what the client says
The Data heading covers everything that occurred during a counselling session, including but not limited to a client’s observable responses, affect, traits, and behavior. This section includes specific, objective information about the session’s focus, what was said, and more, in order to answer the question: “What did I observe?”
Under Assessment, social workers interpret and analyze the data in the previous session. This involves applying some professional subjectivity and may result in clinical hypotheses or findings. Here, social workers might record things like how a session related to a client’s overall treatment goals, a working hypothesis, and/or a probable diagnosis of a client’s condition.
The Plan section is used for making decisions and recommending a plan of treatment for the client. Here, the objective and subjective data from the previous two sections are used to inform a social worker’s strategy or next actions – often between the current session and the next. This could include recommendations for therapy or lifestyle changes, among other short- and long-term treatments (Moore, 2022b).
The key difference between SOAP and DAP formats is that the former breaks down the information about a session into two discrete sections, which can be highly useful in healthcare contexts where medications, blood results, and other clinical data can inform a patient’s treatment (Moore, 2022b).
Behavior (Presenting the Problem) This section records the subjective and objective details that were observed (CF SOAP outline above). This section can also contain details about the session itself, such as where it took place.
Example: Met with client X in the office. The most recent assessment shows they are presenting symptoms of anxiety. Today they showed signs of exhaustion, lack of focus, and looked tired. They reported not being able to sleep in the past week and feeling overwhelmed by work.
Interventions This section outlines the methods used to reach the goals and objectives of the therapy. It’s a concise summary of the conversation, focusing strongly on the therapist’s actions and the patient’s reactions.
Example: Through client-centered techniques, this writer encouraged the patient to expand their thoughts about their work. Negative thoughts were identified and challenged. The patient was asked to see if there is a link between their insomnia and the stressful period at work. The connection was successfully made and normalized through discussion. The conversation then focused on the specific work-related triggers that may have led to insomnia. A mild sleep aid was prescribed.
Response In this section, the therapist should record the client’s response to the intervention, including what the client said and how they reacted.
Example: The patient initially rejected the link between their insomnia and stress at work. When asked how work made them feel, the patient became silent, reduced eye contact, and disengaged from the conversation with the writer. After a few moments of thinking, the patient was able to describe their own feelings in relation to their work.
Plan The plan outlines when the next session will take place, and its focus.
Example: The next appointment scheduled for September 16, will assess the client’s response to the sleep aid and reassess their feelings about work.
https://quenza.com/blog/girp-notes/
The GIRP framework offers a powerful communication tool by delivering a streamlined, concise, and organized account of a patient or client’s journey. GIRP notes highlight key developments and treatment plans , becoming an invaluable asset for all stakeholders.
What is a GIRP note?
The acronym GIRP stands for: G oal, I ntervention, R esponse, and P lan.
Goal GIRP notes always start with a goal. The goal describes what the patient wants to get out of therapy or coaching. You might include both short and long-term goals in this first section. For example: Janine has been attending fortnightly psychotherapy sessions to get better control of her social anxiety and agoraphobia. Long-term, she would like to have a more active social life. However, at present, her main goal is to start doing her grocery shopping in person again. Janine feels this is a safe and achievable goal for her to build some positive momentum.
Intervention The intervention simply describes the techniques, methods, or strategies the practitioner and client are using to work toward the desired change.
So, in Janine’s case, the intervention section might read: Therapist and client discussed gradual exposure techniques to start working up to completing a full in-person grocery shop. Or, for another person: Discussed client’s limiting beliefs around her capacity to successfully launch an online business. Introduced the concept of focusing on strengths rather than weaknesses. Then, prompted the client to come up with some empowering affirmations she can use when self-doubt is becoming an issue.
Response The response section provides an objective account of the individual’s reaction or progress in response to the intervention. This forces the practitioner to hone in on whether what they are doing in session is working and adjust course if necessary. In coaching, an example would be: Client struggled immensely with identifying strengths. By the end of the session we identified 3: creativity, persistence, and ability to learn new things. Did not get to move onto affirmations before the end of the session.
Plan The plan sets out the forthcoming steps, giving a clear roadmap for future treatment, services, and/or client tasks, based on insights gained from the individual’s response to past interventions.
For example: Janine to undertake 2 more trips for grocery shopping before next session. If successful, therapist and patient to decide on a new goal. May be suitable to include more social interaction, in line with long-term goal of having an active social life.
Benefits of GIRP Notes
The two most significant benefits of GIRP notes are that they:
1. Enhance communication between the client and professionals involved in a case resulting in a collaborative approach to care and a strong therapeutic relationship.
2. Maintain a focus on the individual’s goals.
The BPSS is used quite frequently by social workers, especially in their initial dealings with clients. The following is a template that could be adapted as necessary for different clients. Other templates for the BPSS can be found in a separate topic on this website at https://www.thesocialworkgraduate.com/post/bio-psychosocial-spiritual-assessment
_________________________________________________________________________________
Client Name:
Client D.O.B:
Client address:
Client contact details:
Referred by:
Presenting problem:
Family Structure/genogram:
Medical / psychological history:
Current medications:
Employment / education:
Other issues: Should check areas in BPSS to see if any other topics should be included
Planned intervention and referrals:
_____________________________________________________________________________
Pacheco (2014) suggests social workers can develop a template that can be written over when taking notes.The template can contain prompts to ensure the social worker does not forget to touch on certain areas. An example using the BPSS approach is shown on the right.
This is quite simple to make: type up your page with the prompts, highlight the prompts, and choose a light colour from the available font colours, e.g.tan background 2.
Pacheco’s approach could be used with other approaches too, such as SOAP, DAP and BIRP.
A number of other writers suggest case notes templates, and these have been included under their reference in the following Supporting Material / References section.
Healy and Mulholland (2007) suggest three approaches: topic sentences, problems to be solved, and expressing client concerns.
Oranga Tamariki (2022b) provide an example of a good and poor case note
Social Work Haven (2021) has developed a case notes cheat sheet
Sommers-Flanagan (2009) provide a detailed intake report template.
AASW: Australian Association of Social Workers. (2016). Case notes . Retrieved from https://www.aasw.asn.au/document/item/2356
AGS: Airiodion Global Services. (2019). A simple (but detailed) guide on different types & stages of social work processes . Retrieved frpm https://www.airiodion.com/social-work-process/
Healy, K., & Mulholland, J. (2007). Writing Case Records. In K Healy & J Mulholland (Eds.), Writing Skills for Social Workers (pp. 68-86) . Sage Publications.
