University of Maine at Presque Isle
College of Professional Programs
Social Work Program
SWK 309: Case Management Practice (27917)
Fall 2013
Kim-Anne Perkins, LCSW
207/768-9428
kimanne.perkins@umpi.edu Normal Hall, Rm. 203
Office Hours: Monday, 9-11:30am and Thursday, 11-12:30 or by appointment
University of Maine at Presque Isle
Statement of Commitment
As a member of the university, I pledge to
Pursue academic excellence,
Support open inquiry and civil expression,
Participate responsibly in the life of the community,
Conserve and enhance the beauty of the campus, and
Help members of the university realize their potential.
I. Course Description
There is a growing emphasis in human service delivery on solving problems by doing
more with less. People who currently practice or plan a career in some area of
human service delivery must develop skills that address the right problems with the
best solution and keeping the client(s) as part of the team. This course is designed
to introduce students to case management as a technique of problem solving, while
at the same time, challenge participants to become a “professional helper.”
II. Educational Objectives
At the end of the course, students will be able to:
A. Develop skills necessary to perform a psychosocial assessment based on analysis of the
micro, mezzo, and macro aspects of a problem.
B. Adapt a personal style of intervention that obtains positive results in the practice of
their work.
C. Develop confidence in the task of problem resolution through the use of an 8 step
process,
D. Understand the theoretical basis for case management as an intervention.
E. Develop an understanding of personal and professional strengths and weaknesses each
one of us has in working with others.
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III.
University and Course Policies
A. In complying with the letter and spirit of applicable laws and pursuing its own goals of
diversity, the University of Maine System shall not discriminate on the grounds of race,
color, religion, sex, sexual orientation, including transgender status or gender
expression, national origin, citizenship status, age, disability, ore veterans status in
employment, education, and all other areas of the University System. The University
provides reasonable accommodations to qualified individuals with disabilities upon
request.
B. The University regards freedom from discrimination and discriminatory harassment as
an individual employee and student right which will be safeguarded as a matter of
policy. Any employee or student will be subject to disciplinary action for violation of this
policy. Retaliation against anyone who make a complaint of discrimination or
harassment or who is involved in a complaint process will not be tolerated.
(Http:www.maine.edu/system/policy_manual/policy_section401.php)
C. Questions and complaints about discriminations in any areas of the University should be
directed to Barbara DeVaney, Director of Affirmative Action and Equal Employment
Opportunity, South Hall Room 205, 181 Main Street, Presque Isle, Maine 04769-2888,
phone (207) 768-9750. TTY is available on request. Inquiries or complaints about
discrimination in employment or education may also be referred to the Maine Human
Rights commission. Inquiries or complaints about discrimination in employment may be
referred to the U.S. Equal Employment Opportunity Commission.
D. Disability Services: Students with disabilities needing accommodations or assistance
with coursework or testing should contact Mary Kate Barbosa Director of Student
Support Services, at 768-9613. Please note that students with disabilities must present
current and complete documentation to receive accommodations.
E. Tutoring: Student Support Services offers tutoring to all students for all courses via
experienced professional and peer tutors. If you are interested in receiving tutoring,
please contact Meghan Lightbown, SSS Assistant Director, at 768-9614.
F. Located on the first floor of South Hall, the writing center offers one-on-one
consultations for writers at all levels of course work, at all stages of the writing process.
Call 768-9615 or stop by to set up an appointment. For more information you can also
check out our web page: http://www.umpi.edu/programs/cas/english/writing-center.
G. Course expectations: I believe that most matters related to the course and assignments
can be resolved in the appropriate discussion forums. All students are welcome to be in
touch with me regarding problems, or issues of a personal nature.
1. ATTENDANCE (not applicable for online classes): Regular attendance and time
management are the responsibility of the student. A key part of this class is the
work done during the class period. Absence and chronic tardiness will impact the
final grade and the ability to finish the class. Two absences from class are allowed.
Three absences from the class will result in a ½ step deduction in the overall grade
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from the class. Four absences will result in another ½ deduction. If a student has 5
absences from the class, an additional ½ step will occur in the course overall. More
than 5 absences will result in the student being directed to withdraw from the class.
2. TARDINESS: This is defined as coming into the class after the instructor has begun to
present information. Three ‘tardies’ will result in the equivalent of one absence. If
the student has some concern about this policy, it is the student’s responsibility to
address these concerns with the instructor.
3. MINIMUM GRADE: Students majoring in Social Work must obtain a minimum of a C
in this class in order to graduate from the BSW program. If the student earns a
lower grade than C, he/she has the option to repeat the course once or to consider
another major. A discussion with the advisor is recommended.
