theories about the phenomenon.

For Example, a researcher might conduct an exploratory case study on a new technology to understand its potential impact on society. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as grounded theory or content analysis. The findings of an exploratory case study can be used to generate new research questions, develop theories, or inform policy or practice.

Descriptive Case Study

A descriptive case study is used to describe a particular phenomenon in detail. This type of case study is useful when the researcher wants to provide a comprehensive account of the phenomenon.

For Example, a researcher might conduct a descriptive case study on a particular community to understand its social and economic characteristics. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a descriptive case study can be used to inform policy or practice or generate new research questions.

Instrumental Case Study

An instrumental case study is used to understand a particular phenomenon that is instrumental in achieving a particular goal. This type of case study is useful when the researcher wants to understand the role of the phenomenon in achieving the goal.

For Example, a researcher might conduct an instrumental case study on a particular policy to understand its impact on achieving a particular goal, such as reducing poverty. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of an instrumental case study can be used to inform policy or practice or generate new research questions.

Case Study Data Collection Methods

Here are some common data collection methods for case studies:

Interviews involve asking questions to individuals who have knowledge or experience relevant to the case study. Interviews can be structured (where the same questions are asked to all participants) or unstructured (where the interviewer follows up on the responses with further questions). Interviews can be conducted in person, over the phone, or through video conferencing.

Observations

Observations involve watching and recording the behavior and activities of individuals or groups relevant to the case study. Observations can be participant (where the researcher actively participates in the activities) or non-participant (where the researcher observes from a distance). Observations can be recorded using notes, audio or video recordings, or photographs.

Documents can be used as a source of information for case studies. Documents can include reports, memos, emails, letters, and other written materials related to the case study. Documents can be collected from the case study participants or from public sources.

Surveys involve asking a set of questions to a sample of individuals relevant to the case study. Surveys can be administered in person, over the phone, through mail or email, or online. Surveys can be used to gather information on attitudes, opinions, or behaviors related to the case study.

Artifacts are physical objects relevant to the case study. Artifacts can include tools, equipment, products, or other objects that provide insights into the case study phenomenon.

How to conduct Case Study Research

Conducting a case study research involves several steps that need to be followed to ensure the quality and rigor of the study. Here are the steps to conduct case study research:

• Define the research questions: The first step in conducting a case study research is to define the research questions. The research questions should be specific, measurable, and relevant to the case study phenomenon under investigation.
• Select the case: The next step is to select the case or cases to be studied. The case should be relevant to the research questions and should provide rich and diverse data that can be used to answer the research questions.
• Collect data: Data can be collected using various methods, such as interviews, observations, documents, surveys, and artifacts. The data collection method should be selected based on the research questions and the nature of the case study phenomenon.
• Analyze the data: The data collected from the case study should be analyzed using various techniques, such as content analysis, thematic analysis, or grounded theory. The analysis should be guided by the research questions and should aim to provide insights and conclusions relevant to the research questions.
• Draw conclusions: The conclusions drawn from the case study should be based on the data analysis and should be relevant to the research questions. The conclusions should be supported by evidence and should be clearly stated.
• Validate the findings: The findings of the case study should be validated by reviewing the data and the analysis with participants or other experts in the field. This helps to ensure the validity and reliability of the findings.
• Write the report: The final step is to write the report of the case study research. The report should provide a clear description of the case study phenomenon, the research questions, the data collection methods, the data analysis, the findings, and the conclusions. The report should be written in a clear and concise manner and should follow the guidelines for academic writing.

Examples of Case Study

Here are some examples of case study research:

• The Hawthorne Studies : Conducted between 1924 and 1932, the Hawthorne Studies were a series of case studies conducted by Elton Mayo and his colleagues to examine the impact of work environment on employee productivity. The studies were conducted at the Hawthorne Works plant of the Western Electric Company in Chicago and included interviews, observations, and experiments.
• The Stanford Prison Experiment: Conducted in 1971, the Stanford Prison Experiment was a case study conducted by Philip Zimbardo to examine the psychological effects of power and authority. The study involved simulating a prison environment and assigning participants to the role of guards or prisoners. The study was controversial due to the ethical issues it raised.
• The Challenger Disaster: The Challenger Disaster was a case study conducted to examine the causes of the Space Shuttle Challenger explosion in 1986. The study included interviews, observations, and analysis of data to identify the technical, organizational, and cultural factors that contributed to the disaster.
• The Enron Scandal: The Enron Scandal was a case study conducted to examine the causes of the Enron Corporation’s bankruptcy in 2001. The study included interviews, analysis of financial data, and review of documents to identify the accounting practices, corporate culture, and ethical issues that led to the company’s downfall.
• The Fukushima Nuclear Disaster : The Fukushima Nuclear Disaster was a case study conducted to examine the causes of the nuclear accident that occurred at the Fukushima Daiichi Nuclear Power Plant in Japan in 2011. The study included interviews, analysis of data, and review of documents to identify the technical, organizational, and cultural factors that contributed to the disaster.

