case study social work sample

Case Presentations and the ASWB Exam (Including Templates!)

Agents of change.

• April 26, 2023

Welcome to our comprehensive guide on case presentations and their importance in the ASWB (Association of Social Work Boards) licensing exam! As a Social Worker, you’ll often find yourself presenting cases to your peers, supervisors, and other professionals to discuss and evaluate your client’s needs and progress. Mastering case presentations is not only essential for your day-to-day practice, but it also plays an important role in your journey to becoming a licensed Social Worker.

In this blog post, we’ll explore the ins and outs of case presentations, breaking down their significance in the field of Social Work and the components that make them effective. We’ll also offer practical tips and strategies for preparing and delivering a successful case presentation, as well as delve into how these presentations are tested on the ASWB licensing exam. By the end of this post, you’ll have a solid understanding of case presentations and their relevance to your exam preparation and professional growth. So, let’s get started!

Case Presentation Overview

Case presentations hold a significant place in the Social Work profession, as they serve multiple essential purposes in both clinical and non-clinical settings. Let’s explore some of the key reasons why case presentations are so important for Social Workers:

• Collaboration and Supervision: Case presentations provide a platform for Social Workers to discuss their clients’ cases with colleagues, supervisors, and other professionals. These discussions facilitate collaborative problem-solving, allowing the team to brainstorm and identify the most suitable interventions and resources for the client. Supervisors can also use case presentations as a tool to guide, mentor, and ensure the quality of practice among their supervisees.
• Assessment and Diagnosis: Presenting a case requires a thorough and accurate assessment of the client’s situation, including their strengths, challenges, and needs. This process helps Social Workers hone their assessment and diagnostic skills, enabling them to better understand their clients and provide appropriate services.
• Treatment Planning and Evaluation: Case presentations involve outlining the intervention and treatment plans for clients, as well as evaluating their progress. This encourages Social Workers to think critically about their approaches, assess the effectiveness of their interventions, and make adjustments as needed to ensure the best possible outcomes for their clients.
• Professional Development: Preparing and delivering case presentations allows Social Workers to practice their communication, organization, and critical thinking skills. These presentations also provide opportunities to receive feedback from peers and supervisors, fostering continuous learning and professional growth.
• Ethical Practice and Accountability: Presenting cases to others promotes transparency and accountability within the profession. It ensures that Social Workers adhere to the Code of Ethics, maintain confidentiality, and provide services in the best interest of their clients.
• Interdisciplinary Collaboration: Social Work often involves working with professionals from various disciplines, such as psychology, psychiatry, nursing, and education. Case presentations serve as an effective means of communication between different professionals, helping to coordinate care and ensure that the client’s needs are comprehensively addressed.

Key Components of Case Presentations

An effective case presentation in social work should be well-organized, concise, and focused on the most relevant information pertaining to the client’s situation. Here are the key components that should be included in a case presentation:

• Identifying Information: Begin by providing general, non-identifying information about the client, such as age, gender, race, ethnicity, and marital status. Remember to maintain confidentiality and adhere to the Code of Ethics when sharing this information.
• Presenting Problem: Describe the client’s primary concern or reason for seeking Social Work services. This may include specific symptoms, difficulties, or circumstances that the client is currently experiencing.
• History of the Problem: Provide a brief overview of the development and progression of the presenting problem. This should include any relevant events, experiences, or factors that may have contributed to the current situation.
• Relevant Social, Family, and Medical History: Discuss any significant social, family, or medical history that may be relevant to the presenting problem. This may include information about the client’s family structure, relationships, support systems, education, employment, housing, and physical or mental health history.
• Assessment and Diagnosis: Based on the information gathered, present your assessment of the client’s needs, strengths, and challenges. If applicable, provide a formal diagnosis according to the DSM (Diagnostic and Statistical Manual of Mental Disorders) or ICD (International Classification of Diseases) criteria.
• Intervention and Treatment Plan : Outline the proposed intervention and treatment plan for the client, including specific goals, objectives, and strategies. This may involve a combination of therapeutic approaches, referrals to additional services, or collaboration with other professionals.
• Progress and Evaluation: Discuss any progress that has been made since initiating the intervention or treatment plan, as well as any challenges or barriers that have arisen. Explain how you will evaluate the effectiveness of your interventions and determine the need for any adjustments or modifications to the plan.

Case Presentation Template Examples

• Case Presentation Template from California State University
• Case Presentation Template from Sage Publications
• Case Presentation Template from Syracuse University
• Case Presentation Template from the University of North Carolina

Tips for Preparing and Delivering a Case Presentation

Preparing and delivering a successful case presentation requires organization, clarity, and practice. Here are some practical tips and strategies to help you effectively present your cases in a professional setting and on the ASWB licensing exam:

