For this final assignment, you will integrate your knowledge, skills, and values from course work and field learning to demonstrate that you have achieved the MSW level competencies set
**Below is a brief summary of the assignment. Attached you will find the complete detailed assignment along with supplemental information needed to complete.**
For this final assignment, you will integrate your knowledge, skills, and values from course work and field learning to demonstrate that you have achieved the MSW level competencies set forth in the 2015 Council on Social Work Education’s Education Policy Accreditation Standards.
This integrated case study will be based on a case from your field placement and will be divided into two primary sections:
Section I will provide the foundations of the case, as well as supportive information regarding policy, diversity, theory, ethics, human rights and social justice considerations. This section should include the following information:
A. Overview of the Case
B. Application of Social Welfare Policy to the Case
C. Theoretical Framework and Context for Analyzing Client System’s Situation
1. Theoretical Framework for Understanding the Case
2. Impact of the Urban Environment on the Case
3. Ethical Considerations for the Case
4. Diversity Considerations for the Case
5. Human Rights and Social Justice Considerations for the Case
Section II will provide information on the Engagement, Assessment, Preliminary Diagnosis, Intervention, and Termination of Treatment with Client (individual, family, community, or organization) System for the case. This section must include the following information:
D. Engagement, Assessment, Preliminary Diagnosis, Intervention, and Termination of Treatment with Client (individual, family, community, or organization) System
1. Engagement of Client System
2. Assessment of Client System
3. Intervention Plan for Client System
4. Termination of Intervention with Client System
E. Plan for Evaluating Effectiveness of Practice with Client System.
MSW Assessment Case Study Paper
For this final assignment, you will integrate your knowledge, skills, and values from course work and field learning to demonstrate that you have achieved the MSW level competencies set forth in the 2015 Council on Social Work Education’s Education Policy Accreditation Standards.
This integrated case study will be based on a case from your field placement and will be divided into two primary sections:
Section I will provide the foundations of the case, as well as supportive information regarding policy, diversity, theory, ethics, human rights and social justice considerations. This section should include the following information:
A. Overview of the Case
B. Application of Social Welfare Policy to the Case
C. Theoretical Framework and Context for Analyzing Client System’s Situation
1. Theoretical Framework for Understanding the Case
2. Impact of the Urban Environment on the Case
3. Ethical Considerations for the Case
4. Diversity Considerations for the Case
5. Human Rights and Social Justice Considerations for the Case
Section II will provide information on the Engagement, Assessment, Preliminary Diagnosis, Intervention, and Termination of Treatment with Client (individual, family, community, or organization) System for the case. This section must include the following information:
D. Engagement, Assessment, Preliminary Diagnosis, Intervention, and Termination of Treatment with Client (individual, family, community, or organization) System
1. Engagement of Client System
2. Assessment of Client System
3. Intervention Plan for Client System
4. Termination of Intervention with Client System
E. Plan for Evaluating Effectiveness of Practice with Client System.
For this paper: (1) APA style must be used correctly, (2) All required relevant course readings and materials must be used, (3) At least 10 scholarly sources used (beyond course materials), (4) You must include at least 4 social work sources, (5) The paper must be clear, well organized, and should be 12-15 pages not including the cover page, abstract, references and any other attachments.
SECTION I (Directions)
Integrative Case Study: Write a case study based on an actual case from your advanced (i.e., 2nd year) field practicum.
The case study must reflect your ability to apply knowledge and skills from all major content areas in the MSW curriculum including Human Behavior and the Social Environment, Social Welfare Policy, Practice, and Research.
Organize the case study using the subheadings below. Include the bulleted information under each section below in a written narrative (i.e., essay in paragraph format). Use American Psychological Association (APA) 7th edition format, including references when citing theorists and other sources.
A. Overview of the Case
A1. Describe the client system, including its composition (i.e., the client may be a child, youth, or family).
A2. Give a succinct but comprehensive statement of the client system(s) presenting problem. This statement should be enough to establish a thorough understanding of the significant factors that are influencing the identified client (i.e., the client may be a child, youth, or family).
B. Application of Social Welfare Policy to the Case
B1. Delineate a (Macro) Policy that could (has) or currently transforms the client system (1 paragraph) – Find a policy that involves child welfare linked to juvenile delinquency
1) What is the policy to be analyzed?
2) What is the nature of the problem targeted by the policy?
a. How is the problem defined?
b. Origin of the problem, challenge, or opportunity and for whom is it a problem?