Application of Case Study

Case studies have a wide range of applications across various fields and industries. Here are some examples:

Business and Management

Case studies are widely used in business and management to examine real-life situations and develop problem-solving skills. Case studies can help students and professionals to develop a deep understanding of business concepts, theories, and best practices.

Case studies are used in healthcare to examine patient care, treatment options, and outcomes. Case studies can help healthcare professionals to develop critical thinking skills, diagnose complex medical conditions, and develop effective treatment plans.

Case studies are used in education to examine teaching and learning practices. Case studies can help educators to develop effective teaching strategies, evaluate student progress, and identify areas for improvement.

Social Sciences

Case studies are widely used in social sciences to examine human behavior, social phenomena, and cultural practices. Case studies can help researchers to develop theories, test hypotheses, and gain insights into complex social issues.

Law and Ethics

Case studies are used in law and ethics to examine legal and ethical dilemmas. Case studies can help lawyers, policymakers, and ethical professionals to develop critical thinking skills, analyze complex cases, and make informed decisions.

Purpose of Case Study

The purpose of a case study is to provide a detailed analysis of a specific phenomenon, issue, or problem in its real-life context. A case study is a qualitative research method that involves the in-depth exploration and analysis of a particular case, which can be an individual, group, organization, event, or community.

The primary purpose of a case study is to generate a comprehensive and nuanced understanding of the case, including its history, context, and dynamics. Case studies can help researchers to identify and examine the underlying factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and detailed understanding of the case, which can inform future research, practice, or policy.

Case studies can also serve other purposes, including:

• Illustrating a theory or concept: Case studies can be used to illustrate and explain theoretical concepts and frameworks, providing concrete examples of how they can be applied in real-life situations.
• Developing hypotheses: Case studies can help to generate hypotheses about the causal relationships between different factors and outcomes, which can be tested through further research.
• Providing insight into complex issues: Case studies can provide insights into complex and multifaceted issues, which may be difficult to understand through other research methods.
• Informing practice or policy: Case studies can be used to inform practice or policy by identifying best practices, lessons learned, or areas for improvement.

Advantages of Case Study Research

There are several advantages of case study research, including:

• In-depth exploration: Case study research allows for a detailed exploration and analysis of a specific phenomenon, issue, or problem in its real-life context. This can provide a comprehensive understanding of the case and its dynamics, which may not be possible through other research methods.
• Rich data: Case study research can generate rich and detailed data, including qualitative data such as interviews, observations, and documents. This can provide a nuanced understanding of the case and its complexity.
• Holistic perspective: Case study research allows for a holistic perspective of the case, taking into account the various factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and comprehensive understanding of the case.
• Theory development: Case study research can help to develop and refine theories and concepts by providing empirical evidence and concrete examples of how they can be applied in real-life situations.
• Practical application: Case study research can inform practice or policy by identifying best practices, lessons learned, or areas for improvement.
• Contextualization: Case study research takes into account the specific context in which the case is situated, which can help to understand how the case is influenced by the social, cultural, and historical factors of its environment.

Limitations of Case Study Research

There are several limitations of case study research, including:

• Limited generalizability : Case studies are typically focused on a single case or a small number of cases, which limits the generalizability of the findings. The unique characteristics of the case may not be applicable to other contexts or populations, which may limit the external validity of the research.
• Biased sampling: Case studies may rely on purposive or convenience sampling, which can introduce bias into the sample selection process. This may limit the representativeness of the sample and the generalizability of the findings.
• Subjectivity: Case studies rely on the interpretation of the researcher, which can introduce subjectivity into the analysis. The researcher’s own biases, assumptions, and perspectives may influence the findings, which may limit the objectivity of the research.
• Limited control: Case studies are typically conducted in naturalistic settings, which limits the control that the researcher has over the environment and the variables being studied. This may limit the ability to establish causal relationships between variables.
• Time-consuming: Case studies can be time-consuming to conduct, as they typically involve a detailed exploration and analysis of a specific case. This may limit the feasibility of conducting multiple case studies or conducting case studies in a timely manner.
• Resource-intensive: Case studies may require significant resources, including time, funding, and expertise. This may limit the ability of researchers to conduct case studies in resource-constrained settings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Social Work Practice with Carers