• Be concise and organized: Create an outline or a template that includes all the key components of a case presentation. This will help you present the information in a logical and structured manner. Make sure to be concise and focus on the most relevant details, avoiding unnecessary jargon or lengthy explanations.
• Focus on the most relevant information: When presenting a case, it’s crucial to prioritize the information that is most pertinent to the client’s situation and the questions being asked. Highlight the main issues, challenges, and concerns, as well as any significant findings or patterns in the client’s history.
• Use professional language : Ensure that your presentation is professional and respectful by using appropriate terminology and avoiding colloquial expressions or slang. Be sensitive to issues related to culture, race, and ethnicity, and always maintain client confidentiality.
• Anticipate potential questions: Consider the questions that your audience may ask about the case, and be prepared to provide additional information or clarifications. This will demonstrate your thorough understanding of the client’s situation and your ability to think critically about the case.
• Practice the presentation: Rehearse your case presentation several times, either alone or with a trusted colleague, to build your confidence and fluency. This will also help you identify any areas that may need clarification or improvement. Practicing with a timer can be helpful to ensure that your presentation stays within the allotted time.
• Engage your audience : During your presentation, maintain eye contact with your audience, speak clearly, and project your voice. Encourage questions and feedback, and be open to suggestions and alternative perspectives.
• Reflect on feedback and adjust accordingly: After presenting your case, take the time to reflect on the feedback you received from your audience. Consider how you can incorporate their suggestions and insights into your future presentations and practice.

Case Presentations on the ASWB Licensing Exam

The ASWB licensing exam is designed to assess your competency in various aspects of Social Work practice, including your ability to analyze and address case scenarios effectively. Case presentations are an important part of the exam, as they allow you to demonstrate your understanding of Social Work concepts, theories, and interventions in real-life situations. Here’s what you need to know about case presentation questions on the exam and how to approach them:

• Reading and understanding the case scenario: Each case presentation question will provide you with a brief case scenario that describes a client’s situation, background, and presenting problem. Carefully read the scenario, paying close attention to the most relevant details and issues. Make sure you have a clear understanding of the client’s needs, strengths, and challenges before attempting to answer the question.
• Identifying the key issues in the case: Once you have a thorough understanding of the case scenario, identify the main issues that need to be addressed in the context of Social Work practice. This may include ethical concerns, assessment and diagnosis, intervention and treatment planning, or evaluation and progress monitoring.
• Choosing the best response based on the available options: The exam question will typically present you with multiple-choice options that represent possible courses of action or decisions in response to the case scenario. Carefully consider each option, and select the one that best aligns with Social Work principles, ethics, and best practices. Keep in mind that there may be more than one “good” answer, but you need to choose the “best” option based on the information provided.
• Practicing with sample questions and case scenarios : To prepare for case presentation questions on the ASWB licensing exam, practice with sample questions and case scenarios that cover a wide range of topics and situations. This will help you familiarize yourself with the exam format, as well as refine your critical thinking and decision-making skills in the context of Social Work practice.

Practice ASWB Exam Questions on Case Presentations

Question 1: A Social Worker is presenting a case involving a 16-year-old female client who is experiencing difficulties at school, family conflicts, and symptoms of depression. The Social Worker wants to recommend an intervention that will address multiple aspects of the client’s life, including her relationships, communication, and emotional well-being. Which of the following interventions would be most appropriate?

A) Family therapy B) Group therapy for depression C) Individual psychoanalytic therapy D) Art therapy

Rationale: Family therapy is an intervention that focuses on improving communication, relationships, and problem-solving within the family system. Given the client’s difficulties with school and family conflicts, in addition to her depressive symptoms, family therapy would be the most comprehensive and appropriate intervention to address multiple aspects of her life. Options B, C, and D may be helpful in addressing some specific aspects of the client’s situation, but they do not provide the same level of holistic support and intervention as family therapy.

Question 2: A Social Worker is preparing a case presentation on a 45-year-old male client experiencing job-related stress, relationship issues, and symptoms of depression. The Social Worker wants to ensure that their presentation is comprehensive and informative for their colleagues. What should the Social Worker prioritize when presenting the case?

A) Focus on the client’s job-related stress, as it is the primary concern. B) Provide an in-depth analysis of the client’s relationship issues to uncover the root causes. C) Present a detailed timeline of the client’s life events to establish context. D) Provide an overview of the client’s presenting issues, relevant history, and proposed interventions.

Correct Answer: D.

Rationale: When presenting a case, it is important to provide a comprehensive and balanced overview of the client’s situation. This includes discussing their presenting issues, relevant history, and proposed interventions. By doing so, the Social Worker ensures that their colleagues have enough information to contribute to the discussion and offer valuable insights. Options A, B, and C are more narrowly focused on specific aspects of the case, which may not provide a complete picture of the client’s situation and needs.

Master Your Understanding of Case Presentations

Case presentations play a vital role in the field of Social Work, both in practice and in preparing for the ASWB licensing exam. They allow Social Workers to demonstrate their understanding of client situations, apply their knowledge of Social Work principles and interventions, and engage in meaningful collaboration with their colleagues.

By understanding the importance of case presentations, incorporating the key components, following tips for preparing and delivering effective presentations, and practicing with case scenarios, Social Workers can enhance their skills and improve their performance on the ASWB licensing exam.

Remember to utilize case presentation templates to create a structured and organized approach when presenting cases to your peers or supervisors. These templates can be tailored to suit individual preferences and case requirements, ensuring that you effectively convey the most pertinent information about your client’s situation. By honing your case presentation skills, you not only contribute to your professional development but also become better equipped to advocate for and support your clients in their journey toward well-being.

For more content, resources, and practice questions like the ones discussed in this blog post, visit www.agentsofchangeprep.com . With our comprehensive materials and expert guidance, you’ll be well-prepared for the ASWB exam and ready to excel in your Social Work practice!

