SWK 615 – Case Study: Assignment 1 (Assessment & Treatment Plan) (2.1.10 a, b, c, d)
Students will locate a case study and complete the following tasks:
• Identify/describe/interpret your client & give a brief synopsis of the case/history
• Identify/describe/interpret client strengths & sources of support
• Identify/describe/interpret any medical issues associated with the client
• Identify/describe/interpret environmental & cultural factors that may be associated with client’s current state
• Identify/describe/interpret a target for intervention
• Identify/describe/interpret at least one mode of treatment
• Identify/describe/interpret at least one mutually agreed upon goal (hint- use target for intervention)
• Provide a concise description of the target goal(s)
• Identify/describe/interpret at least two objectives related to the mutually agreed upon goal
• Identify/describe/interpret required activities to accomplish the goal (social worker’s responsibilities/activities)
• Identify/describe/interpret a timeline for completion of each objective.
• Identify/describe/interpret, & interprets a plan for follow-up that includes information on how the intervention will be monitored and evaluated for success or change.
Submission requires a scholarly level of writing that includes cited research to back up assertions, especially with regard to potential treatment modalities. Scholarly writing in the School of Social Work requires the accurate use of APA 6th Edition style. An abstract is not required for this assignment.(note* students may use case studies from the text, or alternatively, case studies are available from instructor upon request)
Points possible: 200
SWK 615
EPAS 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
Criteria 16-20 Points
Capstone (A) 11-15 Points
Benchmark (B) 6-10 Points
Emerging Skill (C) 0-5 Points
Not Competent (D/F) Scoring
APA:
-Title page (2 pts.),
-Running head (2 pts.)
-Page numbers (2 pts.)
-Reference page (4 pts.)
-In text citations (4 pts.)
-Page headings (2 pts.),
-Font (12 pt. Times New Roman) (2pts.)
-Margins and spacing (2 pts.). Successfully demonstrates mastery of 16-20 points of the criteria. Successfully demonstrates 11-15 points of the criteria. Demonstrates only 6-10 points of the criteria. Did not meet criteria.
Mechanics:
-Spelling (4 pts.)
-Grammar (4 pts.)
-Word usage (2 pts.)
-Page length requirements (3 pts.)
-Sentence structure (2 pts.)
-Punctuation (2 pts.)
-Appropriate sources (3 pts.) Successfully demonstrates mastery of 16-20 points of the criteria. Successfully demonstrates 11-15 points of the criteria. Demonstrates only 6-10 points of the criteria. Did not meet criteria.
Criteria 13-15 Points
Capstone (A) 8-12 Points
Benchmark (B) 4-7 Points
Emerging Skill (C) 0-3 Points
Not Competent (D/F) Scoring
EPAS 2.1.10
Practice Behavior a:
Engagement
• Embody reflective and mindful practice for action with individuals, families, groups, organizations, and communities.
• Cultivate and sustain empathy and other interpersonal skills in challenging context across social identity borders.
• Evaluate complexity of client’s circumstances and design approaches with clients and communities that affect change at the multiple system levels. Student demonstrates an advanced ability
1. Student identifies and selects a case study that is perfectly appropriate for the purpose of this assignment. (5pts.)
2. Student identifies and describes the case and client, including giving a brief synopsis of the case and history in a complete, descriptive, & meaningful way. (10pts.)
Student demonstrates a foundational ability
1. Student identifies and selects a case study that is appropriate for the purpose of this assignment. (4pts.)
2. Student identifies and describes the case and client, including giving a brief synopsis of the case and history in a mostly complete, descriptive, & meaningful way. (8pts.)
Student demonstrates an emerging ability
1. Student identifies and selects a case study that is somewhat appropriate for the purpose of this assignment. (2pts.)
2. Student identifies and describes the case and client, including giving a brief synopsis of the case and history in a marginally complete, descriptive, & meaningful way. (5pts.)
Student demonstrates a deficient ability
1. Student identifies and selects a case study that is inappropriate for the purpose of this assignment OR does not select or identify a case study. (0pts.)