Case Study 2: Josef

Download the whole case study as a PDF file

Josef is 16 and lives with his mother, Dorota, who was diagnosed with Bipolar disorder seven years ago. Josef was born in England. His parents are Polish and his father sees him infrequently.

This case study looks at the impact of caring for someone with a mental health problem and of being a young carer , in particular the impact on education and future employment .

When you have looked at the materials for the case study and considered these topics, you can use the critical reflection tool and the action planning tool to consider your own practice.

• One-page profile

Support plan

Transcript (.pdf, 48KB)

Name : Josef Mazur

Gender : Male

Ethnicity : White European

Download resource as a PDF file

First language : English/ Polish

Religion : Roman Catholic

Josef lives in a small town with his mother Dorota who is 39. Dorota was diagnosed with Bi-polar disorder seven years ago after she was admitted to hospital. She is currently unable to work. Josef’s father, Stefan, lives in the same town and he sees him every few weeks. Josef was born in England. His parents are Polish and he speaks Polish at home.

Josef is doing a foundation art course at college. Dorota is quite isolated because she often finds it difficult to leave the house. Dorota takes medication and had regular visits from the Community Psychiatric Nurse when she was diagnosed and support from the Community Mental Health team to sort out her finances. Josef does the shopping and collects prescriptions. He also helps with letters and forms because Dorota doesn’t understand all the English. Dorota gets worried when Josef is out. When Dorota is feeling depressed, Josef stays at home with her. When Dorota is heading for a high, she tries to take Josef to do ‘exciting stuff’ as she calls it. She also spends a lot of money and is very restless.

Josef worries about his mother’s moods. He is worried about her not being happy and concerned at the money she spends when she is in a high mood state. Josef struggles to manage his day around his mother’s demands and to sleep when she is high. Josef has not told anyone about the support he gives to his mother. He is embarrassed by some of the things she does and is teased by his friends, and he does not think of himself as a carer. Josef has recently had trouble keeping up with course work and attendance. He has been invited to a meeting with his tutor to formally review attendance and is worried he will get kicked out. Josef has some friends but he doesn’t have anyone he can confide in. His father doesn’t speak to his mother.

Josef sees some information on line about having a parent with a mental health problem. He sends a contact form to ask for information. Someone rings him and he agrees to come into the young carers’ team and talk to the social worker. You have completed the assessment form with Josef in his words and then done a support plan with him.

Back to Summary

Josef Mazur

What others like and admire about me

Good at football

Finished Arkham Asylum on expert level

What is important to me

Mum being well and happy

Seeing my dad

Being an artist

Seeing my friends

How best to support me

Tell me how to help mum better

Don’t talk down to me

Talk to me 1 to 1

Let me know who to contact if I am worried about something

Work out how I can have some time on my own so I can do my college work and see my friends

Don’t tell mum and my friends

Date chronology completed : 7 March 2016

Date chronology shared with person: 7 March 2016

Young Carers Assessment

Do you look after or care for someone at home?

The questions in this paper are designed to help you think about your caring role and what support you might need to make your life a little easier or help you make time for more fun stuff.

Please feel free to make notes, draw pictures or use the form however is best for you.

What will happen to this booklet?

This is your booklet and it is your way to tell an adult who you trust about your caring at home. This will help you and the adult find ways to make your life and your caring role easier.

The adult who works with you on your booklet might be able to help you with everything you need. If they can’t, they might know other people who can.

Our Agreement

• I will share this booklet with people if I think they can help you or your family
• I will let you know who I share this with, unless I am worried about your safety, about crime or cannot contact you
• Only I or someone from my team will share this booklet
• I will make sure this booklet is stored securely
• Some details from this booklet might be used for monitoring purposes, which is how we check that we are working with everyone we should be

Signed: ___________________________________

Young person:

• I know that this booklet might get shared with other people who can help me and my family so that I don’t have to explain it all over again
• I understand what my worker will do with this booklet and the information in it (written above).