Three Methods for Writing Case Notes
Topic sentences—provide the gist but leave out the detail
Problems to be solved
Expressing client concerns—state the client’s concerns as well as the social worker’s professional judgement
An example of each of the above follows based on this situation: The grandmother said: It was last Friday she came round, late as usual, and she hadn’t brought me any money to buy food for the kid after all I said last time it happened - no money and no food either - I mean I don’t mind looking after the kid - it’s bloody awful the way she treats that child - but on my pension I can’t pay for its food and that - I mean if she doesn’t give me some money soon I will have to stop caring for the kid and then where will she be?’
Topic sentences :
This case is about childcare by grandmother. Grandmother is client. The mother is in paid employment; she finds it difficult to supply money to the carer, and to pick up the child on time. The carer is unhappy about the money situation, and to lesser degree the time problem, and threatens to stop the caring.
Problems to be solved :
This case is about childcare by grandmother. Problem 1 - money, since mother is erratic about providing it.
Problem 2 - time of child collection, since mother is often late.
Problem 3 - carer is unhappy about the money situation, and to a lesser degree the time problem, and threatens to stop the caring.
[You may wish to go one step further and alert the attention of a specific team member by writing Problem 3 as : Problem 3 - ’In my view, the carer may need counselling’ , or ’Carer and mother may need mediation’.]
Expressing client concerns :
Client, grandmother as carer, complained about child’s mother supplying no money and being late. She warned that she could not continue with the childcare unless she was paid.
Lillis, T. (2017). Imagined, prescribed and actual text trajectories: The ‘problem’ with case notes in contemporary social work. Text and Talk, 37 (4), 485–508. http://dx.doi.org/doi:10.1515/text-2017-0013
Government of Northwest Territories Canada. (n.d.). SOAP case notes guide . Retrieved from https://www.hss.gov.nt.ca/professionals/sites/professionals/files/resources/soap-case-notes-guide.pdf
GoodTherapy. (2020). For social workers: Tips for writing case notes . Retrieved from https://www.goodtherapy.org/for-professionals/business-management/private-practices/article/for-social-workers-tips-for-writing-case-notes
Maple, M. (2012). Case notes . Lecture notes, HSSW 100, University of New England, Australia.
Miller, K. (2022). BIRP notes: A complete guide on the BIRP note-taking forma t. Retrieved from https://quenza.com/blog/birp-notes/
Moore, C. (2022a). Writing SOAP notes, step-by-step: Examples + templates . Retrieved from https://quenza.com/blog/soap-note/
Moore, C. (2022b). How to write DAP notes: 5 best templates and examples . Retrieved from https://quenza.com/blog/dap-notes/
Oranga Tamariki (New Zealand Ministry for Children). (2022a). Keeping accurate records – guidance . Retrieved from https://practice.orangatamariki.govt.nz/practice-approach/practice-standards/keep-accurate-records/keep-accurate-records-guidance/
Oranga Tamariki - New Zealand Ministry for Children (2022a) suggests the following general points in providing guidance for social workers when writing case records. Each point below is expanded in the actual document.
Implement the practice standards for each tamaiti (child) in case notes, assessments, plans and reports
Record the process of engaging with, assessing, making decisions and reasons for decisions
Ensure what is recorded is easily understood
Provide adequate support if tamariki (children) want access to records
Keep personal information safe and secure
Document any key decisions made, or actions taken, the rationale for decisions or actions and the next steps.
Records identify the key people with whom engagement has occurred
Document views on relevant people involved in the case and how this has informed decision-making
Develop a chronology of critical key events and changes for te tamaiti (the child) and whanau (family) across their lifespan
Document how tamaiti (child), their whanau (extended family), caregivers or others working with the have responded to social worker decisions
Choose an appropriate communicate approach when communicating with clients
Include in notes how the family responds to decisions made
Document any oversight/approval obtained for key decisions that require it
Record discussions, key points and decisions made during supervision or case consults, including next steps
Review records often to keep the current and accurate
Oranga Tamariki (New Zealand Ministry for Children). (2022b). Case note examples . Retrieved from https://practice.orangatamariki.govt.nz/previous-practice-centre/policy/recording/key-information/case note-examples/
Date: d/m/y Venue: home address John Last-name (DOB d/m/y) Shirley Last-name (caregiver) Graeme Last-name (caregiver) – not home, at work. Name of social worker (Social Worker)
Ensuring John’s care placement is supported and meeting all his wellbeing needs.
John took me into his bedroom to show me all his toys and games. We played connect four and then cards. John talked about Jim (Paternal Grandfather) giving him the Sponge Bob cards for Christmas. John had good eye contact and was able to speak freely, chatting and answering questions. His hand eye coordination was great; John showed me how he could make a helicopter which then fired bullets. John talked about Fluffy (cat) and Peaches (dog). John showed me that Peaches will sit down on her blanket when John says “sit”. John talked about how much he loves rugby and can’t wait for the season to begin. John is hoping to have the same coach he had last year (called Wogs) because he really liked him. John said he likes playing touch at lunchtimes at school with his mates Daniel, Ethan, Dante, Jayden and Nikau. If there’s not a touch game on John usually plays basketball or tennis with his mates. John says he is happy seeing his mum. John didn’t expand on this topic.
Shirley had made afternoon tea; we sat at the dining room table together. John stayed in his room playing with his Lego. Shirley said she was “very happy” with how things were going and that John was a “good boy”.
John is playing cricket on Saturday mornings between 10am until 12pm. Graeme takes him to this and watches the games.
John is going well at school however his teacher is a bit concerned about his lack of concentration at times. The teacher said to Shirley that John daydreams a lot and when the teacher asks him what he is thinking about, he says rugby.
John still sees Tracey (mum) every Friday afternoon between 3.30 and 4.30pm at our office. Maggie (resource worker) picks John up from school and takes him to access, then drops him off at Shirley’s afterwards. Tom (Tracey’s partner) sometimes comes along to the visits with Tracey. No issues raised by Shirley.