2. Student identifies and describes the case and client, including giving a brief synopsis of the case and history in an incomplete or insufficient way OR the student does not describe the case & client. (0-3pts.)
Criteria 53-65 Points
Capstone (A) 35-52 Points
Benchmark (B) 16-34 Points
Emerging Skill (C) 0-15 Points
Not Competent (D/F) Scoring
EPAS 2.1.10
Practice Behavior b:
Assessment
• Differentially, collaboratively, and autonomously apply appropriate culturally relevant, evidence-based assessment frameworks, tools and instruments at multiple systems levels to collect, organize, and interpret pertinent information.
• Systematically and purposely utilize assessment data to assess client strengths and challenges.
• Based on differential and systematic assessment develop mutually agreed upon intervention goals and objectives.
• Develop and utilize appropriate and effective intervention strategies across client systems that reflect strength-based, culturally relevant, empowerment oriented, and globally aware approaches. Student demonstrates an advanced ability
1. Student describes & interprets client strengths & sources of support in a complete, descriptive, & meaningful way. (15pts.)
2. Student describes & interprets client medical or health issues in a complete, descriptive, & meaningful way. (10pts.)
3. Student describes & interprets client environmental or cultural factors in a complete, descriptive, & meaningful way. (10pts.)
4. Student identifies an appropriate target for intervention that is based on the case study and makes sense given the client’s presentation. (15pts.)
5. Student identifies at least one evidence-based & appropriate method of helping the client that is founded in research. (15pts.) Student demonstrates a foundational ability
1. Student describes & interprets client strengths & sources of support in a mostly complete, descriptive, & meaningful way. (12pts.)
2. Student describes & interprets client medical or health issues in a mostly complete, descriptive, & meaningful way. (8pts.)
3. Student describes & interprets client environmental or cultural factors in a mostly complete, descriptive, & meaningful way. (8pts.)
4. Student identifies a mostly appropriate target for intervention that is based on the case study and makes sense given the client’s presentation. (12pts.)
5. Student identifies at least one evidence-based & mostly appropriate method of helping the client that is founded in research. (12pts.) Student demonstrates an emerging ability
1. Student describes & interprets client strengths & sources of support but misses one or two key features. (8pts.)
2. Student describes & interprets client medical or health issues but misses one or two key features. (5pts.)
3. Student describes & interprets client environmental or cultural factors but misses one or two key features. (5pts.)
4. Student identifies a target for intervention that is based on the case study, however, there are better areas of focus that could have been identified given the client’s presentation. (8pts.)
5. Student identifies at least one evidence-based method of helping the client that is founded in research, however, there are better or more researched methods that would be appropriate for helping the client. (8pts.) Student demonstrates a deficient ability
1. Student inadequately describes & interprets client strengths & sources of support and misses several key features. (0-3pts.)
2. Student inadequately describes & interprets client medical or health issues and misses several key features. (0-3pts.)
3. Student inadequately describes & interprets client environmental or cultural factors and misses several key features. (0-3pts.)
4. Student does not identify an appropriate target for intervention that is based on the case study, OR the identified target for intervention does not make sense given the client’s presentation. (0-3pts.)
5. Student does not identify a method for helping the client that is founded in research, OR the research base for the intervention is inappropriate or harmful to the client. (0-3pts.)
Criteria 49-60 Points
Capstone (A) 32-48 Points
Benchmark (B) 13-31 Points
Emerging Skill (C) 0-12 Points
Not Competent (D/F) Scoring
EPAS 2.1.10
Practice Behavior c:
Intervention
• Initiate actions to actualize the professional values and ethics of social work practice while attending to the specific organizational goals of the employing agency.
• Social workers implement prevention interventions that enhance client capacities;
• Implement interventions that enhance the capacities of primary, secondary, focus, and actions systems at multiple levels.
• Partner with clients, client systems and other multiple systems levels in the process of finding solutions and seeking change.
• Partner with clients from empowerment perspectives to enhance their capacity to negotiate, mediate and advocate for themselves on their behalf. Student demonstrates an advanced ability
1. Student identifies a treatment goal that is based on the case study and makes perfect sense given the client’s presentation. (10 pts.)