Signed: ____________________________________

Name :             Josef Mazur Address :       1 Green Avenue, Churchville, ZZ1 Z11 Telephone:        012345 123456 Email:            [email protected] Gender :         Male Date of birth :        11.11.1999        Age: 16 School :            Green College, Churchville Ethnicity :        White European First language :        English/ Polish Religion :         Baptised Roman Catholic GP :            Dr Amp, Hill Surgery

The best way to get in touch with me is:

Do you need any support with communication?

*Josef is bilingual – English and Polish. He speaks English at school and with his friends, and Polish at home. Josef was happy to have this assessment in English, however, another time he may want to have a Polish interpreter. It will be important to ensure that Josef is able to use the words he feels best express himself.

About the person/ people I care for

I look after my mum who has bipolar disorder. Mum doesn’t work and doesn’t really leave the house unless she is heading for a high. When Mum is sad she just stays at home. When she is getting hyper then she wants to do exciting stuff and she spends lots of money and she doesn’t sleep.

Do you wish you knew more about their illness?

Do you live with the person you care for?

What I do as a carer It depends on if my mum has a bad day or not. When she is depressed she likes me to stay home with her and when she is getting hyper then she wants me to go out with her. If she has new meds then I like to be around. Mum doesn’t understand English very well (she is from Poland) so I do all the letters. I help out at home and help her with getting her medication.

Tell us what an average week is like for you, what kind of things do you usually do?

Monday to Friday

Get up, get breakfast, make sure mum has her pills, tell her to get up and remind her if she’s got something to do.

If mum hasn’t been to bed then encourage her to sleep a bit and set an alarm

College – keep phone on in case mum needs to call – she usually does to ask me to get something or check when I’m coming home

Go home – go to shops on the way

Remind mum about tablets, make tea and pudding for both of us as well as cleaning the house and fitting tea in-between, ironing, hoovering, hanging out and bringing in washing

Do college work when mum goes to bed if not too tired

More chores

Do proper shop

Get prescription

See my friends, do college work

Sunday – do paper round

Physical things I do….

(for example cooking, cleaning, medication, shopping, dressing, lifting, carrying, caring in the night, making doctors appointments, bathing, paying bills, caring for brothers & sisters)

I do all the housework and shopping and cooking and get medication

Things I find difficult

Emotional support I provide…. (please tell us about the things you do to support the person you care for with their feelings; this might include, reassuring them, stopping them from getting angry, looking after them if they have been drinking alcohol or taking drugs, keeping an eye on them, helping them to relax)

If mum is stressed I stay with her

If mum is depressed I have to keep things calm and try to lighten the mood

She likes me to be around

When mum is heading for a high wants to go to theme parks or book holidays and we can’t afford it

I worry that mum might end up in hospital again

Mum gets cross if I go out

Other support

Please tell us about any other support the person you care for already has in place like a doctor or nurse, or other family or friends.

The GP sees mum sometimes. She has a nurse who she can call if things get bad.

Mum’s medication comes from Morrison’s pharmacy.

Dad lives nearby but he doesn’t talk to mum.

Mum doesn’t really have any friends.

Do you ever have to stop the person you care for from trying to harm themselves or others?

Some things I need help with

Sorting out bills and having more time for myself

I would like mum to have more support and to have some friends and things to do

On a normal week, what are the best bits? What do you enjoy the most? (eg, seeing friends, playing sports, your favourite lessons at school)

Seeing friends

When mum is up and smiling

Playing football

On a normal week, what are the worst bits? What do you enjoy the least? (eg cleaning up, particular lessons at school, things you find boring or upsetting)

Nagging mum to get up

Reading letters

Missing class

Mum shouting

Friends laugh because I have to go home but they don’t have to do anything

What things do you like to do in your spare time?

Do you feel you have enough time to spend with your friends or family doing things you enjoy, most weeks?

Do you have enough time for yourself to do the things you enjoy, most weeks?  (for example, spending time with friends, hobbies, sports)

Are there things that you would like to do, but can’t because of your role as a carer?

Can you say what some of these things are?

See friends after college

Go out at the weekend

Time to myself at home

It can feel a bit lonely

I’d like my mum to be like a normal mum

School/ College Do you think being your caring role makes school/college more difficult for you in any way?

If you ticked YES, please tell us what things are made difficult and what things might help you.