4. STUDENT CONDUCT: An aspect of social work education is developing a professional
self and professional behavior and this begins in the classroom. In addition to
attendance and tardiness students in this class are:
a. Show respect to all persons, including fellow classmates, guests, and
instructor.
b. Expression of divergent opinions and views is encouraged.
c. Technology use during the class must be respectful and not violate
confidentiality or privacy of the people in the class. As an online class,
technology is integral to the learning environment. Remember that respect
for privacy and confidentiality must be practiced during all aspects of the
class.
d. The University of Maine at Presque Isle has a student conduct code of
conduct which all students are expected to follow. Civility, mutual respect
and discourse are expected and behaviors or actions disruptive to the class
will be addressed.
e. Completion of readings, assignments, and course work by assigned dates is
an example of how the classroom models workplace expectations.
Exceptions to published due dates of assignments must be discussed with the
instructor. Without communication with the instructor there is no obligation
for the instructor to accept late work.
IV.
Teaching Methods
The primary philosophy employed throughout this course will be:
“Your choices, your responsibility”
The educational philosophy of this course is based on the belief that everyone has something to
offer. Every member of the class has a base of formal and informal education, which contributes
to their current knowledge base.
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The instructor is not perceived as the 'giver' or 'imparter' of knowledge to an uninformed and
wholly receptive group of students. The instructor is responsible for establishing, nurturing, and
monitoring the learning environment while the learner/participant is responsible for taking
initiative and expanding his/her areas of knowledge, attitude and skills development. This class
assumes a teaching/learning partnership that is mutual and a challenging, creative and dynamic
environment. Therefore, the instructor will take the role of facilitator of learning.
V.
Course Requirements
During the course students will achieve certain learning outcomes. All performance assessment
depends upon the accomplishment of these outcomes. Students are graded on achievement
rather than effort. There will be a combination of writing exercises, papers, and in class
exercises. A portion of the class will take place over a Blackboard website specifically designed
for the class. It is essential that each student commit to this autonomous form of learning that
will act as a supplement to the class.
1.)
Journal From the course text, Fundamentals of Case Management students will keep a
journal that includes all the exercises completed during the class. Journal entries can be
handwritten, but it is preferred if the work submitted in the journal is typed, 10 or 12-point font
with at least a 1-inch margin. Work completed during the T/TH sequence of the class will be
submitted each Thursday which means the work will be the assignments from the previous
Thursday and Tuesday class.
The grading system for journal entries will be on a “+” and “–“system. Work that is done
without mistakes or the need for reconsideration will receive a “+”. Work that is good but in
need of revision will be returned to the student with one opportunity to make corrections. Any
work that is missing or has not been corrected after the opportunity to make corrections will be
given a “-“. The entire assignment counts for 40% of the final grade. Further explanation will be
available during class. This journal will have one section dedicated to those exercises involving
the creation of a “chart” of case management services for a client created by each student. The
case file will be worth 20% of the final grade. The completed journal will be submitted for
overall grading no later than Wednesday, 11 December, 2012
2.) Researched Paper Each student will write a researched paper on case management, as it
is practiced for a high risk population, such as:





Children and Their Families
Survivors of Rape and Domestic Violence
Drug and Alcohol Dependence
Individuals with Mental Illness
Individuals with Mental Retardation
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 Older People
It is important to compare and contrast how these issues match up to other populations. The
paper will be a minimum of seven (7), double-spaced, typed pages and incorporate
information from a minimum of four (4) sources. Resources can include library research,
media sources, Internet and Web sources, but must be a combination of a minimum of two
different types of source. In other words, information from the Internet is fine as long as you
use other sources as well. This paper counts as 20% of the final grade and is due as a final
project on Monday, December 16, 2013.
All papers must follow an approved APA format of citation. Students are reminded
that the University regulations on instructional offenses and plagiarism are strictly
enforced. In particular, students are warned against plagiarism, cheating, and/or
handing in the same assignment for two or more courses without formal permission of
all instructors involved. Plagiarizing includes using or passing another’s ideas as one’s
own without clearly acknowledging the original author or thinker. All students should
be familiar with the UMPI policy regarding academic dishonesty. Please refer to the
UMPI catalogue and www.umpi.maine.edu/stulife/stacintp.htm
3.)
Resource Guide As a supplement to the research paper, each student will create a
resource guide that identifies all possible local, state, and federal resources available to work
with the population selected. The format of this resource guide is up to each individual. The
information must be designed in a manner that allows ready access of information and could be
understood by someone unfamiliar with the needs of the population. The guide should be
designed as a tool that could be given to a family member, for example, who just had a loved
one diagnosed with a mental illness. Therefore this assignment will be graded on the
comprehensiveness of the resource information. Amount of resources is not necessarily
important. Rather the quality is the most important feature of a good resource and is judged
by the detail of information and ease of access demonstrated by the resource guide’s design.
There are many resource guides available, and this assignment is designed to challenge the
participant to design a system of resource information that is most helpful to them. This
system counts as 20% of the final grade and is due on Monday,16 December, 2013. Critique
and review of each completed resource guide will take place in the classroom and fellow
students will be asked to participate in grading the assignment based on a rubric.