B2. Historical Analysis (2 paragraphs)
3) What policies and programs were developed in the past to deal with the problem?
4) How did these policies specifically impact African American (Individuals, Families,
Communities, or Organizations)
5) Problem, Challenge, or Opportunity and Solutions
a. Identify the client/organizational problem, challenge or opportunity
b. What people, or groups of people, initiated and/or promoted the policy (ideologies)?
c. What people, or groups of people, opposed the policy (ideologies)?
6) Describe key elements of proposed change (theoretical/model basis of the proposed
change based on literature review)
C. Theoretical Framework and Context for Analyzing Client System’s Situation
C1. Theoretical Framework for Understanding the Case
Select two human behavior theories that can be integrated and applied to understanding the client’s situation and presenting problem (USE SYSTEMS THEORY AND PSYCHODYNAMIC THEORY) and discuss their practical application to this case. Students should ensure that the application of the identified theories demonstrates their ability to integrate both frameworks AND a thorough understanding of application (individual, family, communities, organizations) within the case. This can be done through the identification of the basic tenets of theory including the concepts and propositions that each theory is comprised of.
C2. Impact of the Urban Environment on the Case
Discuss how the dynamics of the urban environment impact the client system, including cultural, social justice and economic factors affecting the presenting problem of the client system (e.g., racial/cultural, sexual orientation, physical or mental disability, gender, class, etc.).
C3. Ethical Considerations
Identify ethical principles from the NASW Code of Ethics that are relevant to the case. Identify any ethical dilemmas in this case and describe the steps/actions a social worker might take to respond to the situation; using the Code of Ethics to support the response
C3.1. Professional Boundaries
Students will identify and discuss professional boundaries that should be maintained as students’ progress throughout the case. These should include but not be limited to topics such as timeliness, professional appearance, dual relationships, use of personal electronic devices, professional documentation, etc.
C4. Diversity Considerations for the Case
Identify and discuss the specific aspects of diversity that impact the social work process with the client system selected for this case. This should include diversity outside of race and could include but not be limited to gender, sexual orientation, gender expression, culture, and any other areas of diversity or “otherisms” that have been identified.
C5. Human Rights and Social Justice Considerations for the Case
Identify and discuss the specific human rights or social justice considerations that impact the social work process with the client system and other marginalized groups selected for this case. Students should think broadly on how these issues could or have previously or continue to impact African American individuals, families, groups and organizations.
SECTION II
D1. Engagement, Assessment, Intervention, Termination
(Please see additional attachment: Treatment Planning Strategies for Youth With Disruptive Mood Dysregulation Disorder)
Using evidence-based practice specific to your Urban, Children, Youth and Families ASP, identify a practice framework and explain the processes of engaging, assessing, and intervening with the client system identified for this case. Make certain that you address any ethical and/or cultural considerations that might impact service delivery. Organize your response using the outline provided below.
D2. Assessment of Client.
BIO-PSYCHO-SOCIAL–SPIRITUAL ASSESSMENT OF CLIENT SYSTEM
Complete a Bio-Psycho-Social-Spiritual Assessment of Client System using the template outlined below.
Please follow this template exactly:
DESCRIPTION OF THE CLIENT SYSTEM:
a) Client/Family Identifying Information
b) Reason(s) for services
c) Household Members (to include relationships with one on another, and their patterns of functioning)
d) Household Living Conditions
e) Financial History (to include all insurance information, excessive debt, etc.)
SOCIAL RELATIONSHIPS AND SUPPORTS
Family History: In this section, you will present data on family members (be sure to designate the members living in the household). Names, gender, birth dates (or ages), relationships, marriage dates, education, occupations, deaths (causes), chronic conditions (e.g. alcoholism, mental retardation), significant trauma (e.g. fire, rape, incarceration), anything significant to describing individual. Other data that may be significant: adoptions, miscarriages, pregnancies, separations, current locations, etc.
a) Community System: Describe relationships between client/family members and the various systems they are affiliated with or connected to. Describe community context and include a description of neighborhood resources.
b) Assets and Resources: Information about the client’s informal sources of support. Information about the client primary and secondary sources of support. The type (what need does the source meet) and frequency (how often) of support from whom (e.g., friends, extended family members, church, etc.) provides support? Assess if the support provided is reliable.
