Case Study Report- Assessment Three Guidelines and Rubric

Detailed information  Students are to pick one of the reflective models taught in critically reflective social work practice and use it to analyse the
case study (provided in the Assessment 3 Guidelines). 

Marking Criteria  A reflective model taught in critically reflective social work practice is identified and applied to the provided case study.
(below)
 Social work theory and critical social work concepts such as power and social injustice are draw on to further the reflective
analysis 
 The assessment is written as a professional report, adhering to the Assessment 3 Guidelines document on Moodle
 APA referencing style is used consistently and the content is in line with social work ethics and professional conduct
(including spelling, punctuation, grammar and word count)

Length Report format- 1500 words. Scholarly references are to be included in this Report. 
Weighting 30%
Assessment Due 25 May 2023
Final submission time: 11:30pm
Type of Collaboration Individual assessment
Assessment submission Online via Moodle

This assessment has been set up to be checked by Turnitin, a tool which helps you check whether you have referenced correctly.
You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You may then
make any changes that may be required and resubmit your final version by the due date.
Assessment return Marks will be posted on Moodle following the due date.

The Case Study Report for Assessment Three is to:

 Be 1500 words long (+/- 10%)

 Scholarly references need to be included, such as journal articles and books. Scholarly references should primarily consist of set readings from SOWK910. Websites that cannot directly
source the author (such as Wikipedia) should not be included. News articles where the author can be directly referenced can be included. There should be at least 8 references for a 1500
word report.
 UOW Harvard refencing style is to be used (not APA referencing as stated in the Subject Outline).
Structure of the Case Study Report:
 The report must be written as though you are the social worker involved in the case and you are informing your supervisor of what occurred and what you have learnt for your future
practice by analysing the case. This case study is therefore an example of Shon’s reflection-on-action, should use first person voice, but also be supported by scholarly references
throughout.
 The Case Study Report should include headings that align with the Gibb’s Reflective Cycle as taught in Workshop 3. The headings are:

o Introduction (give an overview here of the purpose of the report and make sure you identify the Gibb’s reflective cycle you are using)
o Description (Give an overview of what happened in the case study: the background as well as what occurred in the interaction you had with the client)
o Feelings (What were you, the social worker, thinking and feeling as this interaction happened? How do you feel now on reflection?)
o Evaluation (What was good and bad about the interaction in the case study? Consider what was good and bad for you, not just the client)
o Analysis (What sense can you make out of the situation? This is where you need to analyse the socio-political context using critical social work theory, including the power that
is present and the discourse (language) that is impacting the situation)
o Improved practice in the future (What else could you have done? What were other options available to you as the social worker in the case study?)
o Action Plan (If you had a similar case to this in the future what would you do? Would your actions be similar or different?)
o Conclusion to the report (Summarise here what you’ve discussed but also what do you think you have learnt about your practice for the future by analysing this case study)

The Case Study

Ben (aged 23) lives in a rural town with his mother Sue (aged 41). Sue was diagnosed with Bi-Polar disorder seven years ago after she was admitted to the local hospital. She is currently
unable to work. Ben’s father, Steve, lives in the same rural town and as well as running into him at the local shops regularly, Ben goes to his house for dinner every few weeks, although his
father does not speak to his mother. Ben was born in Australia in the same rural town, his mother was born in Vietnam and migrated when she was 13 years old, and his father was born in
Adelaide but moved to the town when he met and married Sue. At home Ben mostly speaks English with his mother, although also speaks and understands Vietnamese.

Ben is enrolled in an Arts Degree at the closest university, although has chosen subjects that he can mostly complete remotely. Sue is quite isolated because she often finds it difficult to leave
the house. Sue takes psychotropic medication and has had regular visits from the Community Psychiatric Nurse when she was first diagnosed and support from the Community Mental Health
Team to sort out her finances. Ben does all of the shopping and collects her prescriptions. He also helps with letters and forms because when Sue is unwell, she reverts back to speaking only
Vietnamese. Sue gets worried when Ben is out. When Sue is feeling depressed, Ben stays home with her. When Sue is heading for a high, or becoming manic, she tries to take Ben to do
“exciting stuff” as she calls it. This includes spending lots of money, driving fast through the rural town, or speaking loudly and excitedly while out shopping.

Ben worries about his mother’s moods. He is worried about her not being happy and concerned at the money she spends when she is in a high mood state. Ben struggles to manage his day
around his mother’s demands and to sleep and study when she is manic. Ben has not told anyone about the support he gives to his mother, including his father. He is embarrassed by some of
the things she does and has been teased by his friends in the past, so tends not to talk about it, even to his close friends. Ben has recently had trouble keeping up with his course work and
attendance. He has been invited to a meeting with his university lecturer to formally review his attendance and is worried he will be kicked out of the program.