Finances for John’s rugby subs and a pair of boots; Contact the school teacher to discuss John’s daydreaming, does this impact on his learning? Call Shirley/ Graham by (date), to organise the next home visit. Name Social Worker Office | Met with John and Shirley. John took me into his bedroom to show me all his toys and games. We sat on the floor and played Connect Four and then had a game of snap with some Sponge Bob cards John had got for Christmas from Jim. John then showed me a lego set he had where you can make trucks, cars, motorbikes and even a helicopter. John showed me how he could make the helicopter which then fired bullets. John also showed me Shirley’s cat, Fluffy and Dog, Peaches that he likes. John showed me that Peaches will sit down on her blanket when John says “sit”. Shirley had made afternoon tea, so we then sat at the huge dining room table and had scones with jam and cream and a cup of tea. Shirley said she was very happy with how things were going, and that John was a good boy. He is playing cricket on Saturday mornings at 10am and this goes until 12pm. Graeme takes him to this and watches the games. Shirley wanted to know if we could pay for John’s upcoming rugby subs and a pair of boots. Shirley wants to get John a good pair of Nike boots from Rebel Sport that will last the distance rather than cheap ones from the Warehouse that will fall apart halfway through the season. Shirley also said that John is going well at school however his teacher is a bit concerned about his lack of concentration at times. The teacher at KVPS has said that John daydreams a lot and when the teacher asks him what he is thinking about, he says rugby. John really loves rugby and can’t wait for the season to begin. John wants to have the same coach he had last year; a guy called Wogs who John really liked. John said he likes playing touch at lunchtimes at school with his mates Daniel, Ethan, Dante, Jayden and Nikau. If there’s not a touch game on John usually plays basketball or tennis with his mates. John still sees Tracey every Friday afternoon between 3.30 and 4.30pm at our office. Maggie picks John up from school and takes him to access, then drops him off at Shirley’s afterwards. Tom sometimes comes along to the visits with Tracey. I thanked Shirley for the afternoon tea and told her I’d be back in a couple of months. |
Pacheco, I. (2014). Note taking templates for clinical social work . Retrieved from http://socialworktech.com/2014/06/23/note-taking-templates-for-clinical-social-work/
Social Work Haven. (2021). Sample case notes from social work you can learn from . Retrieved from https://socialworkhaven.com/sample-case-notes-for-social-work/
Case notes cheat sheet
Date and time
Reason for contact or conversation
Capacity to make decisions around subject being discussed if applicable
Views of the person
Views of others
What did you see?
What did you do?
Any risks identified
Did you consult or share information with anyone? If so, why?
Your professional opinion and analysis
Action plan
Somers-Flanagan, J., & Sommers-Flanagan, R. (2009). Intake interviewing and report writing. In J. Sommers-Flanagan & R. Sommers-Flanagan (Eds.). Clinical interviewing (4th ed., 175-212). John Wiley & Sons.
Sample Intake Report Outline
Use the following intake report outline as a guide for writing a thorough intake report. Keep in mind that this outline is lengthy and therefore, in practical clinical situations, you will need to select what to include and what to omit in your client reports.
--------------------------------------------------------------
NAME: DATE OF BIRTH: AGE: DATE OF INTAKE: INTAKE INTERVIEWER: DATE OF REPORT:
I. Identifying Information and Reason for Referral
A. Client name
D. Racial/Ethnic information
E. Marital status
F. Referral source (and telephone number, when possible)
G. Reason for referral '(why has the client been sent to you for a consultation/intake session?)
H. Presenting complaint (use a quote from me client to describe the complaint)
II. Behavioral Observations (and Mental Status Examination)
A. Appearance upon presentation (including comments about contact, body posture, and facial expression)
B. Quality and quantity of speech and responsivity to questioning
C. Client description of mood (use a quote in the report when appropriate)
D. Primary thought content (including presence or absence of suicidal ideation)
E. Level of cooperation with the interview
F. Estimate of adequacy of the data obtained
III. History of the Present Problem (or iIlness)
A. Include one paragraph describing the client's presenting problems and associated current stressors
B. Include one or two paragraphs outlining when the problem initially began and the course or development of symptoms
C. Repeat, as needed, paragraph-long descriptions of additional current problems identified during the intake interview (client problems are usually organized using diagnostic-DSM-groupings, however, suicide ideation, homicide ideation, relationship problems, etc., may be listed)
D. Follow, as appropriate, with relevant negative or rule-out statements (e.g., with a clinically depressed client, it is important to rule out mania: "The client denied any history ofmanic episodes.")
IV. Past Treatment (Psychiatric) History and Family Treatment (Psychiatric) History
A. Include a description of previous clinical problems or episodes not included in the previous section (e.g., if the client is presenting with a problem of clinical anxiety, but also has a history of treatment for an eating disorder, the eating disorder should be noted here)
B. Description of previous treatment received, including hospitalization, medications, psychotherapy or counselling, case management, and so on.
C. Include a description of all psychiatric and substance abuse disorders found in all blood relatives (i.e., at least parents, siblings, grandparents, and children, but also possibly aunts, uncles, and cousins)
D. Also include a list of any significant major medical disorders in blood relatives (e.g., cancer, diabetes, seizure disorders, thyroid disease)
V. Relevant Medical History
A. List and briefly describe past hospitalizations and major medical illnesses (e.g., asthma, mv positive, hypertension)
B. Include a description of the client's current health status (it's good to use a client quote or physician quote here)
C. Current medications and dosages
D. Primary care physician (and/or specialty physician) and telephone numbers
VI. Developmental History (This section is optional and is most appropriate for inclusion in child/adolescent cases.)
VII. Social and Family History
A. Early memories/experiences (including, when appropriate, descriptions of parents and possible abuse or childhood trauma)
B. Educational history
C. Employment history
D. Military history
E. Romantic relationship history
F. Sexual history
G. Aggression/Violence history
H. Alcohol/Drug history (if not previously covered as a primary problem area)
I. Legal history
J. Recreational history
K. Spiritual/Religious history
VIII. Current situation and Functioning
A. A description of typical daily activities
B. Self-perceived strengths and weaknesses
C. Ability to complete normal activities of daily living
IX. Diagnostic Impressions (This section should include a discussion of diagnostic issues or a listing of assigned diagnoses.)
A. Brief discussion of diagnostic issues
B. Multiaxial diagnosis from DSM
X. Case Formulation and Treatment Plan
A. Include a paragraph description of how you conceptualize the case. This description will provide a foundation for how you will work with this per- son. For example, a behaviorist will emphasize reinforcement contingencies that have influenced the client's development of symptoms and that will likely aid in alleviation of client symptoms. Alternatively, a psycho- analytically oriented interviewer will emphasize personality dynamics and historically significant and repeating relationship conflicts.
B. Include a paragraph description (or list) of recommended treatment approaches.
TheraNest. (2020). Elements of effective case notes for social wor k. Retrieved from https://theranest.com/blog/elements-of-effective-case-notes-for-social-work/
The guiding principle for writing effective case notes is to include content relevant to the service(s) or support provided. The specific content will vary based on your specific situation, but AASW broadly recommends the following:
The biopsychosocial, environmental and systemic factors impacting the client, including the client’s culture, religion/spirituality
Facts, theory or research underpinning an assessment
A record of all discussions and interactions with the client and persons/services involved in the provision of support including referral information, telephone and email correspondence
A record of non-attendance (by either you or your client) at scheduled and agreed meetings or activities
Evidence that you and your client have discussed your respective legal and ethical responsibilities — such as client rights and responsibilities, informed consent, confidentiality and privacy, professional boundaries, freedom of information, etc.