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► Learn more about the Agents of Change course here: https://agentsofchangeprep.com

About the Instructor, Meagan Mitchell: Meagan is a Licensed Clinical Social Worker and has been providing individualized and group test prep for the ASWB for over five years. From all of this experience helping others pass their exams, she created the Agents of Change course to help you prepare for and pass the ASWB exam!

Find more from Agents of Change here:

► Facebook Group: https://www.facebook.com/groups/aswbtestprep

► Podcast: https://anchor.fm/agents-of-change-sw

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Disclaimer: This content has been made available for informational and educational purposes only. This content is not intended to be a substitute for professional medical or clinical advice, diagnosis, or treatment

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Social Work Practice with Carers

Case Study 3: Susan

Download the whole case study as a PDF file

Susan is the carer for her partner Grace who is 82. Grace has become increasingly frail and, following hospital admission and rehabilitation, has agreed to a trial three months in a care home.

This case study examines the impact of going into a care home on the caring relationship, and the need to support transitions and respond to family conflict, including through mediation. It also considers issues of identity and sexuality .

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, 60KB)

Name : Susan Reinfeld

Gender : Female

Ethnicity : White British

Download resource as a PDF file

First language : English

Religion : Humanist

Susan is 70 years old. She is primary carer for her partner, Grace, who is 82. In their younger days Susan and Grace travelled widely, they had a large network of friends and although they don’t have any children of their own, they have nieces and nephews. Susan is particularly close to her nephew Graham. Grace has generally taken the lead in decisions and in the relationship. Sometimes now she gets angry with Susan if she doesn’t do things the way Grace expects or if Susan makes a suggestion which Grace sees as ‘stupid.’ Grace’s family have at times struggled with her sexuality and while her relationship with her nieces and nephews is good, her relationship with her brother Clive has been more difficult.

Over recent years Grace has become increasingly frail and has relied on Susan to wash and dress her, support her to use the toilet, as well as maintain the home and cook meals. Two months ago, Grace had a fall and was admitted to hospital. She was discharged to a rehabilitation bed in a care home. Before the hospital admission Susan and Grace were not in contact with services. Whilst in hospital and the care home, Susan has visited every day and helped Grace with personal care. Grace frequently phones and texts Susan. After six weeks of rehabilitation, Grace continues to need support to walk and with all her personal care, including support at night. You have been involved in a multi-disciplinary assessment which has recommended that Grace needs 24-hour care. As part of this assessment, Susan talked about how exhausted she is, and said that she no longer feels able to support Grace at home because of the impact on her health. Grace has agreed to a trial three months in a care home.

Susan and Grace are not legal partners, as they have not entered into a civil partnership nor are they married. Susan has no power of attorney for Grace. Susan is worried about the costs of a home and how this will be paid for. She feels guilty about ‘letting Grace down’ and sad about the future she will no longer have with Grace. Susan is also worried about Clive’s reaction.

Susan has asked to speak to someone about her concerns. You meet with Susan and do an assessment and support plan.

Susan Reinfeld

What others like and admire about me

It depends on their politics! I am a human rights activist, a peace campaigner and environmentalist. My friends admire the strength of my life-long commitment to socialist principles.

What is important to me

Socialist feminism

Cinematography

Being outdoors

Walks and good food

How best to support me

Don’t make assumptions about me.

Read the notes before meetings or discussions so that I don’t have to repeat information.

Give me information and advice on how to find and finance the best possible care for my partner.

We need open-minded communities. Be aware and sensitive to us as a lesbian couple.

Recognise that I am still a carer even though Grace is in a care home.

Help me to carry on caring for Grace and to manage the impact for Grace and her family of her being in a care home.

Support me to understand the implications for our home, finances and future decisions as we are not civil partners or married.

Address : 69, Willow Crescent, Allpark, ZZ3 Z33

Telephone : 07856 765432

Email : [email protected]

Date of birth : 01.06.45 Age 70

GP : Dr Habeeb, Allpark Surgery

Chronology completed by

Organisation :

Date chronology completed : 08.03.16

Date shared with person : 08.03.16

Susan’s Ecogram

Date completed : 8 March 2016

Carers Assessment

Name: Susan Reinfeld

Address: 69, Willow Crescent, Allpark, ZZ3 Z33

Telephone: 07856 765432

Email: [email protected]

Gender: Female

Date of birth: 01.06.45 Age 70

Ethnicity: White British

First language: English

Religion: Humanist

GP: Dr Habeeb, Allpark Surgery

How would you like us to contact you?

Mobile or email

Do you need any support with communication?

About the person/ people I care for

My relationship to this person: Partner

Name: Grace Wilson

Telephone: 07878 123456

Date of birth: 18.01.34 Age 82

Ethnicity White British

First language English

Religion Humanist

GP Dr Habeeb, Allpark Surgery

Please tell us about any existing support the person you care for already has in place. This could be home care, visits or support from a community, district or community psychiatric nurse, attending any community groups or day centres, attending any training or adult learning courses, or support from friends and neighbours.

GP, Dr Habeeb.

Phone calls from nephews and nieces.

Grace is currently in a residential care home for rehabilitation after being in hospital.