To summarize the assignments:
Journal
40% of the final grade
Case File
20%
Research Paper
20%
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Resource Guide
20%
Total
VI.
100%
Required Materials
Summers, Nancy, Fundamentals of Case Management Practice, 4th edition, + DVD & Helping
Professions Learning Center access code Bundle ISBN: 9781285045610
Three ring binder or other form of paper trap that allows you to collect materials for the
journal of activities.
VII.
Assignments
Any assignments with an asterisk (*) are to be included in the class journal. There should be a
minimum of 15 assignments in the journal, which then support the case file to be created.
This is a separate set of documents from the case file and should serve as a point of reference
for you for this class but also in the future.
09 Sept – *Possible Value Conflicts When Helping Others, page 8.
11 Sept - *3 plans from Chapter 2, pp. 53-57
_____(1)
_____(2)
16 Sept – Group Exercise, p. 66-68, Applying the Ecological Model
18 Sept – *Examples of 3 levels of identifying the problems at micro, mezzo, and macro levels
along with interventions, pp. 68-70
_____(3)
Chapter Four, Cultural Competence, pp. 103-105
*A Quick Discrimination Index, handout
_____(4)
23 Sept –Chapter Five, Attitudes and Boundaries
*In Class Warmth, Genuineness, and Empathy”
_____(5)
25 Sept – Chapter 6, Seeing Yourself as a Separate Person
*Blurred Boundaries, pp. 120-122
30 Sept – Chapter 7, Clarifying Who Owns the Problem
Who Owns the Problem? In Class
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_____(6)
*Making the Strategic Decision, pp. 125-127
_____(7)
02 Oct – Chapter 8, Identifying Good and Poor Responses
Identifying Roadblocks
In class
*Rate your challenges in Communication – essay
_____(8)
07 Oct – Chapter 9, Listening and Responding
Finding the Right Feeling & Naming Feelings, in class
*Reflective Listening. At least 1 scenario from each of the six types of listening exercises,
pp. 153-158
_____(9)
09 Oct – Chapter 10, Asking Questions
What is Wrong with These Questions, In Class
Which Question is Better? In Class
exercises.
*Opening Closed Questions, pp. 167-169, Pick 2 scenarios from the two
_____(10)
*Try Asking Questions, pp. 179-180
_____(11)
16 Oct – Chapter 11, Bringing Up Difficult Issues
What is Wrong Here? In Class
*Expressing Your Concern and Expressing a Stronger Message, pp.184-187. Pick
2 scenarios from the two ‘concern’ exercises and all scenarios from the Expressing a Stronger
Message.
_____(12)
21 Oct – Chapter 12, Addressing and Disarming Anger
Initial Responses to Anger. In Class
*Practice Disarming Anger, pp. 198-199
_____(13)
23 Oct – Chapter 13, The Effective Combination of Skills
*Identify What You Your Skill Strengths-essay
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_____(14)
28 Oct – Chapter 14, Putting it All Together
Putting It All Together, Exercise I and IV. In Class
*Exercise II and III, pp. 224-229
_____(15)
Pick a minimum of two other exercises from you workbook to add to the 15 exercises that
make up your learning journal for case management.
Learning to Use the DSM Pp.272-275
Using Mental Status Examination (MSE) Vocabulary Pp. 295-297
Recording a Client Contact, part 1 & 2 Pp. 341-346
Using Government Guidelines to Correct Errors
Developing Goals and Objectives
Pp.347-348
p. 363
30 Oct and 04 Nov – Case creation for each area of practice with review of Wildwood Case
Management Forms and arrangement of the Client’s Chart, pp.429-458. Review of the 10
Fundamental Components of Recovery
Children and Families
Survivors of Rape and Domestic Violence
Drug and Alcohol Dependence
Individuals with Mental Illness
Individuals with Mental Retardation
Older People
06 Nov – Chapter 15 & 16, Documenting Initial Inquiries, and the First Interview.
11 Nov – Chapter 17, Social History and Assessment Forms, completing the appropriate
assessment for your case.
13 Nov – Chapter 18 & 19, Using the DSM and the Mental Status Examination, Intake
Assessment Form.
18 Nov – Chapter 20 Receiving and Releasing Information.
20 Nov – Chapter 21, Developing a Service Plan.
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25 Nov – Chapter 22, Preparing for Service Planning Conference of Disposition Planning
Meeting.
02 Nov – Chapter 23, Making the Referral and Assembling the Record,
04 Dec – Chapter 24 and 25, Documentation and Recording and Monitoring the Services or
Treatment
09 Dec – Chapter 26, Developing Goals and Objectives at the Provider Agency and Chapter 27,
Terminating the Case, pp.447-448
11 Dec - Case Management journal due.
16 Dec Resource guide for the six high-risk population groups due and Presentation of
research paper. 3-5pm
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