In addition to these broad guidelines, experts also recommend including the following specific pieces of information in each case note:
Topics discussed during the session
How the session related to the treatment plan
How the treatment plan goals and objectives are being met
Interventions and techniques used during the session and their effectiveness
Clinical observations
Progress or setbacks
Signs, symptoms and any increase or decrease in the severity of behaviors as they relate to any diagnosis used
Homework assigned, results and compliance
The client’s current strengths and challenges
Additionally, the following have to be included in case notes:
Demographic information
Prognosis and treatment plan
Progress to date
Dates of service
Who attended the sessions
Financial issues (billing, costs, payments, etc.)
This may seem like a lot of information to present, but case notes with this data will help document not only what took place in the session, but also your decision-making process and how you implemented treatment and intervention
An Everyday Social Work Approach
Bio-Psychosocial-Spiritual Assessment
On this page, social work report, social work report: background, social work report: social history, social work report: current function, social work report: the current risks, social work report: attempts to trial least restrictive options, social work report: recommendation, medical report, medical report: background information, medical report: financial and legal affairs, medical report: general living circumstances.
This is a fictitious case that has been designed for educative purposes.
Mrs Beryl Brown URN102030 20 Hume Road, Melbourne, 3000 DOB: 01/11/33
Date of application: 20 August 2019
Mrs Beryl Brown (01/11/33) is an 85 year old woman who was admitted to the Hume Hospital by ambulance after being found by her youngest daughter lying in front of her toilet. Her daughter estimates that she may have been on the ground overnight. On admission, Mrs Brown was diagnosed with a right sided stroke, which has left her with moderate weakness in her left arm and leg. A diagnosis of vascular dementia was also made, which is overlaid on a pre-existing diagnosis of Alzheimer’s disease (2016). Please refer to the attached medical report for further details.
I understand that Mrs Brown has been residing in her own home, a two-story terrace house in Melbourne, for almost 60 years. She has lived alone since her husband died two years ago following a cardiac arrest. She has two daughters. The youngest daughter Jean has lived with her for the past year, after she lost her job. The eldest daughter Catherine lives on the Gold Coast with her family. Mrs Brown is a retired school teacher and she and both daughters describe her as a very private woman who has never enjoyed having visitors in her home. Mrs Brown took much encouragement to accept cleaning and shopping assistance once a week after her most recent admission; however, she does not agree to increase service provision. Jean has Enduring Power of Attorney (EPOA) paperwork that indicates that Mrs Brown appointed her under an EPOA two years ago. She does not appear to have appointed a medical treatment decision maker or any other decision-supporter.
I also understand from conversations with her daughters that Jean and Mrs Brown have always been very close and that there is a history of long-standing conflict between Catherine and Jean. This was exacerbated by the death of their father. Both daughters state they understand the impact of the stroke on their mother’s physical and cognitive functioning, but they do not agree on a discharge destination. Mrs Brown lacks insight into her care needs and says she will be fine once she gets back into her own home. Repeated attempts to discuss options with all parties in the same room have not resulted in a decision that is agreeable to all parties.
Mrs Brown has a history of Alzheimer’s disease; type II diabetes – insulin dependent; hypertension; high cholesterol and osteoarthritis. She has had two recent admissions to hospital for a urinary tract infection and a fall in the context of low blood sugars. She is currently requiring one to two people to assist her into and out of bed and one person with managing tasks associated with post-toilet hygiene. She can walk slowly for short distances with a four-wheel frame with one person to supervise. She benefits from prompting to use her frame; she needs someone to cut her food and to set her up to eat and drink regularly and to manage her medication routine. She requires one person to assist her to manage her insulin twice daily.
The team believe that Mrs Brown’s capacity for functional improvement has plateaued in the last ten days. They recommend that it is in her best interests to be discharged to a residential care setting due to her need for one to two people to provide assistance with the core tasks associated with daily living. Mrs Brown is adamant that she wants to return home to live with Jean who she states can look after her. Jean, who has a history of chronic back pain, has required several admissions to hospital over the past five years, and states she wants to be able to care for her mother at home. Jean states she is reluctant to agree to extra services as her mother would not want this. Her sister Catherine is concerned that Jean has not been coping and states that given this is the third admission to hospital in a period of few months, believes it is now time for her mother to enter residential care. Catherine states that she is very opposed to her mother being discharged home.
Mrs Brown is at high risk of experiencing falls. She has reduced awareness of the left side of her body and her ability to plan and process information has been affected by her stroke. She is now requiring one to two people to assist with all her tasks of daily living and she lacks insight into these deficits. Mrs Brown is also at risk of further significant functional decline which may exacerbate Jean’s back pain. Jean has stated she is very worried about where she will live if her mother is to enter residential care.
We have convened two family meetings with Mrs Brown, both her daughters and several members of the multi-disciplinary team. The outcome of the first meeting saw all parties agree for the ward to provide personalised carer training to Jean with the aim of trialling a discharge home. During this training Jean reported significant pain when transferring her mother from the bed and stated she would prefer to leave her mother in bed until she was well enough to get out with less support.
The team provided education to both Jean and Catherine about the progressive impact of their mother’s multiple conditions on her functioning. The occupational therapist completed a home visit and recommended that the downstairs shower be modified so that a commode can be placed in it safely and the existing dining room be converted into a bedroom for Mrs Brown. Mrs Brown stated she would not pay for these modifications and Jean stated she did not wish to go against her mother’s wishes. The team encouraged Mrs Brown to consider developing a back-up plan and explore residential care options close to her home so that Jean could visit often if the discharge home failed. Mrs Brown and Jean refused to consent to proceed with an Aged Care Assessment that would enable Catherine to waitlist her mother’s name at suitable aged care facilities. We proceeded with organising a trial overnight visit. Unfortunately, this visit was not successful as Jean and Catherine, who remained in Melbourne to provide assistance, found it very difficult to provide care without the use of an accessible bathroom. Mrs Brown remains adamant that she will remain at home. The team is continuing to work with the family to maximise Mrs Brown’s independence, but they believe that it is unlikely this will improve. I have spent time with Jean to explore her adjustment to the situation, and provided her with information on community support services and residential care services. I have provided her with information on the Transition Care Program which can assist families to work through all the logistics. I have provided her with more information on where she could access further counselling to explore her concerns. I have sought advice on the process and legislative requirements from the Office of the Public Advocate’s Advice Service. I discussed this process with the treating team and we decided that it was time to lodge an application for guardianship to VCAT.
The treating team believe they have exhausted all least restrictive alternatives and that a guardianship order is required to make a decision on Mrs Brown’s discharge destination and access to services. The team recommend that the Public Advocate be appointed as Mrs Brown’s guardian of last resort. We believe that this is the most suitable arrangement as her daughters are not in agreement about what is in their mother’s best interests. We also believe that there is a potential conflict of interest as Jean has expressed significant concern that her mother’s relocation to residential care will have an impact on her own living arrangements.