Social Worker who organised the step-down bed

Multi-disciplinary reablement team

The things I do as a carer to give support

Please use the space below to tell us about the things you do as a carer (including the emotional and practical support you provide such as personal care, preparing meals, supporting the person you care for to stay safe, motivating and re-assuring them, dealing with their medication and / or their finances).

Before Grace went into hospital, I used to support her throughout the day and night. Now I go to the care home after breakfast and stay until Grace goes to bed. Grace often rings me when I am not at the home including in the night.

This is what I generally do:

• I launder Grace’s clothes and bring them in – Grace is meticulous about her appearance – very stylish.
• I take Grace to the toilet during the day – she needs support to be able to use the toilet and it is important to her that I do this.
• I remind Grace about her medication and help her to take the correct ones at the right times.
• I help Grace to go down to meals in the home – I bring in some food for her which I cook from her favourite recipes
• Grace likes us to watch films or TV recordings together, especially documentaries. We usually manage at least one programme a day together. She likes me to keep her informed about what’s going on in our political networks. I bring in books and local information, international news items, and read to Grace. I try to find things that interest her to bring in every day.
• I help Grace to get undressed and showered in the evening – she likes to feel fresh at the end of the day.
• When I get home, I sort things out there and get things ready for visiting the next day.

When Grace was at home I also:

• Helped Grace to get washed and dressed in the morning.
• Did all the shopping, meal preparation and cooking – Grace is a good chef and explained how things need to be done.
• Arranged Skype calls with friends for Grace.
• Helped Grace to have a bath each evening – we don’t have a shower.
• Helped Grace to the toilet in the night, usually a few times.
• Fetched things for Grace in the night if she wasn’t able to sleep.
• Arranged any medical appointments and collected medication.

How my caring role impacts on my life

Please use the space below to tell us about the impact your caring role has on your life.

The last year or so has been very difficult. I have done my best to support Grace and this has gradually made me more and more tired. I have been feeling unwell due to the lack of sleep and am always exhausted.

I worry about letting Grace down but I cannot do all that she needs me to do at home. Even with help coming in, there would be so much time when it was just me. Grace has said that she will try a care home and I think this is best. However, I feel guilty every time I leave her.

Even while Grace has been in hospital, and now in the reablement home, I seem to be as busy as ever. Grace is anxious about being in the home so I visit every day. The food is definitely not up to Grace’s standards – so I try to prepare something fresh to take in for her every day. Grace phones or texts me when I am not there and sometimes during the night. It is very stressful being ‘on call’. She forgets that I may be asleep or driving to see her.

I used to like going to the cinema and I wanted to get involved in a “University of the Third Age” group which I saw is exploring the history of film. I would like to travel and carry on with campaigns. At the moment I am too tired to do more than visit Grace and I don’t want to let Grace down by not being there for her.

It feels like my future is very bleak. We were planning to do so much more but all that has faded away along with Grace’s health. I feel like I have already lost her in a way. I miss the relationship that we had. Grace gets frustrated and she can lash out with her tongue. She gets quite angry if I don’t get it right. I know she doesn’t mean it but it does hurt and I don’t know who to turn to. Some of the staff in the home seem quite uncomfortable around us and some have made comments that I find quite oppressive.

My sister passed away last year and I miss her. Grace’s brother, Clive, is hard work – he’s very domineering. I’m concerned about his response if the decision is made for Grace to go into a care home for good. He has always expected me to cope no matter what – his attitude is that I’ve ‘made my bed and must lie in it’. He expects me to continue caring for his sister as “that’s what I would have to do if I was Grace’s husband”.

What supports me as a carer?

Please use the space below to tell us about what helps you in your caring role.

I have a very supportive network of friends, we phone and email a lot. The trouble is we are so spread out, and I don’t really like talking about Grace behind her back, certainly not about the more private side of our relationship. I used to relax by walking, watching films, reading, studying or visiting new places.

My nephew, Graham – he only lives 20 miles away – he and I used to enjoy long walks together and we’re very close. He phones often and we make plans but I am so busy trying to sort everything out I hardly see him now.

The GP is very good and comes when we need her, but there is not much she can do either now, it’s the staff at the home who are looking after Grace at the moment. Some of the staff are very supportive.

My feelings and choices about caring

Please use the space below to tell us about how you are feeling and if you would like to change anything about your caring role and your life. I know I can no longer provide the level of care that Grace needs and it is right for her to be in a care home. However, I can’t help feeling that I have failed her. There were so many things that we shared and we had plans for the future. I’m beginning to recognise that some of the feelings I have are bereavement – the life we once shared is coming to an end.

By the time evening comes I feel emotionally drained. I feel like I can’t ever switch off from thinking about Grace. My life is on hold and I miss the things that I had hoped to be doing now, being more active in the world. I have had to give up a lot to support Grace and it is affecting my health. I want to support Grace as much as I can and ensure that she is happy. I do need to make sure I can keep going and that I can still be me.

I would like us to have time together that is not just about caring. I’m now providing personal care to my partner- our relationship has shifted – I’m not sure we feel like equal partners in life – not only from my perspective but I think Grace finds it difficult too. I’d love us to just be partners again, to have the intimacy we used to have with each other. I don’t want that side of our relationship to disappear.

Grace’s brother doesn’t agree with the decisions that are being made. He has always found our relationship hard to accept, and he likes to be in charge. He has very traditional values. I want him to understand and to support us.

