Task 1. Use the case study William Doe 2. Using the organisation, worker role and referral information relevant for case study, your task is to: *Assume you are the case manager in the role described. *Assume you are following a case management process as described in the generic model in your subject package.In your assessment, discuss how you would apply the overarching and practice functions of the case management model described in this subject, within the organisation and community context information provided. This includes reflective discussion on your approach to practice that focuses on decisions and reasons for practice, the effectiveness of your practice and alternative approaches, skills or techniques (to demonstrate critical thinking). *Demonstrate a client-centred case management approach to practice. *Clearly outline and describe the communication and advocacy skills you would use by giving specific examples. Community Context Information: (the context and case study information is fictitious and have been developed for this assessment exercise.) Echo Valley is a town of approximately 15,000 population surrounded by small mixed farming areas. Much of the local industry is related to agricultural supplies or supports and the general businesses required to support everyday living, like chemist, grocery stores, medical surgery, hairdresser, clothing and shoe stores, several charity shops, church organizations and community health centre etc. There are Department of Human Services – Centrelink and Community Services offices in town that are operated full time. There is also a small hospital that has no emergency department, but has approximately 12 general ward beds and a 20 bed nursing home incorporated into it. There is a medium support retirement village in town of 15 units that has recently been completed. The hospital runs a ‘day care’ program each day for the elderly between 9 am and 3 pm, with bus collection pick up and drop off and a general activity program. There are some private practitioners like physiotherapist, counselors and speech pathologists and a part time (2 days per week) Headspace service in town. The Department of Ageing Disability and Homecare (ADHC) operates full time with a staff of 3. There is also a local Community Options program with one full time time and one part time worker, attached to the local shire council. A volunteer meals on wheels program operates three days per week. There are two local high schools – a public and a Catholic high school. There are also two local public schools, again, a public and Catholic school. School counselors for the Catholic schools travel from a nearby centre. There is a school counselor attached to the public schools but they are only available 3 days per week. The mental health services are provided by a team that is located in another town, Apollos, one hour away. There is a regular public bus service, weekly, to Apollos, leaving Echo Valley at 8 am and returning at 6 pm on a Thursday. A Community Transport service is sometimes available by appointment at a low cost to consumers. The local library has some public computer internet access available. Echo Valley has some seasonal work available during summer as some of the smaller agricultural farms produce fruit and vegetables and pickers and packers are required. There is also an abattoir in town but it operates intermittently due to fluctuations in market demand. Rental properties are fairly costly at present because there is a major road reconstruction project occurring nearby and many contract workers have taken medium term leases locally as the project is expected to take 12 – 18 months to complete. There are limited Department of Housing properties available. There are a number of informal groups in town, like sports clubs, ladies and craft groups, church based organizations and a Rotary Club. The local facilities include several parks, a swimming pool, public library and some good camping areas in the valley area just outside town. There is an increase in tourism often in summer as it is a pretty valley known for good bushwalking and camping opportunities and is located several hours drive from the city. Much of the local population is of Anglo-Australian descent though with the contract road work, there has been an increase in the cultural and gender mix in the area. Several of the construction workers have relocated their young families to the area with them for the duration of the project. Organisation, Referral and Worker Role Information – For Case Study (William Doe) – You work full time as a case manager for the Community Options Program (COP) at the Echo Valley Council. This program is funded through the Home and Community Care (HACC) program, which is a joint Australian, State and Territory Government initiative. The aims of the HACC funded programs are to support vulnerable people to be more independent at home and in the community and to reduce the potential or inappropriate need for admission to a residential care unit. The client group is older Australians, young people with a disability and their carers. The service provides case management to the client group. You have access to a work vehicle to do home visits as part of your assessments and case management role. There is also a small amount of brokerage funding available. The client has undergone the initial screening process and been deemed eligible for the service. He was referred by his local doctor. Note: You may find it helpful to do an internet search to find out more information about HACC and Community Options services.) Mr William Doe is 82 years of age. He migrated to Australia from Greece when he was 40 years old and worked in the construction industry as a semi-skilled labourer until he was 60 years of age at which time he retired due to ongoing back problems. Mr Doe married Jane Doe, an Anglo –Australian woman, five years after he migrated. Jane died in a car accident, 10 years after their marriage. Mr Doe has not remarried. William and Jane had two children, a daughter and a son. The daughter, Zelda, is now aged 35 years and lives with her family approximately 4 hours from Mr Doe. The son, John, is now aged 30 years. John is single and works overseas as a business executive. He rings Mr Doe regularly but is not often in the country to visit. Jane visits when she can but due to distance and having a family of youngish children (aged 5 – 10 years) she is often tied up with commitments in her home town. William has been diagnosed with obstructive airways disease and recently with early stages of dementia. He uses an oxygen bottle at home when the disease is aggravated by an asthmatic episode, though can go out and undertake most normal activities at home that do not require exertion. He has a slipped disc in his back as well as degeneration of the spinal column. This results in ongoing pain and limited movement. He is unable to lift heavy weights or bend for long periods of time. William’s grasp of spoken English is generally good though he has limited understanding of written English. He lives alone and is socially isolated. William appears slightly depressed in his presentation. William has not had much contact with his neighbours in recent years: they are mostly younger people and families that have moved into the neighbourhood as the older residents have moved out into nursing homes, passed on, or sold up to buy smaller ‘retirement’ units and relocated. He lives in an older home that he owns but due to the limitations of his physical conditions, this has become run down, full of his things (including significant ‘hoarded’ items) and is not regularly cleaned. There is some concern that he is not eating appropriately given his early dementia. There are also concerns that William’s self funded retirement monies may be running out and he will soon need to consider the possibility of moving out of his home to receive a higher level of care. William’s children are not really aware of how much William’s health and capacity to care for himself has deteriorated in th