Ben has seen some information online about having a parent with a mental health diagnosis. He has sent in his contact details online and you are the social worker with the Community
Health Centre located in the next town. It is your job to pick up these self-referrals and so you make a time to meet with Ben to talk about his situation. When you meet with him you ask him
some questions about how much he cares for his mother and Ben becomes defensive. He tells you that he is not his mother’s carer, that a carers job is for daughters not sons, and that all he
needs is your help to stop him failing out of his degree.
Although Ben agrees to meet with you a second time you can tell you have not succeeded in developing rapport and a trusting relationship with him. You decide to write out a case analysis of
what happened when you met Ben so that you can discuss it with your supervisor before you meet with Ben for the second time.
Assessment Three Marking Rubric
Criteria
Total 100 marks
A reflective model taught in
SOWK910 (Gibb’s Reflective
Cycle) is identified and applied
to the provided case study.
30 marks
Social work theory from
SOWK910 and critical social
work concepts such as power
and social injustice are draw on
to further the reflective
analysis. Both the theory and
the critical social work
concepts are supported by set
readings from SOWK910.
30 marks
The assessment is written as a
professional report, adhering
to the Assessment 3 Guidelines
document on Moodle.
30 marks
UOW Harvard referencing style
is used consistently and the
content is in line with social
work ethics and professional
conduct (including spelling,
punctuation, grammar and
word count).
10 marks
Fail (0-49%)
A reflective model taught in
SOWK910 (Gibb’s Reflective
Cycle) is not clearly identified
AND is not applied to the
provided case study
There is no evidence of social
work theory from SOWK910 and
critical social work concepts such
as power and social injustice in
the argument. There are neither
theory or critical social work
concepts discussed that are
supported by set readings from
SOWK910.
The assessment is not written as
a professional report, and does
not adhere to the Assessment 3
Guidelines document on Moodle
 The content is not in line
with social work ethics and
professional conduct
(including spelling,
punctuation, grammar and
word count)
 The content does not use
UOW Harvard referencing
style
Pass (50-64%)
A reflective model taught in
SOWK910 (Gibb’s Reflective
Cycle) is clearly identified AND is
minimally applied to the
provided case study
There is some but minimal
evidence that social work theory
from SOWK910 and critical
social work concepts such as
power and social injustice have
been draw on to further the
argument. Both the theory and
the critical social work concepts
are minimally supported by set
readings from SOWK910.
The assessment is satisfactorily
written as a professional report,
minimally adhering to the
Assessment 3 Guidelines
document on Moodle
 The content is largely in
line with social work ethics
and professional conduct
(including spelling,
punctuation, grammar and
word count)
 The content uses UOW
Harvard referencing style,
however inconsistently
Credit (65-74%)
A reflective model taught in
SOWK910 (Gibb’s Reflective Cycle)
is clearly identified AND is clearly
and consistently applied to the
provided case study
There is some evidence that social
work theory from SOWK910 and
critical social work concepts such
as power and social injustice have
been draw on to further the
argument. Both the theory and the
critical social work concepts are
largely supported by set readings
from SOWK910.
The assessment is largely written
as a professional report, in the
majority adhering to the
Assessment 3 Guidelines document
on Moodle
 The content is largely in line
with social work ethics and
professional conduct
(including spelling,
punctuation, grammar and
word count)
 The content uses UOW
Harvard referencing style
across the majority of the
essay
Distinction (75-84%)
A reflective model taught in SOWK910
(Gibb’s Reflective Cycle) is clearly
identified AND is clearly and consistently
applied to the provided case study with a
strong critical analysis throughout
There is consistent evidence that social
work theory from SOWK910 and critical
social work concepts such as power and
social injustice have been draw on to
further the argument. Both the theory and
the critical social work concepts are
supported by set readings from SOWK910.
The assessment is consistently written as a
professional report, throughout adhering
to the Assessment 3 Guidelines document
on Moodle
 The content is completely in line
with social work ethics and
professional conduct (including
spelling, punctuation, grammar and
word count)
 The content uses UOW Harvard
referencing style consistently across
the essay
High Distinction (85-100%)
A reflective model taught in SOWK910
(Gibb’s Reflective Cycle) is clearly
identified AND is clearly and consistently
applied to the provided case study with an
in-depth critical analysis throughout
There is in-depth evidence that social work
theory from SOWK910 and critical social
work concepts such as power and social
injustice have been draw on to further the
argument. Both the theory and the critical
social work concepts are supported by set
readings from SOWK910.
The assessment is consistently written as
an example of a high quality professional
report, throughout adhering to the
Assessment 3 Guidelines document on
Moodle
 The content is completely in line
with social work ethics and
professional conduct (including
spelling, punctuation, grammar and
word count)
 The content uses UOW Harvard
referencing style consistently across
the essay