Mrs Brown’s medical history includes Alzheimer’s disease; type II diabetes; hypertension; high cholesterol and osteoarthritis. She was admitted to Hume Hospital on 3 March 2019 following a stroke that resulted in moderate left arm and leg weakness. This admission was the third hospital admission in the past year. Other admissions have been for a urinary tract infection, and a fall in the context hypoglycaemia (low blood sugars), both of which were complicated by episodes of delirium.
She was transferred to the subacute site under my care, a week post her admission, for slow-stream rehabilitation, cognitive assessment and discharge planning.
Mrs Brown was diagnosed with Alzheimer’s disease by Dr Joanne Winters, Geriatrician, in April 2016. At that time, Mrs Brown scored 21/30 on the Standardised Mini-Mental State Examination (SMMSE). During this admission, Mrs Brown scored 15/30. I have undertaken cognitive assessment and agree with the diagnosis; further cognitive decline has occurred in the context of the recent stroke. There are global cognitive deficits, but primarily affecting memory, attention and executive function (planning, problem solving, mental flexibility and abstract reasoning). The most recent CT-Brain scan shows generalised atrophy along with evidence of the new stroke affecting the right frontal lobe. My assessments suggest moderate to severe mixed Alzheimer’s and vascular dementia.
While able to recall some key aspects of her financial affairs, including the general monetary value of her pension and regular expenses, Mrs Brown was unable to account for recent expenditure (for repairs to her home) or provide an estimate of its value, and had difficulty describing her investments. In addition, I consider that she would be unable to make complex financial decisions due to her level of cognitive impairment. Accordingly, I am of the view that Mrs Brown now lacks capacity to make financial decisions.
Mrs Brown states that she previously made an Enduring Power of Attorney (EPOA) but could no longer recall aspects of the EPOA, such as when it would commence and the nature of the attorney’s powers. Moreover, she confused the EPOA with her will. Her understanding of these matters did not improve with education, and therefore I consider that she no longer has capacity to execute or revoke an EPOA.
Mrs Brown acknowledges that she needs some assistance but lacks insight into the type of assistance that she requires, apart from home help for cleaning and shopping. She does not appreciate her risk of falling. She is unable to get in and out of bed without at least one person assisting her. She frequently forgets to use her gait aid when mobilising and is not able to describe how she would seek help in the event of falling. She is not able to identify or describe how she would manage her blood sugar levels, and this has not improved with education. Accordingly, I consider that she lacks capacity to make decisions about accommodation arrangements and services.
Mrs Brown does not agree with the treating team’s recommendation to move into residential care and maintains her preference to return home. This is in spite of a failed overnight trial at home with both her daughters assisting her. Unfortunately, she was unable to get out of bed to get to the toilet and required two people to assist her to do so in the morning. In light of these matters, and in the context of family disagreement regarding the matter, the team recommends that the Office of the Public Advocate be appointed as a guardian of last resort.
Reviewed 22 July 2022
A newer edition of this book is available.
Author Webpage
This chapter presents five case studies which show how school social workers adapted solution-focused brief therapy (SFBT) to their school contexts. Using a variety of treatment modalities (family, small group, and macropractice), these school social workers demonstrate how flexible and powerful SFBT ideas can be in a school setting.
Sign in with a library card.
Access to content on Oxford Academic is often provided through institutional subscriptions and purchases. If you are a member of an institution with an active account, you may be able to access content in one of the following ways:
Typically, access is provided across an institutional network to a range of IP addresses. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.
Choose this option to get remote access when outside your institution. Shibboleth/Open Athens technology is used to provide single sign-on between your institution’s website and Oxford Academic.
If your institution is not listed or you cannot sign in to your institution’s website, please contact your librarian or administrator.
Enter your library card number to sign in. If you cannot sign in, please contact your librarian.
Society member access to a journal is achieved in one of the following ways:
Many societies offer single sign-on between the society website and Oxford Academic. If you see ‘Sign in through society site’ in the sign in pane within a journal:
If you do not have a society account or have forgotten your username or password, please contact your society.
Some societies use Oxford Academic personal accounts to provide access to their members. See below.
A personal account can be used to get email alerts, save searches, purchase content, and activate subscriptions.
Some societies use Oxford Academic personal accounts to provide access to their members.
Click the account icon in the top right to:
Oxford Academic is home to a wide variety of products. The institutional subscription may not cover the content that you are trying to access. If you believe you should have access to that content, please contact your librarian.
For librarians and administrators, your personal account also provides access to institutional account management. Here you will find options to view and activate subscriptions, manage institutional settings and access options, access usage statistics, and more.
Our books are available by subscription or purchase to libraries and institutions.
Month: | Total Views: |
---|---|
October 2022 | 4 |
November 2022 | 1 |
December 2022 | 2 |
March 2023 | 5 |
April 2023 | 4 |
May 2023 | 1 |
June 2023 | 3 |
July 2023 | 4 |
August 2023 | 2 |
September 2023 | 2 |
October 2023 | 2 |
November 2023 | 2 |
December 2023 | 6 |
February 2024 | 1 |
March 2024 | 5 |
April 2024 | 3 |
May 2024 | 5 |
June 2024 | 1 |
Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide
Sign In or Create an Account
This PDF is available to Subscribers Only
For full access to this pdf, sign in to an existing account, or purchase an annual subscription.
Medical terms in lay language.
Please use these descriptions in place of medical jargon in consent documents, recruitment materials and other study documents. Note: These terms are not the only acceptable plain language alternatives for these vocabulary words.
This glossary of terms is derived from a list copyrighted by the University of Kentucky, Office of Research Integrity (1990).
For clinical research-specific definitions, see also the Clinical Research Glossary developed by the Multi-Regional Clinical Trials (MRCT) Center of Brigham and Women’s Hospital and Harvard and the Clinical Data Interchange Standards Consortium (CDISC) .