e last year. Rationale This assessment item allows you to apply case management principles, theory and functions to practice. You need to put yourself in the role of a case manager in a human service agency. It is important that the marker is able to identify your understanding and application of client centred practice principles and the functions of the generic case management model. You will find completing at a minimum the following topics helpful before you commence assessment task 2. The topics are located on interact. • Topic 5: Overarching Functions; • Topic 6: Integrating community and informal supports; • Topic 7: Phased functions; • Topic 8: Organisational dimensions – intra and inter agency; • Topic 9: Practitioner Roles and Responsibilities ; and • Topic 10: Diverse Contexts and client groups. This assessment task is aligned to the following objectives: • Demonstrate the ability to apply the principles, theories and functions of case management to practice with vulnerable communities and individuals; • Critique case management systems within agency and community contexts; • Identify the roles and requisite base of skill, knowledge and theory for practitioners within case management systems; and • Engage in reflective learning that supports continued professional education. Your paper will be marked out of 50. Marking criteria Marking criteria Assessment Task 2 – Case Study Paper This assignment must include an Introduction, Conclusion, and Reference List [not the same as a Bibliography]. Students should structure the body of their paper using sub headings.Write in whole sentences which should be structured appropriately into paragraphs. Bullet points are not recommended. Proper in-text referencing must be observed; students should check online resources for styles and formatting https://www.csu.edu.au/division/studserv/learning/referencing/index.htm Please submit as a word document and not as a PDF. Requirements You are required to provide an introduction, body and conclusion to your paper. This includes the use of headings to signpost your work clearly. It is recommended you visit the guidelines on critical thinking and assessment writing checklist under assessment information in the subject outline. In the role of Case Manager students will use the case study provided to discuss (describe and interpret) the way they would conduct case management practice. They will demonstrate the communication and advocacy skills they bring to the role, discuss the application of the generic case management model with a client centred focus to the client cased study within the organisational context identified. This includes discussion of potential tensions; strengths/limits to approaches. Unlike usual practice reports, this case study paper will demonstrate how students have applied the concepts and functions of this subject to their practice. This will be evidenced through the content and critical reading/research in particular. Required reading Text: Moore, E., Randall, C., & Barton, H. (2009). Chapter 5: Practice Functions. In E. Moore, Case management for community practice (pp. 113–132). Melbourne: Oxford University Press. Required reading: Compton, B. R., Galaway, B., & Cournoyer, B. R. (2005). Endings in social work. In Social work processes (7th ed., pp. 319 323). Southbank, Vic.: Thomson Brooks/Cole. Gilgun, J. (2005). An ecosystemic approach to assessment. In B. R. Compton, B. Galaway & B. R. Cournoyer (Eds.). Social work processes (7th ed., pp. 349-60). Southbank, Vic.: Thomson Brooks/Cole. [in eReserve for HCS207] Harms, L. (2011). Working with people (pp. 162-76). South Melbourne, Victoria: Oxford University Press. Summers, N. (2009). Chapter 7 Identifying good responses and poor responses, Chapter 8 Listening and responding, Chapter 21 Developing a service plan at the case management unit, Chapter 25 Monitoring the service. In Fundamentals of case management: Exercises and readings (3rd ed., pp. 135-46, pp. 151-60, pp. 337 46, pp. 383-89). Ca.: Brooks/Cole Publishing. Woodside, M., & McClam, T. (2003). The assessment phase of case management. In Generalist case management: A method of human service delivery (2nd ed., pp. 81-94). Pacific Grove, Ca.: Thomson, Brooks/Cole. Optional reading The following chapters of your text focus on the application of some of these functions in different contexts or with different vulnerable population groups. We encourage you to read one or several in order to pick up different features and practices: Bland, R., Renouf, N., & Tullgren, A. (2009). Chapter 14: Case management and community mental health. In E. Moore (Ed.). Case management for community practice. Melbourne: Oxford University Press. Wiese, M. Y., & Parmenter, T. R. (2009). Chapter 9: The evolution of person-centred planning in supporting people with developmental disability. In E. Moore (Ed.), Case management for community practice. Melbourne: Oxford University Press. Fine, M., & Pross, E. (2009). Chapter 13: A human service revolution: Community options and the home and community care program. In E. Moore (Ed.), Case management for community practice. Melbourne: Oxford University Press. Randall, C., & Buys, N. Chapter 17: Case management within employment and rehabilitating mandates. In E. Moore (Ed.), Case management for community practice. Melbourne: Oxford University Press. Topic orientation The following six phased functions addressed in your text are simply illustrative, different authors will refer to them differently. Also they are part of layered processes together with the overarching functions discussed above. Individual assessment 1. Service planning and resource identification 2. Linking the client with services 3. Service implementation and coordination 4. Monitoring and evaluation 5. Termination and closure. Don’t be alarmed at the amount of reading for this Topic. It is important to have sufficient resources to assist with your assignment. As you read think about how you will demonstrate your application of the functions to your case management practice. You should be able to identify the centrality of the values and principles covered in previous Topics. The collaborative nature of the person/practitioner relationship, person-centredness and strengths based practice, all of which aim to maximise people’s agency in the case management process.