Information, advice and support

Let us know what advice or information you feel would help you and what sort of support you think would be beneficial to you in your caring role.

I’d like someone to discuss my concerns with and talk things through, so I feel reassured I am making the right choices, for both of us. I must get it right.

I’d like to not have to repeat my story and keep having to explain our relationship. I’d like to be able to stay over with Grace and feel free to visit when I and she want.

Good communication between all the professionals. An explanation of everyone’s roles, and one person to co-ordinate it all. I’d like to know who to contact and who there is to help me.

Grace needs looking after properly and professionally but I don’t know how I can pay for everything to keep our shared home going and sort out her care. Being clear about how the care home is going to be funded will help.

Confidence in the paid carers doing their job properly, that they know what equality actually means.

Grace to have access to the internet so that she can keep up with her interests when I am not there.

I need expert professional advice about looking after Grace’s affairs, our home – which belongs to her, and our finances.

Having someone to attend meetings with me, be my advocate.

I don’t know how to cope with her brother’s response. I’d like help with this, and support from the f amily with this.

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 08 March 2016

Social care assessor conclusion

Susan has been providing significant daily support to her partner, Grace aged 82, who has recently been hospitalised after a fall and had six weeks support in a reablement bed. At 70 years of age herself, Susan is struggling to cope with the physical and emotional demands of caring for her partner. Susan describes feeling exhausted and says that her health is deteriorating. Before the hospital admission Susan and Grace weren’t in contact with services. Following a six week reablement period, and during subsequent assessments, Susan and Grace have reluctantly come to the joint decision that a care home for Grace is needed due to the level of needs. Susan is determined to still be able to provide a high level of care for Grace, bringing her food and supporting her personal care, and activities during the day. Susan wants to maintain daily contact and be able to stop overnight with Grace. The impact of this decision and the pressures on Susan of trying to find a suitable residential home for Grace, sorting Grace’s affairs and their legal position, are considerable. Susan is also concerned about Grace’s brother’s response to her going into a care home. The situation is having a significant effect on Susan’s emotional wellbeing and she needs support in order to continue as a carer and maintain her relationship with Grace, and to engage in her own activities and maintain her home.

Eligibility decision Eligible for support

What’s happening next Create support plan

Completed by

Organisation

Signing this form (for carer)

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.

My relationship to this person Partner

Name Grace Wilson

Address 69, Willow Crescent, Allpark, ZZ3 Z33

Telephone 07878 123456

Gender Female

Date of birth 18.01.34 Age 82

Support plan completed by

Date of support plan: 08 March 2016

This plan will be reviewed on: 08 May 2016

Signing this form

Susan has asked for this support plan to be considered as part of Grace’s care and support plan but for it not to be shared with Grace.

Transition into a care home

Evidence shows that hospital social work is reported as highly valued but with carers feeling that empowering and person-centred practice was sometimes undermined by the discharge and care management processes (McLaughlin 2016). Issues of information for carers, their expectations of a social worker who has to move on to the next patient and the difficulties of reconciling the role of carers and the rights of service users – which can be at odds at the point of discharge (Fowler 2009) – are raised. Guidance for health and social care professionals on the transition from hospital settings to the community or care homes (NICE 2015) stressed the importance of shared information (with carers if the patient consents), communication and multi-disciplinary care planning.

• NICE guidance on Transition between inpatient hospital settings and community or care home settings for adults with social care needs https://www.nice.org.uk/guidance/ng27
• NICE quality standards on Mental wellbeing of older people in care homes
• NIHR (2012) Understanding and improving transitions of older people: a user and carer centred approach
• SCIE Quality in social care: achieving excellence in care homes for older people

Integrated work

Research highlights three characteristics of social workers in hospital discharge settings – first that they managed unanticipated events, second they made good use of a broad and interconnected perspective of the health and care system plus third, relationship building between patient, caregiver and health and care providers was an effective component of that social work (Fabbre et al 2011).

• The College of Social Work and the Royal College of GPs (2014) GPs and Social Workers: Partners for Better Care Delivering health and social care integration together
• Research in Practice for Adults Frontline: Supporting successful integration – improving outcomes in social care and health https://www.ripfa.org.uk/resources/publications/frontline-resources/supporting-successful-integration–improving-outcomes-in-social-care-and-health-frontline-briefing-2015
• SCIE (2012) SCIE Research briefing 41: Factors that promote and hinder joint and integrated working between health and social care services
• Kings Fund (2014) Making our health and care systems fit for an ageing population http://www.kingsfund.org.uk/publications/making-our-health-and-care-systems-fit-ageing-population
• CarersUK (2016) Pressure Points: carers and the NHS

Transitions for carers

Research points to contributions of social workers to care transitions, specifically, informational continuity; patient-health care professional relational continuity; conflict resolution; mediation among family, patient, and health care professional (for example, doctors and nurses); collaboration with family caregivers and community supports; and relocation counselling.

• Carers Trust (2014) Improving health outcomes – older carers voices and stories
• Carers UK (2015) Need to know: transitions in and out of caring: the information challenge
• Carers UK (2012) In sickness and in health http://www.carersuk.org/for-professionals/policy/policy-library/in-sickness-and-in-health
• SCIE, The participation of adult service users , including older people and carers, in developing social care

Tool 1: Carer life transitions

Family complexity and conflict

Research shows that in situations of multiple and complex needs the distinction between client and carer blurred and could change circumstantially. The question of separate social workers for people in such relationships (Swetenham et al 2015) or the introduction of a carers advocate (SCIE, Care Act 2014) have received consideration. Family group conferencing, along with mediation as whole family approaches, were found to have particular applicability to adult safeguarding social work. (SCIE 2012).

