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F I F T H E D I T I O N
Generalist
Case Management
A Method of Human Service Delivery
Marianne Woodside & Tricia McClam
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
FiFth Edition
Generalist
Case Management
A Method of Human Service Delivery
Marianne Woodside
Tricia McClam
University of Tennessee
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
Generalist Case Management: A Method of © 2018, 2013 Cengage Learning
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Printed in the United States of America

Print Number: 01 Print Year: 2016
About the Authors
Together, Marianne Woodside and Tricia McClam have more than 60 years of experience in human
service education, as well as many years working as practitioners in education, counseling, and
vocational rehabilitation. Currently, they both hold the rank of Professor Emerita in the Department
of Educational Psychology and Counseling in the College of Education, Health, and Human Sciences
at the University of Tennessee. They are committed to research in teaching and learning in the human
services and are the authors of several other texts, including Introduction to Human Services; An
Introduction to Human Services: Cases and Applications; The Helping Process: Assessment to Termination;
and Interviewing: What Students Want to Know.
dedication
We dedicate this text to the colleagues, students, and practitioners who are committed to helping
clients improve their lives.
iv BRIEF CONTENTS
Brief Contents
Part 1 introduction to Case Management

1 introduction to Case Management 2
2 historical Perspectives on Case Management 40
3 Methods of delivering Case Management Services 70
4 Ethical and Legal Perspectives 106
5 Working with diverse Populations 145
Part 2 the Case Management Process

6 the Assessment Phase of Case Management 178
7 Effective intake interviewing Skills 205
8 Service delivery Planning 236
9 Building a Case File 274
10 Service Coordination 317
Part 3 Working within the Social Service delivery System

11 Working within the organizational Context 358
12 the Case Manager’s Professional Growth and development 394
References 432
Glossary 446
index 454
CONTENTS v
Contents
Preface xv
Part 1 introduction to Case Management 1
1 introduction to Case Management 2

Case Management Defined 3
Introduction 3
My Story: Sharon Bello, Entry 1.1 4
CLASS DISCUSSION—A Focus on the Definition of Case Management 7
Traditional Case Management 7
Case Management Today 8
CLASS DISCUSSION—A Focus on the Definition of Case Management (A Reassessment) 9
Want More Information? Learning More About the Definition of Case Management 9
CLASS DISCUSSION—Develop Your Own Definition of Case Management 10
The Process of Case Management 11
CLASS DISCUSSION—Getting to Know Sharon 13
Assessment 14
CLASS DISCUSSION—Studying Sharon’s Experiences: Applying for Services 18
My Story: Sharon’s Case Manager, Tom Chapman, Entry 1.5 18
CLASS DISCUSSION—Information Gathered During the Assessment Phase 18
My Story: Sharon Bello’s Case Manager, Tom Chapman, Entry 1.6 22
CLASS DISCUSSION—Summarize What You Now Know About the Case Management Process 22
My Story: Sharon Bello’s Case Manager, Tom Chapman, Entry 1.7 23
My Story: Sharon Bello’s Case Managers, Tom Chapman and Susan Fields, Entry 1.8 24
CLASS DISCUSSION—Describing the Work of a Case Manager: Tom Chapman and Susan
Fields 25
Planning 25
Implementation 27
CLASS DISCUSSION—Sharon’s View of Changing Majors and the Service Plan 29
Three Components of Case Management 29
Principles and Goals of Case Management 31
Integration of Services 31
Voices from the Field: Research and Practice 32
Continuity of Care 33
Equal Access to Services/Advocacy 34
Quality Care 34
Client Empowerment 35
Self-Determination 36
Evaluation 37
vi CONTENTS
Deepening Your Knowledge: Case Study 37

Discussion Questions About Deborah and Her Family 38
Chapter Summary 38
Chapter Review 39
2 Historical Perspectives on Case Management 40

Introduction 41
Perspectives on Case Management 43
CLASS DISCUSSION—Relate Sam’s Experience to the Case Management Process 45
My Story: Sharon’s Case Manager, Tom Chapman, Entry 2.2 48
CLASS DISCUSSION—Describe Sam’s Involvement in the Case Management Process 49
The History of Case Management 49
Early Pioneers 50
Box 2.1: A Hull House Girl 51
Want More Information? Learning About the History of Case Management 52
The Impact of World War I and World War II and the American Red Cross 53
The Impact of Federal legislation 54
Box 2.2: The Older Americans Act of 1965 55
Box 2.3: Federal Programs SSDI Program 55
CLASS DISCUSSION—A Look at the History 59
The Impact of Managed Care 59
Voices from the Field: Research and Practice: Case Management Society of America: Our History 63
The Professionalization of Case Management and Expanding Responsibilities 66
CLASS DISCUSSION—Talking About Managed Care 67
Discussion Questions About Nancy 68
Chapter Summary 68
Chapter Review 69
3 Methods of Delivering Case Management Services 70