Things I find difficult at school/ college

Sometimes I get stressed about college and end up doing college work really late at night – I get a bit angry when I’m stressed

I don’t get all my college work done and I miss days

I am tired a lot of the time

Things I need help with…

I am really worried they will kick me out because I am behind and I miss class. I have to meet my tutor about it.

Do your teachers know about your caring role?

Are you happy for your teachers and other staff at school/college to know about your caring role?

Do you think that being a carer will make it more difficult for you to find or keep a job?

Why do you think being a carer is/ will make finding a job more difficult?

I haven’t thought about it. I don’t know if I’ll be able to finish my course and do art and then I won’t be able to be an artist.

Who will look after mum?

What would make it easier for you to find a job after school/college?

Finishing my course

Mum being ok

How I feel about life…

Do you feel confident both in school and outside of school?

Somewhere in the middle

In your life in general, how happy do you feel?

Quite unhappy

In your life in general, how safe do you feel?

How healthy do you feel at the moment?

Quite healthy

Being heard

Do you think people listen to what you are saying and how you are feeling?

If you said no, can you tell us who you feel isn’t listening or understanding you sometimes   (eg, you parents, your teachers, your friends, professionals)

I haven’t told anyone

I can’t talk to mum

My friends laugh at me because I don’t go out

Do you think you are included in important decisions about you and your life? (eg, where you live, where you go to school etc)

Do you think that you’re free to make your own choices about what you do and who you spend your time with?

Not often enough

Is there anybody who knows about the caring you’re doing at the moment?

If so, who?

I told dad but he can’t do anything

Would you like someone to talk to?

Supporting me Some things that would make my life easier, help me with my caring or make me feel better

I don’t know

Fix mum’s brain

People to help me if I’m worried and they can do something about it

Not getting kicked out of college

Free time – time on my own to calm down and do work or have time to myself

Time to go out with my friends

Get some friends for mum

I don’t want my mum to get into trouble

Who can I turn to for advice or support?

I would like to be able to talk to someone without mum or friends knowing

Would you like a break from your caring role?

How easy is it to see a Doctor if you need to?

To be used by social care assessors to consider and record measures which can be taken to assist the carer with their caring role to reduce the significant impact of any needs. This should include networks of support, community services and the persons own strengths. To be eligible the carer must have significant difficulty achieving 1 or more outcomes without support; it is the assessors’ professional judgement that unless this need is met there will be a significant impact on the carer’s wellbeing. Social care funding will only be made available to meet eligible outcomes that cannot be met in any other way, i.e. social care funding is only available to meet unmet eligible needs.

Date assessment completed :            7 March 2016

Social care assessor conclusion

Josef provides daily support to his mum, Dorota, who was diagnosed with bipolar disorder seven years ago. Josef helps Dorota with managing correspondence, medication and all household tasks including shopping. When Dorota has a low mood, Josef provides support and encouragement to get up. When Dorota has a high mood, Josef helps to calm her and prevent her spending lots of money. Josef reports that Dorota has some input from community health services but there is no other support. Josef’s dad is not involved though Josef sees him sometimes, and there are no friends who can support Dorota.

Josef is a great support to his mum and is a loving son. He wants to make sure his mum is ok. However, caring for his mum is impacting: on Josef’s health because he is tired and stressed; on his emotional wellbeing as he can get angry and anxious; on his relationship with his mother and his friends; and on his education. Josef is at risk of leaving college. Josef wants to be able to support his mum better. He also needs time for himself, to develop and to relax, and to plan his future.

Eligibility decision :                Eligible for support

What’s happening next :            Create support plan

Completed by Name : Role : Organisation :

Name: Josef Mazur

Address 1 Green Avenue, Churchville, ZZ1 Z11

Telephone 012345 123456

Email [email protected]

Gender: Male

Date of birth: 11.11.1999 Age: 16

School Green College, Churchville

Ethnicity White European

First language English/ Polish

Religion Baptised Roman Catholic

GP Dr Amp, Hill Surgery

My relationship to this person son

Name Dorota Mazur

Gender Female

Date of birth 12.6.79 Age 36

First language Polish

Religion Roman Catholic

Support plan completed by

Organisation

Date of support plan: 7 March 2016

This plan will be reviewed on: 7 September 2016

Signing this form

Please ensure you read the statement below in bold, then sign and date the form.