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
ABDOMEN/ABDOMINAL body cavity below diaphragm that contains stomach, intestines, liver and other organs ABSORB take up fluids, take in ACIDOSIS condition when blood contains more acid than normal ACUITY clearness, keenness, esp. of vision and airways ACUTE new, recent, sudden, urgent ADENOPATHY swollen lymph nodes (glands) ADJUVANT helpful, assisting, aiding, supportive ADJUVANT TREATMENT added treatment (usually to a standard treatment) ANTIBIOTIC drug that kills bacteria and other germs ANTIMICROBIAL drug that kills bacteria and other germs ANTIRETROVIRAL drug that works against the growth of certain viruses ADVERSE EFFECT side effect, bad reaction, unwanted response ALLERGIC REACTION rash, hives, swelling, trouble breathing AMBULATE/AMBULATION/AMBULATORY walk, able to walk ANAPHYLAXIS serious, potentially life-threatening allergic reaction ANEMIA decreased red blood cells; low red cell blood count ANESTHETIC a drug or agent used to decrease the feeling of pain, or eliminate the feeling of pain by putting you to sleep ANGINA pain resulting from not enough blood flowing to the heart ANGINA PECTORIS pain resulting from not enough blood flowing to the heart ANOREXIA disorder in which person will not eat; lack of appetite ANTECUBITAL related to the inner side of the forearm ANTIBODY protein made in the body in response to foreign substance ANTICONVULSANT drug used to prevent seizures ANTILIPEMIC a drug that lowers fat levels in the blood ANTITUSSIVE a drug used to relieve coughing ARRHYTHMIA abnormal heartbeat; any change from the normal heartbeat ASPIRATION fluid entering the lungs, such as after vomiting ASSAY lab test ASSESS to learn about, measure, evaluate, look at ASTHMA lung disease associated with tightening of air passages, making breathing difficult ASYMPTOMATIC without symptoms AXILLA armpit
BENIGN not malignant, without serious consequences BID twice a day BINDING/BOUND carried by, to make stick together, transported BIOAVAILABILITY the extent to which a drug or other substance becomes available to the body BLOOD PROFILE series of blood tests BOLUS a large amount given all at once BONE MASS the amount of calcium and other minerals in a given amount of bone BRADYARRHYTHMIAS slow, irregular heartbeats BRADYCARDIA slow heartbeat BRONCHOSPASM breathing distress caused by narrowing of the airways
CARCINOGENIC cancer-causing CARCINOMA type of cancer CARDIAC related to the heart CARDIOVERSION return to normal heartbeat by electric shock CATHETER a tube for withdrawing or giving fluids CATHETER a tube placed near the spinal cord and used for anesthesia (indwelling epidural) during surgery CENTRAL NERVOUS SYSTEM (CNS) brain and spinal cord CEREBRAL TRAUMA damage to the brain CESSATION stopping CHD coronary heart disease CHEMOTHERAPY treatment of disease, usually cancer, by chemical agents CHRONIC continuing for a long time, ongoing CLINICAL pertaining to medical care CLINICAL TRIAL an experiment involving human subjects COMA unconscious state COMPLETE RESPONSE total disappearance of disease CONGENITAL present before birth CONJUNCTIVITIS redness and irritation of the thin membrane that covers the eye CONSOLIDATION PHASE treatment phase intended to make a remission permanent (follows induction phase) CONTROLLED TRIAL research study in which the experimental treatment or procedure is compared to a standard (control) treatment or procedure COOPERATIVE GROUP association of multiple institutions to perform clinical trials CORONARY related to the blood vessels that supply the heart, or to the heart itself CT SCAN (CAT) computerized series of x-rays (computerized tomography) CULTURE test for infection, or for organisms that could cause infection CUMULATIVE added together from the beginning CUTANEOUS relating to the skin CVA stroke (cerebrovascular accident)
DERMATOLOGIC pertaining to the skin DIASTOLIC lower number in a blood pressure reading DISTAL toward the end, away from the center of the body DIURETIC "water pill" or drug that causes increase in urination DOPPLER device using sound waves to diagnose or test DOUBLE BLIND study in which neither investigators nor subjects know what drug or treatment the subject is receiving DYSFUNCTION state of improper function DYSPLASIA abnormal cells
ECHOCARDIOGRAM sound wave test of the heart EDEMA excess fluid collecting in tissue EEG electric brain wave tracing (electroencephalogram) EFFICACY effectiveness ELECTROCARDIOGRAM electrical tracing of the heartbeat (ECG or EKG) ELECTROLYTE IMBALANCE an imbalance of minerals in the blood EMESIS vomiting EMPIRIC based on experience ENDOSCOPIC EXAMINATION viewing an internal part of the body with a lighted tube ENTERAL by way of the intestines EPIDURAL outside the spinal cord ERADICATE get rid of (such as disease) Page 2 of 7 EVALUATED, ASSESSED examined for a medical condition EXPEDITED REVIEW rapid review of a protocol by the IRB Chair without full committee approval, permitted with certain low-risk research studies EXTERNAL outside the body EXTRAVASATE to leak outside of a planned area, such as out of a blood vessel
FDA U.S. Food and Drug Administration, the branch of federal government that approves new drugs FIBROUS having many fibers, such as scar tissue FIBRILLATION irregular beat of the heart or other muscle
GENERAL ANESTHESIA pain prevention by giving drugs to cause loss of consciousness, as during surgery GESTATIONAL pertaining to pregnancy
HEMATOCRIT amount of red blood cells in the blood HEMATOMA a bruise, a black and blue mark HEMODYNAMIC MEASURING blood flow HEMOLYSIS breakdown in red blood cells HEPARIN LOCK needle placed in the arm with blood thinner to keep the blood from clotting HEPATOMA cancer or tumor of the liver HERITABLE DISEASE can be transmitted to one’s offspring, resulting in damage to future children HISTOPATHOLOGIC pertaining to the disease status of body tissues or cells HOLTER MONITOR a portable machine for recording heart beats HYPERCALCEMIA high blood calcium level HYPERKALEMIA high blood potassium level HYPERNATREMIA high blood sodium level HYPERTENSION high blood pressure HYPOCALCEMIA low blood calcium level HYPOKALEMIA low blood potassium level HYPONATREMIA low blood sodium level HYPOTENSION low blood pressure HYPOXEMIA a decrease of oxygen in the blood HYPOXIA a decrease of oxygen reaching body tissues HYSTERECTOMY surgical removal of the uterus, ovaries (female sex glands), or both uterus and ovaries
IATROGENIC caused by a physician or by treatment IDE investigational device exemption, the license to test an unapproved new medical device IDIOPATHIC of unknown cause IMMUNITY defense against, protection from IMMUNOGLOBIN a protein that makes antibodies IMMUNOSUPPRESSIVE drug which works against the body's immune (protective) response, often used in transplantation and diseases caused by immune system malfunction IMMUNOTHERAPY giving of drugs to help the body's immune (protective) system; usually used to destroy cancer cells IMPAIRED FUNCTION abnormal function IMPLANTED placed in the body IND investigational new drug, the license to test an unapproved new drug INDUCTION PHASE beginning phase or stage of a treatment INDURATION hardening INDWELLING remaining in a given location, such as a catheter INFARCT death of tissue due to lack of blood supply INFECTIOUS DISEASE transmitted from one person to the next INFLAMMATION swelling that is generally painful, red, and warm INFUSION slow injection of a substance into the body, usually into the blood by means of a catheter INGESTION eating; taking by mouth INTERFERON drug which acts against viruses; antiviral agent INTERMITTENT occurring (regularly or irregularly) between two time points; repeatedly stopping, then starting again INTERNAL within the body INTERIOR inside of the body INTRAMUSCULAR into the muscle; within the muscle INTRAPERITONEAL into the abdominal cavity INTRATHECAL into the spinal fluid INTRAVENOUS (IV) through the vein INTRAVESICAL in the bladder INTUBATE the placement of a tube into the airway INVASIVE PROCEDURE puncturing, opening, or cutting the skin INVESTIGATIONAL NEW DRUG (IND) a new drug that has not been approved by the FDA INVESTIGATIONAL METHOD a treatment method which has not been proven to be beneficial or has not been accepted as standard care ISCHEMIA decreased oxygen in a tissue (usually because of decreased blood flow)