• RiPfA Key Issue: Balancing need: the relationship between carers’ assessment and needs assessment
• SCIE (2012) Safeguarding adults: Mediation and family group conferences
• SCIE (2012) Safeguarding adults: mediation and family group conferences: Information for people who use services
• Skills for Care and Carers Trust (2014) Assessing carer’s needs: a short guide to taking account of everyone in the family who cares
• Carers UK (2014) Caring and family finances inquiry
• Tool 2: Mediation stages

Identity and sexuality

The significant potential of social work to ensure sustainable and effective support over the longer term, in forming relationships and undertaking comprehensive and sensitive assessments in partnership with (older) people and their carers has been documented. (Milne et al 2014 in making the case for gerontological social work).

• SCIE, Personalisation briefing: Working with lesbian, gay, bisexual and transgender people
• National LGB&T Partnership (2015) The Adult Social Care Outcomes Framework LGBT Companion Document
• Safe Aging No Discrimination (2015) Researching the hopes, fears, experiences, expectations  of health & social care by older – and old ‐ lesbian, gay,  bisexual and trans people in Shropshire
• Pugh S, McCartney W and Ryan J with the Older Lesbian, Gay Men, Bisexual and Transgendered People’s Network (2010) Moving forward: working with and for older lesbians, gay men, bisexuals and transgendered people: training and resource pack
• SCIE Working with lesbian, gay, bisexual and transgendered people: older people and residential care: Roger’s story
• Tool 3: Moving into a care home – checklist
• Tool 4: Moving into a care home – advice for lesbian, gay and bisexual people
• Tool 5: Top tips for including LGBT people – LGBT Health and Wellbeing (2014) Ten top tips for becoming more inclusive of lesbian, gay, bisexual and transgender people: a guide for services and organisations working with older people
• Tool 6: LGBT Checklist for social care providers – Age UK Camden and Opening Doors London (2011) Supporting older lesbian, gay, bisexual and transgender people: a checklist for social care providers

Download tool as a PDF file

You can use this tool to consider a transition point in someone’s life.

This tool is based on Transitions’ extract from Lynne Wealleans (2013) A Life Course Approach to Promoting Positive Ageing. Beth Johnson Foundation

The life course model outlined in this report comprises five core elements; place, transitions, catalyst for change, personal resilience and control and enhancing future life choices.

Back to Summary

Tool 2: Mediation Stages

This tool sets out the stages of a mediation process. You can use it to plan and deliver a mediation session.

Establish the arena

Set the agenda, prioritise and plan

Discuss the issues and explore options

Develop solutions and secure agreement

Mediation – The stages

Stage 1: establishing the arena.

The mediator manages introductions, clarifies the process, establishes ground rules and confirms their role. They will make sure that all participants have signed the Agreement to Mediate, which sets out the terms and conditions of mediation.

Stage 2: Defining and clarifying the issues

The mediator will ask each participant to explain why they have come to mediation, their concerns and what they hope to gain from mediation. The mediator will summarise this information after each participant has presented their view, to ensure that they have understood the issues correctly and to acknowledge the concerns and feelings of each participant.

Stage 3: Agenda setting, prioritising and planning

The mediator will ask each participant to help set an agenda for mediation. The issues will be drawn from each participant’s presentation in stage 1. The mediator will:

• ensure that the participants lead the development of the agenda
• include issues that are significant to the participants
• help the participants to link issues, which can make resolution easier in stages 4 and 5
• ensure that all issues that can be included are included.

The mediator will help the participants to prioritise the issues and agree an order in which to discuss them. It may be necessary for participants to be given the chance to resolve some issues before others can be discussed.

Stages 4 and 5: Discussing the issues and exploring options

The mediator will encourage participants to discuss each issue in the order set out in the agenda. They will listen carefully for agreement on certain issues and find ways to bring participants closer on issues they do not agree on. The mediator will also encourage participants to focus on interests – what each party needs – rather than positions – what each party wants. By establishing interests that are the same or similar, the mediator will encourage participants to be creative and explore options that meet everyone’s needs and interests.

Stages 6 and 7: Solutions and securing agreement

The mediator will encourage participants to build on the options discussed in stages 4 and 5 to develop solutions that meet everyone’s needs. Two important processes happen at this stage:

• Participants are empowered to find their own solutions that work.
• Participants work in partnership – collaborating to find solutions that are beneficial to everyone.
• The mediator plays an important role here: to help the participants test the achievability of the solutions they have developed.
• In appropriate cases, they will help the participants to focus on how their proposed agreement meets the needs of anyone – including those not present – affected by its outcome.

This information is based largely on: SCIE Mediation Stages

Download the tool as a PDF file

Care home checklist

Use our checklist to help you find out as much as you can about a care home and make an informed choice.

Where is the home?

Will visitors be able to get there easily?

Are there transport links near by?

Are facilities such as shops, pubs, parks and places of worship within easy reach?

How accessible is the home?