I understand that completing this form will lead to a computer record being made which will be treated confidentially. The council will hold this information for the purpose of providing information, advice and support to meet my needs. To be able to do this the information may be shared with relevant NHS Agencies and providers of carers’ services. This will also help reduce the number of times I am asked for the same information.

If I have given details about someone else, I will make sure that they know about this.

I understand that the information I provide on this form will only be shared as allowed by the Data Protection Act.

Josef has given consent to share this support plan with the CPN but does not want it to be shared with his mum.

Mental health

The social work role with carers in adult mental health services has been described as: intervening and showing professional leadership and skill in situations characterised by high levels of social, family and interpersonal complexity, risk and ambiguity (Allen 2014). Social work with carers of people with mental health needs, is dependent on good practice with the Mental Capacity Act where practitioner knowledge and understanding has been found to be variable (Iliffe et al 2015).

• Carers Trust (2015) Mental Health Act 1983 – Revised Code of Practice Briefing
• Carers Trust (2013) The Triangle of Care Carers Included: A Guide to Best Practice in Mental Health Care in England
• Mind, Talking about mental health
• Tool 1: Triangle of care: self-assessment for mental health professionals – Carers Trust (2013) The Triangle of Care Carers Included: A Guide to Best Practice in Mental Health Care in England Second Edition (page 23 Self-assessment tool for organisations)

Mental capacity, confidentiality and consent

Social work with carers of people with mental health needs, is dependent on good practice with the Mental Capacity Act where practitioner knowledge and understanding has been found to be variable (Iliffe et al 2015). Research highlights important issues about involvement, consent and confidentiality in working with carers (RiPfA 2016, SCIE 2015, Mental Welfare Commission for Scotland 2013).

• Beddow, A., Cooper, M., Morriss, L., (2015) A CPD curriculum guide for social workers on the application of the Mental Capacity Act 2005 . Department of Health
• Bogg, D. and Chamberlain, S. (2015) Mental Capacity Act 2005 in Practice Learning Materials for Adult Social Workers . Department of Health
• Department of Health (2015) Best Interest Assessor Capabilities , The College of Social Work
• RiPfA Good Decision Making Practitioner Handbook
• SCIE Mental Capacity Act resource  
• Tool 2: Making good decisions, capacity tool (page 70-71 in good decision making handbook)

Young carers

A young carer is defined as a person under 18 who provides or intends to provide care for another person. The concept of care includes practical or emotional support. It is the case that this definition excludes children providing care as part of contracted work or as voluntary work. However, the local authority can ignore this and carry out a young carer’s need assessment if they think it would be appropriate. Young carers, young adult carers and their families now have stronger rights to be identified, offered information, receive an assessment and be supported using a whole-family approach (Carers Trust 2015).

• SCIE (2015) Young carer transition in practice under the Care Act 2014
• SCIE (2015) Care Act: Transition from children’s to adult services – early and comprehensive identification
• Carers Trust (2015) Rights for young carers and young adult carers in the Children and Families Act
• Carers Trust (2015) Know your Rights: Support for Young Carers and Young Adult Carers in England
• The Children’s Society (2015) Hidden from view: The experiences of young carers in England  
• DfE (2011) Improving support for young carers – family focused approaches
• ADASS and ADCS (2015) No wrong doors: working together to support young carers and their families
• Carers Trust, Supporting Young Carers and their Families: Examples of Practice
• Refugee toolkit webpage: Children and informal interpreting
• SCIE (2010) Supporting carers: the cared for person
• SCIE (2015) Care Act Transition from children’s to adults’ services – Video diaries
• Tool 3: Young carers’ rights – The Children’s Society (2014) The Know Your Rights pack for young carers in England!
• Tool 4: Vision and principles for adults’ and children’s services to work together

Young carers of parents with mental health problems

The Care Act places a duty on local authorities to assess young carers before they turn 18, so that they have the information they need to plan for their future. This is referred to as a transition assessment. Guidance, advocating a whole family approach, is available to social workers (LGA 2015, SCIE 2015, ADASS/ADCS 2011).