LAPAROTOMY surgical procedure in which an incision is made in the abdominal wall to enable a doctor to look at the organs inside LESION wound or injury; a diseased patch of skin LETHARGY sleepiness, tiredness LEUKOPENIA low white blood cell count LIPID fat LIPID CONTENT fat content in the blood LIPID PROFILE (PANEL) fat and cholesterol levels in the blood LOCAL ANESTHESIA creation of insensitivity to pain in a small, local area of the body, usually by injection of numbing drugs LOCALIZED restricted to one area, limited to one area LUMEN the cavity of an organ or tube (e.g., blood vessel) LYMPHANGIOGRAPHY an x-ray of the lymph nodes or tissues after injecting dye into lymph vessels (e.g., in feet) LYMPHOCYTE a type of white blood cell important in immunity (protection) against infection LYMPHOMA a cancer of the lymph nodes (or tissues)
MALAISE a vague feeling of bodily discomfort, feeling badly MALFUNCTION condition in which something is not functioning properly MALIGNANCY cancer or other progressively enlarging and spreading tumor, usually fatal if not successfully treated MEDULLABLASTOMA a type of brain tumor MEGALOBLASTOSIS change in red blood cells METABOLIZE process of breaking down substances in the cells to obtain energy METASTASIS spread of cancer cells from one part of the body to another METRONIDAZOLE drug used to treat infections caused by parasites (invading organisms that take up living in the body) or other causes of anaerobic infection (not requiring oxygen to survive) MI myocardial infarction, heart attack MINIMAL slight MINIMIZE reduce as much as possible Page 4 of 7 MONITOR check on; keep track of; watch carefully MOBILITY ease of movement MORBIDITY undesired result or complication MORTALITY death MOTILITY the ability to move MRI magnetic resonance imaging, diagnostic pictures of the inside of the body, created using magnetic rather than x-ray energy MUCOSA, MUCOUS MEMBRANE moist lining of digestive, respiratory, reproductive, and urinary tracts MYALGIA muscle aches MYOCARDIAL pertaining to the heart muscle MYOCARDIAL INFARCTION heart attack
NASOGASTRIC TUBE placed in the nose, reaching to the stomach NCI the National Cancer Institute NECROSIS death of tissue NEOPLASIA/NEOPLASM tumor, may be benign or malignant NEUROBLASTOMA a cancer of nerve tissue NEUROLOGICAL pertaining to the nervous system NEUTROPENIA decrease in the main part of the white blood cells NIH the National Institutes of Health NONINVASIVE not breaking, cutting, or entering the skin NOSOCOMIAL acquired in the hospital
OCCLUSION closing; blockage; obstruction ONCOLOGY the study of tumors or cancer OPHTHALMIC pertaining to the eye OPTIMAL best, most favorable or desirable ORAL ADMINISTRATION by mouth ORTHOPEDIC pertaining to the bones OSTEOPETROSIS rare bone disorder characterized by dense bone OSTEOPOROSIS softening of the bones OVARIES female sex glands
PARENTERAL given by injection PATENCY condition of being open PATHOGENESIS development of a disease or unhealthy condition PERCUTANEOUS through the skin PERIPHERAL not central PER OS (PO) by mouth PHARMACOKINETICS the study of the way the body absorbs, distributes, and gets rid of a drug PHASE I first phase of study of a new drug in humans to determine action, safety, and proper dosing PHASE II second phase of study of a new drug in humans, intended to gather information about safety and effectiveness of the drug for certain uses PHASE III large-scale studies to confirm and expand information on safety and effectiveness of new drug for certain uses, and to study common side effects PHASE IV studies done after the drug is approved by the FDA, especially to compare it to standard care or to try it for new uses PHLEBITIS irritation or inflammation of the vein PLACEBO an inactive substance; a pill/liquid that contains no medicine PLACEBO EFFECT improvement seen with giving subjects a placebo, though it contains no active drug/treatment PLATELETS small particles in the blood that help with clotting POTENTIAL possible POTENTIATE increase or multiply the effect of a drug or toxin (poison) by giving another drug or toxin at the same time (sometimes an unintentional result) POTENTIATOR an agent that helps another agent work better PRENATAL before birth PROPHYLAXIS a drug given to prevent disease or infection PER OS (PO) by mouth PRN as needed PROGNOSIS outlook, probable outcomes PRONE lying on the stomach PROSPECTIVE STUDY following patients forward in time PROSTHESIS artificial part, most often limbs, such as arms or legs PROTOCOL plan of study PROXIMAL closer to the center of the body, away from the end PULMONARY pertaining to the lungs
QD every day; daily QID four times a day
RADIATION THERAPY x-ray or cobalt treatment RANDOM by chance (like the flip of a coin) RANDOMIZATION chance selection RBC red blood cell RECOMBINANT formation of new combinations of genes RECONSTITUTION putting back together the original parts or elements RECUR happen again REFRACTORY not responding to treatment REGENERATION re-growth of a structure or of lost tissue REGIMEN pattern of giving treatment RELAPSE the return of a disease REMISSION disappearance of evidence of cancer or other disease RENAL pertaining to the kidneys REPLICABLE possible to duplicate RESECT remove or cut out surgically RETROSPECTIVE STUDY looking back over past experience
SARCOMA a type of cancer SEDATIVE a drug to calm or make less anxious SEMINOMA a type of testicular cancer (found in the male sex glands) SEQUENTIALLY in a row, in order SOMNOLENCE sleepiness SPIROMETER an instrument to measure the amount of air taken into and exhaled from the lungs STAGING an evaluation of the extent of the disease STANDARD OF CARE a treatment plan that the majority of the medical community would accept as appropriate STENOSIS narrowing of a duct, tube, or one of the blood vessels in the heart STOMATITIS mouth sores, inflammation of the mouth STRATIFY arrange in groups for analysis of results (e.g., stratify by age, sex, etc.) STUPOR stunned state in which it is difficult to get a response or the attention of the subject SUBCLAVIAN under the collarbone SUBCUTANEOUS under the skin SUPINE lying on the back SUPPORTIVE CARE general medical care aimed at symptoms, not intended to improve or cure underlying disease SYMPTOMATIC having symptoms SYNDROME a condition characterized by a set of symptoms SYSTOLIC top number in blood pressure; pressure during active contraction of the heart
TERATOGENIC capable of causing malformations in a fetus (developing baby still inside the mother’s body) TESTES/TESTICLES male sex glands THROMBOSIS clotting THROMBUS blood clot TID three times a day TITRATION a method for deciding on the strength of a drug or solution; gradually increasing the dose T-LYMPHOCYTES type of white blood cells TOPICAL on the surface TOPICAL ANESTHETIC applied to a certain area of the skin and reducing pain only in the area to which applied TOXICITY side effects or undesirable effects of a drug or treatment TRANSDERMAL through the skin TRANSIENTLY temporarily TRAUMA injury; wound TREADMILL walking machine used to test heart function
UPTAKE absorbing and taking in of a substance by living tissue
VALVULOPLASTY plastic repair of a valve, especially a heart valve VARICES enlarged veins VASOSPASM narrowing of the blood vessels VECTOR a carrier that can transmit disease-causing microorganisms (germs and viruses) VENIPUNCTURE needle stick, blood draw, entering the skin with a needle VERTICAL TRANSMISSION spread of disease
WBC white blood cell
COMMENTS
Empowering a Survivor of Domestic Violence - Social Work Case Study Examples and Answers. Introduction: This social work case study examples and answers scenario centers on Jane, a 33-year-old woman who has recently escaped an abusive relationship. She has two young children and seeks support in rebuilding her life and ensuring her safety.