Will it be easy for you to enter and leave the building, and move between rooms and floors?

How good is the wheelchair access?

Is there a lift?

Does the home feel clean and inviting?

Are there any unpleasant smells?

Do the rooms feel hot and stuffy or cold and draughty?

Is there a relaxed and friendly atmosphere?

Will you feel comfortable chatting and socialising in the home’s public areas?

Are chairs arranged in groups or round the edges of the rooms?

Is there a quiet living room for reading, as well as one with a television?

Are the rooms a good size?

Will you have a room to yourself?

Is there any choice of rooms to accommodate preferences such as sun, shade or quiet?

Do the rooms have en suite facilities or basins?

Will you be able to bring your own possessions such as pictures, plants and furniture?

Does the home allow pets?

Will you be able to settle into the home?

Would you prefer a larger or smaller home?

Based on AgeUK’s care home checklist

Download the tool as a PDF

Moving into a care home – advice for lesbian, gay and bisexual people The Alzheimers’ Society

Making the decision to move into a care home is never easy, for the person with dementia, their partner or relatives – whatever the person’s sexual orientation. However, in spite of recent improvements in law to protect their rights, lesbian, gay and bisexual people can still find moving into a care home particularly difficult due to fears of homophobia or of not having their specific needs met. This factsheet provides some advice on choosing a suitable care home and suggests things to think about when the person moves in.

Ten Top TiPS for becoming more inclusive of lesbian, gay, bisexual and transgender people A guide for services and organisations working with older people LGBT Age

What does it mean to be inclusive of lesbian, gay, bisexual and transgender (LGBT) people? How can you make sure that LGBT people feel actively welcomed? Why is it important to go beyond ‘treating everyone the same’? How can your organisation provide the best service possible to older LGBT people?

Supporting older Lesbian, Gay, Bisexual and Transgender people A checklist for Social Care providers Age UK Camden, Opening Doors London

This checklist 4 aims to assist organisations to become LGBT friendly (i.e. to ‘come out’ to older LGBT clients as “gay friendly”) so that the organisations more readily meet their requirements under the Equalities Act and the older person feels able to “come out” to the organisation and be fully themselves.

• Equal opportunities
• Complaints procedure
• Terms and conditions
• Privacy policy
• Cookie policy
• Accessibility

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.

Case studies in child welfare

About this guide, child welfare case studies, real-life stories, and scenarios, social services and organizational case studies, other case studies, using case studies.

This guide is intended as a supplementary resource for staff at Children's Aid Societies and Indigenous Well-being Agencies. It is not intended as an authority on social work or legal practice, nor is it meant to be representative of all perspectives in child welfare. Staff are encouraged to think critically when reviewing publications and other materials, and to always confirm practice and policy at their agency.

Case studies and real-life stories can be a powerful tool for teaching and learning about child welfare issues and practice applications. This guide provides access to a variety of sources of social work case studies and scenarios, with a specific focus on child welfare and child welfare organizations.

• Real cases project Three case studies, drawn from the New York City Administration for Children's Services. Website also includes teaching guides
• Protective factors in practice vignettes These vignettes illustrate how multiple protective factors support and strengthen families who are experiencing stress. From the National Child Abuse Prevention Month website
• Child welfare case studies and competencies Each of these cases was developed, in partnership, by a faculty representative from an Alabama college or university social work education program and a social worker, with child welfare experience, from the Alabama Department of Human Resources

• Immigration in the child welfare system: Case studies Case studies related to immigrant children and families in the U.S. from the American Bar Association
• White privilege and racism in child welfare scenarios From the Center for Advanced Studies in Child Welfare more... less... https://web.archive.org/web/20190131213630/https://cascw.umn.edu/wp-content/uploads/2013/12/WhitePrivilegeScenarios.pdf
• You decide: Would you remove these children from their families? Interactive piece from the Australian Broadcasting Corporation featuring cases based on real-life situations
• A case study involving complex trauma This case study complements a series of blog posts dedicated to the topic of complex trauma and how children learn to cope with complex trauma
• Fostering and adoption: Case studies Four case studies from Research in Practice (UK)
• Troubled families case studies This document describes how different families in the UK were helped through family intervention projects
• Parenting case studies From of the Pennsylvania Child Welfare Resource Center's training entitled "Understanding Reactive Attachment Disorder"
• Children’s Social Work Matters: Case studies Collections of narratives and case studies

• Race for Results case studies Series of case studies from the Annie E. Casey Foundation looking at ways of addressing racial inequities and supporting better outcomes for racialized children and communities
• Systems of care implementation case studies This report presents case studies that synthesize the findings, strategies, and approaches used by two grant communities to develop a principle-guided approach to child welfare service delivery for children and families more... less... https://web.archive.org/web/20190108153624/https://www.childwelfare.gov/pubPDFs/ImplementationCaseStudies.pdf
• Child Outcomes Research Consortium: Case studies Case studies from the Child Outcomes Research Consortium, a membership organization in the UK that collects and uses evidence to improve children and young people’s mental health and well-being
• Social work practice with carers: Case studies
• Social Care Institute for Excellence: Case studies
• Learning to address implicit bias towards LGBTQ patients: Case scenarios [2018] more... less... https://web.archive.org/web/20190212165359/https://www.lgbthealtheducation.org/wp-content/uploads/2018/10/Implicit-Bias-Guide-2018_Final.pdf
• Using case studies to teach
• Last Updated: Aug 12, 2022 11:21 AM
• URL: https://oacas.libguides.com/case-studies

Interactive Cases

Select any of the modules shown below to begin. Each case provides unique, realistic, nuanced, and in-depth situations for students to reinforce and apply their expanding skills and knowledge in an active "learning-by-doing" format.