• SCIE (2012) At a glance 55: Think child, think parent, think family: Putting it into practice
• SCIE (2008) Research briefing 24: Experiences of children and young people caring for a parent with a mental health problem
• SCIE (2008) SCIE Research briefing 29: Black and minority ethnic parents with mental health problems and their children
• Carers Trust (2015) The Triangle of Care for Young Carers and Young Adult Carers: A Guide for Mental Health Professionals
• ADASS and ADCS (2011) Working together to improve outcomes for young carers in families affected by enduring parental mental illness or substance misuse
• Ofsted (2013) What about the children? Joint working between adult and children’s services when parents or carers have mental ill health and/or drug and alcohol problems
• Mental health foundation (2010) MyCare The challenges facing young carers of parents with a severe mental illness
• Children’s Commissioner (2012) Silent voices: supporting children and young people affected by parental alcohol misuse
• SCIE, Parental mental health and child welfare – a young person’s story

Tool 5: Family model for assessment

• Tool 6: Engaging young carers of parents with mental health problems or substance misuse

Young carers and education/ employment

Transition moments are highlighted in the research across the life course (Blythe 2010, Grant et al 2010). Complex transitions required smooth transfers, adequate support and dedicated professionals (Petch 2010). Understanding transition theory remains essential in social work practice (Crawford and Walker 2010). Partnership building expertise used by practitioners was seen as particular pertinent to transition for a young carer (Heyman 2013).

• TLAP (2013) Making it real for young carers
• Learning and Work Institute (2018) Barriers to employment for young adult carers
• Carers Trust (2014) Young Adult Carers at College and University
• Carers Trust (2013) Young Adult Carers at School: Experiences and Perceptions of Caring and Education
• Carers Trust (2014) Young Adult Carers and Employment
• Family Action (2012) BE BOTHERED! Making Education Count for Young Carers

Download The Triangle of Care as a PDF file

The Triangle of Care Carers Included: A Guide to Best Practice in Mental Health Care in England

The Triangle of Care is a therapeutic alliance between service user, staff member and carer that promotes safety, supports recovery and sustains wellbeing…

Download the Capacity Tool as a PDF file

Capacity Tool Good decision-making Practitioners’ Handbook

The Capacity tool on page 71 has been developed to take into account the lessons from research and the case CC v KK. In particular:

• that capacity assessors often do not clearly present the available options (especially those they find undesirable) to the person being assessed
• that capacity assessors often do not explore and enable a person’s own understanding and perception of the risks and advantages of different options
• that capacity assessors often do not reflect upon the extent to which their ‘protection imperative’ has influenced an assessment, which may lead them to conclude that a person’s tolerance of risks is evidence of incapacity.

The tool allows you to follow steps to ensure you support people as far as possible to make their own decisions and that you record what you have done.

Download Know your rights as a PDF file

Tool 3: Know Your Rights Young Carers in Focus

This pack aims to make you aware of your rights – your human rights, your legal rights, and your rights to access things like benefits, support and advice.

Need to know where to find things out in a hurry? Our pack has lots of links to useful and interesting resources that can help you – and help raise awareness  about young carers’ issues!

Know Your Rights has been produced by Young Carers in Focus (YCiF), and funded by the Big Lottery Fund.

Tool 4: Vision and principles for adults’ and children’s services to work together to support young carers

Download the tool   as a PDF file

You can use this tool to consider how well adults’ and children’s services work together, and how to improve this.

Click on the diagram to open full size in a new window

This is based on ADASS and ADCS (2015) No wrong doors : working together to support young carers and their families

Download the tool as a PDF file

You can use this tool to help you consider the whole family in an assessment or review.

What are the risk, stressors and vulnerability factors?

How is the child/ young person’s wellbeing affected?

How is the adult’s wellbeing affected?

What are the protective factors and available resources?

This tool is based on SCIE (2009) Think child, think parent, think family: a guide to parental mental health and child welfare

Tool 6: Engaging young carers

Young carers have told us these ten things are important. So we will do them.

• Introduce yourself. Tell us who you are and what your job is.
• Give us as much information as you can.
• Tell us what is wrong with our parents.
• Tell us what is going to happen next.
• Talk to us and listen to us. Remember it is not hard to speak to us we are not aliens.
• Ask us what we know and what we think. We live with our parents; we know how they have been behaving.
• Tell us it is not our fault. We can feel guilty if our mum or dad is ill. We need to know we are not to blame.
• Please don’t ignore us. Remember we are part of the family and we live there too.
• Keep on talking to us and keeping us informed. We need to know what is happening.
• Tell us if there is anyone we can talk to. Maybe it could be you.

• Equal opportunities
• Complaints procedure
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• Privacy policy
• Cookie policy
• Accessibility

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