Units
Casework and Case Management
Unit code: SWB211
Credit points: 12
Information about fees and unit costs
Casework and case management are the predominant human services practice methods and involve a range of processes and skills to ensure that service outcomes are effective and efficient. This unit compares and contrasts casework and case management strategies and approaches across a variety of practice contexts and scenarios. Students explore and analyse primary skills, tasks and roles including assessment, referral, brokering, review, advocacy, record keeping and workload management. Key learning strategies include problem based learning and the review, design and modification of a case management system for a particular practice context. Assessment is a scenario based exam and project paper. [SWB211 is incompatible with HHB211]
Availability
| Semester | Available |
|---|---|
| 2013 Semester 2 | Yes |
Sample subject outline - Semester 2 2013
Note: Subject outlines often change before the semester begins. Below is a sample outline.
Rationale
Social work and human service practitioners are expected to be familiar with casework and case management processes and practice models, including understanding their strengths and limitations and implications for practice. Accordingly, this unit provides foundational knowledge and skill for practitioners who will utilise these critical tools. It is located in the second year and will provide an opportunity for students to apply key principles and theories to practice scenarios in preparation for forthcoming placements.
Aims
The aim of this unit is to enable students to develop their understanding of casework and case management and the relevance of these for practice in complex and diverse settings.
Objectives
On successful completion of this unit you should be able to:
- Understand the various ways that casework and case management are defined and utilised in service delivery and their implications for social work and human services policy, practice and intervention (GVS1.2, 1.4, 1.5);
- Demonstrate critical knowledge of theoretical frameworks, the major features, principles, functions, processes and roles of casework and case management practice and systems relevant to diverse contexts (GVS1 - 1.5, 1.6; 1.8, 1.9; GVS2 - 2.1, 2.2; GVS3 - 3.1, 3.3; GVS4 - 4.1);
- Apply casework and case management processes and skills to service delivery situations (GVS11.2, 1.4, 1.7, 1.9); and
- Critically analyse and evaluate the major issues and dilemmas, including ethical issues, involved in the design and implementation of casework and case management practice or systems (GVS2 - 2.6; GVS3 - 3.2, 3.3).
Learning outcomes link to:
AASW Education and Accreditation Standards: 2.1, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5, 4.2.1, 4.2.2
AASW Practice Standards for Social Workers: 1.1, 1.3, 1.4, 1.5, 2.1, 3.1, 3.3, 4.1
AICHW Core Competencies: 1.1, 1.2, 1.3, 1.6, 3.1, 3.5, 4.1, 4.3, 4.4, 6.3, 7.1, 7.2
Content
The unit will cover different aspects of Casework and Case Management including
- An overview of casework and case management: Historical antecedents
- Definitions
- The key features and principles of casework/case management systems
- Case work and case management models and their relevance to current service delivery contexts
- Practice level principles and processes
- Core functions, processes and skills of casework and case management
- Casework and case management practice roles, responsibilities and principles. Ethical practice
- Practising with different communities and across different cultures - Indigenous, rural and diverse communities
- Casework and case management in relation to particular contexts: mental health, aged care, domestic and family violence, poverty
- Practice and program implications: Further considerations for casework and case management, including ethical issues and decision-making
Approaches to Teaching and Learning
The teaching approach adopted for this unit is based on developing an understanding of casework and case management practice and systems in a formal learning environment. Learning is individual and group centred and is reflected in the assessment requirements. While material is presented through the usual range of teaching strategies, such as lectures, tutorials, use of Blackboard, case scenario discussions, problem solving, videos, exercises and role plays and small group project work, the underlying goal is to create a learning environment where students appreciate the nature and experience of collaboration.
You will attend a weekly 1.5-hour lecture that succinctly examines relevant theory and practice (and a 1.5-hour tutorial session. Students should read the set text, review other relevant articles and texts and the lecture content each week. Additional reading is essential for those who wish to do well in this unit.
Assessment
Assessment will consist of weekly group presentations, student participation and an essay.Students will receive feedback immediately following their group presentation and written feedback on their essay.
Assessment name:
Group Project
Description:
Group Presentation to Tutorial Group on that week's lecture topic
Relates to objectives:
1, 2, 3, & 4
Weight:
40%
Internal or external:
Internal
Group or individual:
Group
Due date:
Wks 5-11
Assessment name:
Essay
Description:
Develop a strategy/model of intervention based on one of the scenarios provided.
Relates to objectives:
1, 2, 3, & 4
Weight:
60%
Internal or external:
Internal
Group or individual:
Individual
Due date:
End semester
Academic Honesty
QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.
A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.
Resource materials
Rothman, J., & Sager, J.S. (1998). Case management: Integrating individual and community practice. Boston: Allyn & Bacon.
Hepworth, D. H., Rooney, R. H., Dewberry Rooney, G., Strom-Gottfried, K., & Larsen, J. (2006). Direct social work practice: Theory and skills. (7th ed). Belmont CA: Thomson Brooks/Cole.
An extensive reading list will be available from the lecturer. In addition, each week's lecture notes will include extra readings that will be available on Blackboard.
Risk assessment statement
Students who have difficulty dealing with the emotional content of any lecture or video are encouraged to seek appropriate support before or after the class.
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.
Last modified: 15-Nov-2012
