Reference no: EM133153236
Review: Case Management Framework
Group Activity: Role play
Role play: in groups of 3 (client/worker/observer)
Client is given one of the below scenario to role play:
Suicidal ideation
Homelessness
DV
Refugee
Worker is to create:
A plan and list realistic intervention strategies
Observer role is to observe:
the skills used
the transference/counter transference
Practice Approaches: Models of Intervention
Interventions in community services range from primarily person-focused psychosocial processes to the application of appropriate practice approaches in response to client need.
Intervention is any involvement the practitioner has with the client:
Voluntary
Involuntary
Statutory
develop relationships in often complex and emotionally loaded situations at the same time as retaining some measure of neutrality.
Work within and between organisations to facilitate the planning, implementation or monitoring of personalised plans
Plan a short/medium o long-term intervention.
Strengths-based Assessment
Focuses on the capacities, resources and assets:
What people have learned about themselves
Personal qualities, traits and virtues
What people know about the world around them
The talents that people have can surprise us sometimes
Cultural personal stories
Pride
The strengths-based assessment process unfolds in 2 stages:
1st component: identify the problem situation or clarify why the client has sought assistance
2nd component involves evaluating and giving meaning to those factors that impinge on the problem situation.
Robert's seven-stage Crisis Intervention Model
Robert (2005) identifies 7 critical stages through which clients typically pass on the road to crisis stabilisation, resolution and mastery.
STAGES:
Plan and conduct a thorough biopsychosocial and lethality/imminent danger assessment. The worker must conduct a swift, but thorough biopsychosocial assessment.
Make psychological contact, and rapidly establish the collaborative relationship: e.g.: Rapport, genuineness, respect, acceptance of the client.
STAGES:
3. Identify the major problems, including crisis precipitants. The client's current problems are often the ones that precipitated the crisis.
4. Encourage an exploration of feelings and emotions. Allow the client to express feelings, to vent and to explain their story. Workers demonstrate: active listening skills like paraphrasing, reflecting feelings and probing.
5. Generate and explore alternatives and new coping strategies. Explore options and discuss alternatives, solutions focused.
STAGES:
6. Restore functioning through implementation of an action plan.
Moving the means: the removal of all lethal means, and safeguarding the environment.
Negotiating safety: time-limited agreements during which the client will agree to maintain their safety.
Future linkage: scheduling phone calls, subsequent clinical contacts, events to look forward to.
Decreasing anxiety and sleep loss: if acutely anxious, medication may be indicated but should be monitored carefully.
Decreasing isolation: friends, family and neighbours need to be mobilised to keep ongoing contact with the client crisis.
Hospitalisation: a necessary intervention if risk remains unabated and the client is unable to contract for their own safety.
STAGES:
7. Plan follow-up and booster sessions. Workers should plan for a follow-up contact with the client to ensure that the crisis is on its way to being resolved, and to evaluate the post-crisis status of the client.
Evaluation includes:
physical condition: sleeping, nutrition, hygiene
Cognitive mastery: does the client have a better understanding of what happened and why?
An assessment of overall functioning
Satisfaction and progress with ongoing treatment
Current stressors and how those are being handled
Need for possible referrals, eg: legal, housing, medical.