2. Student describes & interprets a treatment goal in a complete, descriptive, & meaningful way. (15 pts.)
3. Student identifies at least two measurable objectives associated with the treatment goal. (10 pts.)
4. Student identifies, describes, & interprets activities required to meet objectives; the activities are related to the goal, do-able, and do not require the social worker to work harder than the client. (15pts.)
5. Student identifies an appropriate & realistic timeline that provides a reasonable timeframe for achieving the desired outcomes for each given objective. (10 pts.) Student demonstrates a foundational ability
1. Student identifies a treatment goal that is based on the case study and mostly makes sense given the client’s presentation. (8 pts.)
2. Student describes & interprets a treatment goal in a mostly complete, descriptive, & meaningful way. (12 pts.)
3. Student identifies at least two mostly measurable objectives associated with the treatment goal. (8 pts.)
4. Student identifies, describes, & interprets activities required to meet objectives; the activities are mostly related to the goal, mostly do-able, and do not require the social worker to work harder than the client. (12 pts.)
5. Student identifies a mostly appropriate timeline that provides a relatively reasonable timeframe for achieving the desired outcomes for each given objective. (8 pts.) Student demonstrates an emerging ability
1. Student identifies a treatment goal that is based on the case study; however, there are better areas of focus that could have been identified given the client’s presentation. (5 pts.)
2. Student describes & interprets treatment goal, but misses at least one or two key features or is insufficiently descriptive. (8 pts.)
3. Student identifies two objectives associated with the treatment goal, however, they are insufficiently measurable. (5 pts.)
4. Student identifies & describes activities required to meet objectives in a basic or somewhat limited way; the activities are only loosely related to the goal, do-able, but they may be too reliant on the social worker to do the work required to meet the objective. (8 pts.)
5. Student identifies a timeline that provides a timeframe for achieving the desired outcomes for each given objective; however the timeframe may not be realistic given the client’s presentation. (5 pts.) Student demonstrates a deficient ability
1. Student identifies a treatment goal that is not based on the case study; OR does not identify a treatment goal; OR the treatment goal does not make sense given the client’s presentation. (0-3pts.)
2. Student is inadequately descriptive of the treatment goal; OR the treatment goal is not described. (0-3pts.)
3. Student does not identify two objectives associated with the treatment goal. (0pts.)
4. Student does not identify, describe, & interpret activities required to meet objectives; OR the activities are unrealistic or rely too heavily on the social worker to accomplish tasks and do not put the onus on the client to take responsibility for change. (0-3pts.)
5. Student does not identify a timeline that provides a timeframe for achieving the desired outcomes for each given objective; OR the timeframe is unrealistic given the client’s presentation. (0-3pts.)
Criteria 16-20 Points
Capstone (A) 11-15 Points
Benchmark (B) 6-10 Points
Emerging Skill (C) 0-5 Points
Not Competent (D/F) Scoring
EPAS 2.1.10
Practice Behavior d:
Evaluation
• Develop systematic strategies to critically analyze, monitor and evaluate interventions, assessment procedures, organizational culture and other variables in professional social work practice in partnership with clients. Student demonstrates an advanced ability
1. Student identifies, describes, & interprets an excellent plan for follow-up that includes information on how the intervention will be monitored and evaluated for success or change. (20 pts.) Student demonstrates a foundational ability
1. Student identifies, describes, & interprets a decent plan for follow-up that provides some information on how the intervention will be monitored and evaluated for success or change. (15 pts.) Student demonstrates an emerging ability
1. Student identifies & describes a plan for follow-up that includes basic or limited information on how the intervention will be monitored and evaluated for success or change, or the measures and evaluation procedure is only loosely related to the goals & objectives. (10 pts.) Student demonstrates a deficient ability
1. Student does not identify or describe a plan for follow-up; OR the plan does not include information on how the intervention will be monitored and evaluated for success or change; OR the measures and evaluation procedure are unrelated to the goals & objectives. (0-5 pts.)