Introduction 71
Methods of Delivering Case Management Services 72
How Case Management Services Are Delivered 73
Comprehensive Case Management: Wisconsin’s Model Approach for W-2 Participants 75
CLASS DISCUSSION—Studying the One-Stop Comprehensive Services Method 76
CLASS DISCUSSION—Determining the Best Method of Service Delivery 78
Who Assumes the Responsibility of the Case Management? 79
My Story: Susan Fields, Sharon Bello’s Case Manager, Entry 3.2 84
CLASS DISCUSSION—Discussing Who Should Assume the Role of Case Manager 85
Roles in Case Management 85
Want More Information? Roles, Responsibilities, Jobs 89
Job Announcement #1: Case Manager 90
Job Announcement #2: Case Manager/Administrator 92
CLASS DISCUSSION—What Roles Are Most Important? 93
Topics in Case Management Today 93
CONTENTS vii
My Story: Susan Fields, Sharon Bello’s Case Manager, Entry 3.3 94

CLASS DISCUSSION—Discuss Your Organizational and Time Management Skills 96
CLASS DISCUSSION—What Are Your Strengths or Personal
Qualities That Will Support Your Work as a Case Manager? 101
Multicultural Perspectives 101
Key Components of Case Management 102
Case study questions about the drug court 104
Chapter Summary 104
Chapter Review 105
4 Ethical and Legal Perspectives 106

Introduction 108
Confidentiality 110
CLASS DISCUSSION—Working with Issues of Confidentiality 115
MORPC Social Media Guidelines 117
CLASS DISCUSSION—Working Through Issues of Confidentiality and Technology 119
CLASS DISCUSSION—Working Through Issues of Confidentiality and the Use
of Interpreters 121
Family Disagreements 121
Want More Information? End-of-Life Care 123
CLASS DISCUSSION—Working Through Issues of Family Disagreements 124
Working with Potentially Violent Clients 125
My Story: Alma Grady, Sharon Bello’s Case Manager, Entry 4.2 126
Voices from the Field: Research and Practice: Steps to Reduce Violence in the Workplace 127
CLASS DISCUSSION—Determine How You Would Assess the Likelihood of Violence
in the Workplace 129
Duty to warn 130
Working in the Managed Care Environment 132
Autonomy 134
Client Preferences: One Component of Autonomy 136
CLASS DISCUSSION—Thinking About the Issue of Autonomy 137
Autonomy and End-of-Life Issues 138
Breaking the Rules 138
Making Sense of Ethical Issues 141
CLASS DISCUSSION—Making Sense of Ethical Issues 141
Discussion Questions 142
Chapter Summary 143
Chapter Review 144
5 Working with diverse Populations 145

Introduction 146
Understanding Client Populations 150
viii CONTENTS
Working with African Americans 151

History 151
Ethnic or racial identity 151
Role of the Family 151
Religion/Spirituality 152
Challenges 152
Approaches to Case Management 152
CLASS DISCUSSION—Understanding identity development is important 153
Working with Arab Americans 153
History 153
Racial or Ethnic Identity 153
Challenges 154
Working with Asian Americans 155
History 155
Challenges 156
CLASS DISCUSSION—Comparing the History, Beliefs, and Traditions of Arab American
and Asian Americans 157
Working with European Americans 157
History 157
Challenges 158
Working with Latina/Latino Americans 159
History 159
Challenges 160
My Story: Sharon Bello and Alma Grady, Entry 5.3 161
CLASS DISCUSSION—Examining How Your Own Viewpoint Influences Your Thoughts
About European American and Latina/Latino Populations 161
Working with Native Americans 161
History 161
Challenges 162
Working with Women and Men 163
History 163
Gender Identity 164
CONTENTS ix
Challenges 164
CLASS DISCUSSION—Preparing to Work with the LBGT Population 166
Working with Sexual Minorities 167
History 168
Identity Development 168
Challenges 170
Working with Individuals with Disabilities 171
History and Definition 171
Important Variables 172
Identity 172
Challenges 172
Want More Information? Working with Diverse Populations 173
Multicultural Case Management: Your Next Steps 174
Chapter Summary 175
Chapter Review 175
Part 2 the Case Management Process 177
6 Assessment Phase of Case Management 178