SOCIAL HISTORY:
a) Physical Health (past and present, make certain to include any medication schedules, family history of medical conditions
b) Mental Health: This section will include a brief history of family psychiatric problems. Report whether client has a history of psychiatric disorders; admission into mental health clinic (inpatient or outpatient), dates receiving services, outcome of services, medication, treating therapist (past or present); family history or mental disorders. History of homicidal and suicidal ideation;
c) Alcohol and Drug Use: Summarize if client used any substance in lifetime (e.g., cigarettes, marijuana, cocaine, etc.). Periods of sobriety and treatment (when, where and with whom); describe outcome of treatment.
d) Sexual History: Describe sexual activity, sexual orientation, physical, sexual abuse (victim/offender). Explore if relevant to problem situation. It is appropriate to assess if client practices safe sex and receives regular physical check-ups. If client reports being diagnosed with sexual disease, it is appropriate to explore, medication received, primary physician, etc.
e) Educational: Describe client’s educational background, highest level of degree attained. Difficulties in school (why, where, when); special education needs; suspensions. Include any informal educational skills. If client did not graduate from high school or received a GED, explore what barriers were present.
f) Employment/Work History: Summarize client’s type of work; attitudes toward work, reasons for leaving or being fired from previous jobs. Also, include any voluntary work (e.g., community, church, etc.). Make sure to include any military experience and informal employment
g) Recreational: Describe their activities or interest they enjoy, such as hobbies, sports, or leisure pursuits, special talents or skills. Are they involved in any church related activities (e.g., bible school, bible camp)?
h) Cultural Family Norms: Describe cultural beliefs; rituals, patterns. Do they have family reunions or times when they come together (outside of marriages and funerals?
i) Religious/Spiritual: Describe if client identifies with a particular religion or faith. Describe how client expresses spirituality. Describe client’s current and past religious and spiritual practices. Describe if client is associated with a place of worship. Describe if their religion or spirituality is helpful to them.
j) Strengths and Competencies: Describe client/family strengths, capacities, abilities, competencies and resources that may help to address and resolve the issues of concern.
PRESENTING PROBLEM: Provide a concise clinical assessment of the presenting problem(s). You must complete a case formulation with preliminary diagnosis and justification as to why you selected these diagnoses. Justification for the identified diagnoses should be included and identified within the case summary.
D3. Intervention Plan for Client System
Create a master treatment plan to include goals and tasks to be completed. (Make certain that you include who will do what and when.)
Students should include at least three long-term goals, and two short-term goals (objectives) for each.
D4. Termination of Intervention with Client System
Describe the process and plan of a successful termination with the client system based on the EVIDENCE-BASED PRACTICE child welfare practice model (WRAPAROUND – https://www.cebc4cw.org/program/wraparound/) utilized, (i.e., follow-up sessions, rituals, etc.,) Be specific and make certain that you include feelings and reactions that the client might experience and explain how you would address the feelings based on the practice model implemented.
E. Plan for Evaluating Effectiveness of Practice with Client System.
Outline a plan for evaluating the effectiveness of your intervention including the following:
1) Desired outcome(s) of intervention;
2) Measurement of outcomes;
3) Research approach used and rationale (quantitative, qualitative, or mixed method);
4) Research design used and rationale (single system, quasi experimental, etc.);
5) Process for collecting data on outcome measures;
6) Plan for analyzing data; and
7) How you will use the findings to improve your practice with this or similar clients in the future.
APPENDIX – References Include a reference page in APA 7th edition format citing all sources used (e.g., theorists, authors).
,
PSYCHIATRIC – CERTIFICATE OF NEED
IDENTIFYING INFORMATION
Dewayne Lowe (DOB: 06/08/2010) is a 12-year-old African American right-handed male
who was admitted to Spring Grove Hospital Center (SGHC) on May 2022. He was
transferred from Charles H. Hickey, Jr. School (CHHJS), where he was admitted on May
2022, to SGHC pursuant to the court order from the Circuit Court for Baltimore County
Sitting as a Juvenile Court in May 2022 for a competency evaluation and in May 2022 for
emergency evaluation including psychiatric evaluation and medication reconciliation. The
court order stated: “The Respondent should return before the Circuit Court for Baltimore
County on June 2022.”
Dewayne has 12 counts of pending charges including Robbery with Dangerous Weapon;
Robbery; Assault-First Degree (x2); Assault-Second Degree (x2); Att-Dangerous Weapon-
Int/Injure; Dangerous Weapon: Conceal; Threat of Mass Violence; Theft: $100 To
Under $1,500; Malicious Destruction Of Property/Value Less Than $1,000; and Animal
Cruel Fail: Provide from an alleged incident that occurred in May 2022.