Grand Challenges Faculty Development Institute: Eradicate Social Isolation CSWE, Dallas, TX, Oct. 19, 2017 1 Case Studies The following case studies were included to highlight different ways that social workers can assess and intervene with issues of social isolation. These cases are free to you to use, modify, and incorporate into your teaching.
Case Vignette 3: Middle Childhood. Monty is an 8-year-old boy living with his mother, Foley, and maternal grandmother, Livia, in a small 2-bedroom apartment in the city. Foley was 15 when she had Monty and did not finish high school. Both she and her mother Livia work different shifts at a factory nearby their apartment so one of them can be ...
Real Cases Project: The Anne M. Case Study 1 Integrating Child Welfare Practice Across the Social Work Curriculum Real Cases Project: The Case Studies ANNE M. CASE STUDY Case Details Borough: Bronx Type of Report: Initial Source of Report: Social worker, Douglas Hospital Date of Intake: 7/16/07 ...
Case Study 2: Josef. Summary. Download the whole case study as a PDF file. Josef is 16 and lives with his mother, Dorota, who was diagnosed with Bipolar disorder seven years ago. Josef was born in England. His parents are Polish and his father sees him infrequently. This case study looks at the impact of caring for someone with a mental health ...
Identify a case(s) for student to read and review. Provide specific prompts that you would like the student to address as a part of the assignment. Include prompts that have the student address the case from a clinical and macro viewpoint as well as consider some ethical considerations.
This is a social development case study of a student who has been relying his education on scholarship. Unfortunately, challenges had been haunting him ever since he was young. Nevertheless, he ...
The three case studies collectively raise critical issues in public child welfare practice today, show a diverse range of practices, family issues, and populations, as well as showcase the ChildStat Initiative. The Real Cases Project is part of the social work tradition of case study education. During our profession's history, social work ...
Practising Social Work Research: Case Studies for Learning, second edition (ToC) May 2017. Publisher: University of Toronto Press. Authors: Rick Csiernik. King's University College. Rachel ...
This paper describes a novel approach which taught practice research and introduced a range of class and field activities in a 2-semester social work research courses, including case studies ...
Oranga Tamariki (2022b) provide an example of a good and poor case note. Social Work Haven (2021) has developed a case notes cheat sheet. Sommers-Flanagan (2009) provide a detailed intake report template.
Case study research is a good fit with many forms of social work. practice. Although disparaged as uncontrolled and uninterpretable, the case study has great potential for building social work knowledge for assessment, intervention, and outcome. This article defines case study research, presents guidelines for evaluating case studies, and shows ...
Social work report: Background. Mrs Beryl Brown (01/11/33) is an 85 year old woman who was admitted to the Hume Hospital by ambulance after being found by her youngest daughter lying in front of her toilet. Her daughter estimates that she may have been on the ground overnight. On admission, Mrs Brown was diagnosed with a right sided stroke ...
Abstract. Case study research is a good fit with many forms of social work practice. Although disparaged as uncontrolled and uninterpretable, the case study has great potential for building social work knowledge for assessment, intervention, and outcome. This article defines case study research, presents guidelines for evaluating case studies ...
social work case study sample - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free. This social case study report summarizes information about Pastora C. Cabando, a 55-year-old married woman from Kolambugan, Lanao del Norte who has been suffering from dengue fever for 3 weeks. The report details her family composition, medical history and ...
social-work-case-study-examples - Free download as PDF File (.pdf), Text File (.txt) or read online for free.
The main concern in evaluating a case study is to accurately assess its quality and ultimately to offer clients social work interventions informed by the best available evidence. To assess the ...
Example 1. 04/04/2021 at 10:30am. (this is the time the call/visit took place) Home visit to Beth to discuss children's poor school attendance. Beth expressed having no transport for children to attend school since her car broke down. Beth said she was feeling low and would like to engage in some social activities.
Executive Order Hapag 2023. EJ1308731 - Yutx. WORK Immersion Portfolio. Project-Proposal-sample. Case Studies, General Intake, Project Proposal (Individual, Family and Group) This is a sample activity of an Individual Case Study in which the student chose a client to be interviewed and then base her study on the response and.
In the case study example that follows, one school social worker we worked with described a case where she saw a family of a student at her school for a six-session SFBT course of treatment. Carol (name changed for confidentiality)is a school social worker in the large suburban district of Forest Side, outside of Chicago.
BACHELOR OF SCIENCE IN SOCIAL WORK. Course: Bachelor of Science in Social Work S. Y. 2nd Sem. Subject: SW 113 Social Work Practice with Individuals and Families 2021 - 2022. SOCIAL CASE STUDY REPORT. Date of meeting: May 25, 2022: Wednesday. Client's full name: Amandita S. Sabangan. Age: 47 Birth order: First Born Sex/Gender: Female Status ...
In the case study, the researcher is interested in the case and aims at its in-depth investigation (Bryman, 2016). Gilgun (1994) argues that a case study can be an effective method in social work ...
Example Of Case Study In Social Work. Satisfactory Essays. 160 Words. 1 Page. Open Document. Precious is a 17-year-old who is dealing with PTSD. Client has been physically, verbally, emotional, and sexually abuse from her mother. Client also was raped by her father and has two children by her father. Client also is diagnosed with HIV/AIDs which ...
Human Subjects Office / IRB Hardin Library, Suite 105A 600 Newton Rd Iowa City, IA 52242-1098. Voice: 319-335-6564 Fax: 319-335-7310