Families and communities consider transitions.

Rape Incest and Abuse National Network

An Urban Community Affected by Disaster

Systems, Strengths, and Stressors

A Community Conundrum

Loss, Aging, and Social Support

School of Social Work Real Cases Studies

Brenda McGowan, DSW Professor, James R. Dumpson Chair of Child Welfare Studies Fordham University Graduate School of Social Service

In developing cases for analysis in social work classes, our primary objective was to select and present cases that convey the reality of practice in child protective services – the excitement, the demands, the conflicting expectations, and the enormous variability of practice. Representatives of the ACS Accountability Review Panel in conjunction with the James Satterwhite Child Welfare Training Academy initially selected eight cases for consideration. Six were identified from ongoing ChildStat reviews, and two from records in Connections.

We reviewed these cases, identified five that seemed like good candidates for this project. These five were reviewed by the Real Cases Committee and the Director of the Training Academy who together selected the three presented here. These cases were selected because they demonstrate good, but not perfect investigations, fairly typical types of case situations, a range of allegations, and very diverse client populations. One involves a charge of spouse abuse in an immigrant family from the Caribbean with two young children, another a charge of grandparent’s abuse of a black teenage boy whose parents are out of state, and the third involves a white mother with severe mental illness who left a latency age boy alone unsupervised. One of these cases has a long history of involvement with CPS, the others are totally new. All were new to the workers who were charged with investigating these allegations.

To explain the selection process we followed, it is necessary to describe the complexity of the two types of CPS records we reviewed. First, Connections is a massive computerized data information system introduced years ago to track all child welfare cases in New York State. This system contains a number of narrative sections, as well as many that require the worker to select among pre-coded options. Designed to cover each case from intake or the initial complaint through investigation, assessment, service planning and provision for each family member, it requires multiple entries from all the workers and supervisory personnel who have any contact with the case or provide any of the required approvals. An outsider reading a Connections case record gets the impression that this instrument was designed to monitor compliance with all the regulations governing child welfare practice, not to tell the story of a case. Entries are all made chronologically and frozen so changes cannot be made later. Instead, if the worker or supervisor decides to correct a fact or assessment entered earlier, this can only be done by making another entry. The result is that it is easy to have a lengthy Connections document of well over 40 pages that is very repetitious, may contain conflicting information, and cannot be skimmed easily to obtain the basic facts about a case. However, child protective workers and supervisors must often form their practice decisions on the basis of the complex and sometimes contradictory information in Connections.

Second, the Commissioner of ACS recently introduced a new case practice accountability tool, ChildStat. Modeled on the CompStat program used in the City’s police precincts, it is designed as a system for communication among all managerial levels about work at the frontline in child protective services. Staff members from the agency’s Office of Accountability review a sample of the cases from each borough office and write carefully constructed, very detailed summaries of the essential facts in each sampled child protective report. These summaries are distributed to a ChildStat committee that reviews cases from different boroughs on a rotating basis. This committee is composed of top agency administrators, directors of relevant borough offices, and case supervisors who answer questions for each case under discussion. The ChildStat program is widely viewed as a successful innovation that keeps central administration informed about what is happening at the field level and provides important feedback to different levels in the field office about errors or omissions the workers may be making and ways to improve the quality of practice.

The ChildStat program was very valuable for this curriculum project for two reasons:

First, the succinct, factual case summaries written for ChildStat provided an easier way to view and select a range of cases than the complex Connections records.

Second, these reports are written in a way that highlights the fact patterns that must be addressed in each child protective report. These include:

• basic demographic data;
• each family member’s response to the allegations in the report of child abuse or neglect;
• a full description of the family’s house or apartment with attention to space, sleeping arrangements, and cleanliness;
• family’s financial situation;
• any substance abuse in the home;
• any allegation of domestic violence;
• information about any prior contact between family and CPS;
• summary of interview with each adult member of the household;
• parents’ description of the children and any special concerns identified;
• summary of interview with and/or observation of each child in the home;
• summary of contact with complainant and any other relevant person, e.g., school teacher;
• description of any recent family crises;
• any issues that require emergency assistance;
• list of all requested services;
• worker’s recommendation about opening this case and making a finding.

We have tried to present the cases here in a very accessible, reader-friendly manner to encourage class discussion and analysis. However, the Connections and ChildStat programs are described in detail because it is important for students to understand the complex regulatory framework within which child protective workers must function. It is easy to get very frustrated with all the forms and regulations, but these are essential because children’s lives may be at stake. The rare child fatality case that explodes in the media every year or two illustrates why responsible public officials must create and enforce such a firm regulatory framework for protective practice. In reading each of the cases presented here, students are encouraged to consider the range of information available, any interesting or troubling omissions or contradictions in the facts the CPS worker was able to gather, your case assessment, the subsequent service recommendations you would make, and any glaring deficiencies in the larger service and/or policy environment highlighted by this case.

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