CHIEF COMPLAINT
“Nothing.”
SOURCES OF INFORMATION
– SGHC records of Dewayne Lowe at SGHC, dated between May 2022 and June 2022.
Reliable.
– Phone interview with Dewayne Lowe's maternal aunt, Dianna Moore, on multiple occasions since Dewayne's admission to SGHC in May 2022. Partially reliable.
– Records from Charles H. Hickey, Jr. School including emails, dated in May 2022.
Reliable.
– Court orders from the Circuit Court for Baltimore County Sitting as a Juvenile Court, in May 2022. Reliable.
– State of Maryland Department of Health and Mental Hygiene Division of Vital Records, Certificate of Live Birth, Date issued was in 2010. Reliable.
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– Psychiatric Evaluation from Catholic Charities Baltimore by OMHC Baltimore City BARDS DSS team, dated in April 2022. Reliable.
– Psychiatric Evaluation completed in November 2017. Reliable.
– Baltimore City Public School records, dated between 2014 and 2019. Reliable.
HISTORY OF PRESENT ILLNESS
Dewayne was upset when he arrived at SGHC. He expressed frustration about the length of
time he spent in a van while transported from CHHJS to SGHC. When he entered SGHC
after completing a COVID-19 rapid test, he continued to express his frustration. He became
upset when he was given a mask to wear. He also did not want to comply with admission
photography and covered his face with his hands. When he was redirected to wear a mask before
entering the unit, Day B, he started cursing at staff members and threw a mask on the floor. It
was picked up by a staff member and when he was offered a mask again, he started becoming
agitated. Dewayne cursed at staff members, clenched his fists and made verbal threats to hurt
staff members. Due to ongoing agitation, more security officers came on the scene.
Dewayne then opted to don a facemask, but he remained upset.
Upon arrival to the unit, Dewayne continued to show agitation, using profanity and making
threats that he would hurt others. Because of ongoing agitation, he was offered as-needed
(PRN) medications (lorazepam-anxiolytic and chlorpromazine-antipsychotic) which he initially
refused but eventually accepted encouragement. Within couple of minutes of taking the
medications, he displayed a change in his behavior. He was more calm and pleasant. In
addition, he stopped using profanity and making threats to others. Instead, he was saying “thank
you” when a security officer brought him some snacks after Dewayne reported feeling
hungry. The admission assessment continued until he started feeling sedated from the
medications and went to nap.
Dewayne reported “I worry about her (mother) a lot” after he heard from her that she
was diagnosed with breast cancer while he was at CHHJS. Later, I found out, his mother
was not diagnosed with breast cancer by his guardian, Dianna Moore, who told me: “He
(Dewayne) is lying.” Ms. Moore reported Dewayne has difficulty telling being truthful. For
example, Dewayne stated his date of birth is June 8, 2008 on his birth certificate, when his actual
birth date is June 8, 2010. Dewayne also said his cousin died two years ago, which Ms. Moore
said was untrue. She clarified that the last time any family member was shot was in 2011
when Dewayne was a year old. Dewayne also reported he was living with his brother, who is
four years younger than him, in the community, but Ms. Moore stated his younger brother
never lived with Dewayne. She described Dewayne's behavior as “he always lies… real bad
liar and manipulator.” Ms. Moore shared with me in November 2021, Dewayne reported her
boyfriend was trying to kill him with a gun, which she said, “none of that is true.”
Dewayne denied feeling depressed or having issues with sleep or appetite. Ms. Moore, however,
feels he has been showing some signs of sadness after his maternal grandmother, who lived with
Dewayne since age seven months, passed away when Dewayne was three years old. She pointed
out Dewayne has difficulty regulating his mood as he gets quickly angry and acts
aggressively. He previously reported to an evaluator at Catholic Charities Baltimore that he
struggles with anger.
Page 3 of 9
While Dewayne was at CHHJS, there were four restraints documented. In May 11, 2022,
Dewayne reported he felt “lied [to] and said COVID was over and it wasn’t” and he was
“becoming an imminent threat while in Douglas Hall.” He was subsequently placed in
restraint. On May 14, 2022, Dewayne “took their (staff) keys” and was restrained “due to
becoming an imminent threat to self and or others.” On May 17, 2022, Dewayne was restrained
“due to an imminent threat.” On May 18, 2022, Dewayne made an allegation toward DJS
staff and also was restrained “for becoming an imminent threat to self and/ or [sic] others.”
On May 21, 2022, Dewayne was not restrained but he “broke the Television on Douglas Hall
while youths [sic] were having leisure time.”
Psychiatric evaluation completed April 2022 noted “A certificate of need was provided in Feb
2022; however, DSS was unable to find the recommended placement.” Dewayne “eloped from a treatment foster care placement as well as from his aunt’s home. There have
been countless incidents where he has been AWOL in the past few months.” When he is out of
home, he tends to engage in risky behavior such as “sexual activity, smoke cannabis, and
has attempted robbery. He has two active charges in Baltimore County for first degree
assault and armed robbery for an incident in which patient went into a grocery store with a
bebe gun with intent to rob them.” It was noted that Dewayne incurred several more theft charges
since the grocery store incident. In March 2022 he ran away from home and was not located until
April 2022 when Dewayne asked his DSS worker to pick him up in Hagerstown. He was placed
back with his aunt but ran away again a few days later. It was noted Dewayne “was placed on
punishment and smashed her car window with bricks. Following this event, he was caught on
camera stealing [a] package off of a friend’s porch.” In April 2022, he injured his shoulder while
he was trying to forcefully enter his aunt’s home by running into a door and self-presented to an
emergency room.
Dewayne's aunt, Ms. Moore, reported he frequently ran away overnight from home and at times
went missing for days to weeks since age 10. Ms. Moore told me when Dewayne does not have a
place to go, he goes to a hospital emergency room, police station or “any type of
building.” There are about 20 to 30 police reports filed due to him running away from home.
One time, Dewayne went to Johns Hopkins Hospital emergency room and told a staff member
there that his aunt was parking a car and he had back pain. He was given Motrin and got
treated for it. Then, child protective service (CPS) was contacted as his aunt was not showing
up, as she was not there and she did not know about this. Ms. Moore stated Dewayne was
also asking “random people to see if he could stay” with them.
PAST PSYCHIATRIC HISTORY
Previous diagnoses: Dewayne was previously diagnosed with Attention-Deficit/
Hyperactivity disorder, Predominantly inattentive presentation; Unspecified Trauma- and
Stressor-Related Disorder; Oppositional Defiant Disorder.
Previous admission: Available record indicated in March 2022, Dewayne was hospitalized
at Johns Hopkins Hospital Bayview for 10 days after endorsing suicidal ideation. Dewayne's aunt stated, “I don’t exactly know what happened.”
Page 4 of 9
Previous suicide attempt: Dewayne never attempted suicide in the past.
Previous non-suicidal self-injurious behavior: Dewayne denied previous self-injurious
behavior and his aunt reported “I never seeing that myself.” Available records indicated in
March 2022, Dewayne was hospitalized at Johns Hopkins Hospital Bayview for 10 days after
endorsing suicidal ideation. Dewayne's aunt stated, “I don’t exactly know what happened.”
Previous medication trials: Methylphenidate (Ritalin), Methylphenidate extended-release
(Concerta).
Previous outpatient treatment: Dewayne started receiving mental health services from
Baltimore Child & Adolescent Response System (BCARS) then moved to Villa Maria
school-based service. After the COVID-19 pandemic hit, he could no longer get
medications; thus, his pediatrician started prescribing methylphenidate extended-release
(Concerta, stimulant) 36 milligrams in the morning. Available records indicated Dewayne was in BCARS three times in 2021. He was last admitted to BCARS in February 2022 and
received in-school therapy in fifth grade. When Dewayne was six years old, the school
recommended he see a mental health professional as he did “basically everything that [a]
child with ADHD did.” He was diagnosed with Attention-Deficit/Hyperactivity Disorder
(ADHD) and prescribed methylphenidate (stimulant). He initially had no behavioral issues
at home but at age 10 he started running away from home and “missing for weeks.” Ms. Moore reported Dewayne never told her where he was staying.
Previous community placement: Dewayne was placed in the home of family members and
an unlocked residential treatment center (RTC). He has a history of eloping from the RTC
and leaving his family’s home without permission.
TRAUMA HISTORY
Previous physical, sexual, emotional abuse or neglect: Dewayne reported he does not like
people. He said his 16-year-old cousin was killed in 2020 after a gang member shot him
when “I was arou
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