Introduction 179
Application for Services 181
The Interview Process 185
Structured and Unstructured Interviews 188
Voices from the Field: Strengths Assessment 188
CLASS DISCUSSION—Developing a Plan to Assess Client Strengths 190
Social History 191
Confidentiality 192
Evaluating the Application for Services 192
CLASS DISCUSSION—Describe How Sharon Bello Was Evaluated for Services 195
Case Assignment 195
Documentation and Report Writing 195
Process Recording and Summary Recording 195
Intake Summaries 197
Want More Information? 199
Staff Notes 199
My Story: Tom Chapman, Sharon Bello’s Case Manager, Entry 6.2 200
CLASS DISCUSSION—Insights About Assessment 202
Chapter Summary 203
Chapter Review 204
x CONTENTS
7 Effective intake interviewing Skills 205

Introduction 206
Attitudes and Characteristics of Interviewers 207
CLASS DISCUSSION—Checking Your Biases 209
Clients may be Different from You 210
Essential Communication Skills 213
Interviewing Skills 215
Listening 216
Questioning 218
Voices from the Field: Counseling Intake Interview Questionnaire 220
Responding 226
CLASS DISCUSSION—Practice with Questioning 228
Want to Know More? Reducing the Blind Dimension 228
Interviewing Pitfalls 231
CLASS DISCUSSION—Examining Pitfalls of Intake Interviewing 232
Chapter Summary 234
Chapter Review 235
8 Service delivery Planning 236

Introduction 237
Revisiting the Assessment Phase 239
My Story: Sharon Bello and Her Case Manager Alma Grady, Entry 8.1 240
What Do I Know About the Source of the Problem? 240
Developing a Plan for Services 242
CLASS DISCUSSION—Integrating Client Information 242
CLASS DISCUSSION—Learning How to Evaluate Goals and Objectives 252
Identifying Services 252
Information and Referral Systems 254
Want More Information? Social Service Directories 256
Setting Up a System 256
Gathering Additional Information 257
Data Collection Methods for the Case Manager 258
Interviewing 258
Voices from the Field: First-Person Account of Being Tested for Autism 260
Testing 260
Box 8.1: Test administered and results 261
Specific Cultural Guidelines 267
Voices from the Field: Culturally Sensitive Interview Questions 268
CONTENTS xi
CLASS DISCUSSION—Using the Checksheet to Prepare for Testing 271

Case Study Discussion Questions 271
Chapter Summary 272
Chapter Review 272
9 Building a Case File 274

Introduction 275
The Purpose of the Case File 276
Medical Evaluation 277
Voices from the Field: Conducting Culturally Sensitive Medical Exams 278
Medical Exams 279
CLASS DISCUSSION—Using Culturally Sensitive Guidelines for Exams
and Reports 281
Medical Terminology 284
Psychological Evaluation 288
Referral 289
The Process of Psychological Evaluation 290
The Psychological Report 290
The DSM-5 295
CLASS DISCUSSION—Comparing Two Psychological Reports (Child and Adult) 300
Social History 302
Want More Information? Social Histories 302
Other Types of Information 310
Chapter Summary 314
Chapter Review 315
10 Service Coordination 317

Introduction 318
Coordinating Services 320
CLASS DISCUSSION—Encouraging Client Participation 323
Networking 323
Personal Approaches 324
Professional Activities 325
CLASS DISCUSSION—Developing Networks 326
Resource Selection 326
Making the Referral 327
CLASS DISCUSSION—Making a Referral 330
Monitoring Services 331
Technology and Service Coordination 335
Working with Other Professionals 336
xii CONTENTS
Pre-Meeting Homework 337

Teamwork 337
Treatment Teams 337
Types of Teams 338
CLASS DISCUSSION—Rewrite the Naylor’s Story: Service Coordination in a Crisis 341
Teams with Families and Friends 341
Benefits of Teams 342
CLASS DISCUSSION—Exploring Experiences of Teamwork 343
Confronting Team Issues and Challenges 343
Ending Client Services: Disengagement 347
Termination 348
Transfer 349
CLASS DISCUSSION—Planning a Transition of Services 350
Discharge Planning 350
Follow-up 352
Chapter Summary 353
Chapter Review 354
Part 3 Working within the Social Services delivery System 357
11 Working within the organization Context 358

Introduction 359
Understanding the Organizational Structure 361
The Organization’s Plan 361
Structure of the Organization 364
CLASS DISCUSSION—Mapping an Organization’s Structure 366
The Informal Structure 368
Want to Know More? Organizational Social Media Guidelines 369
CLASS DISCUSSION—Formal and Informal Networks 370
The Online Face of the Agency: Social Media 370
The Organizational Climate 372
CLASS DISCUSSION—Considering Climate of a Workplace 373
Managing Resources 373
What Is a Budget? 374
Features of a Budget 375
Sources of Revenue 376
Improving Services 378
Quality Improvement 379
What Is Quality? 380
Voices from the Field: Department of Health and Human Services Commitment to Quality 380
Conducting a Utilization Review 382
Planning Quality-Assurance Programs 382
CONTENTS xiii
CLASS DISCUSSION—Considering Client Satisfaction 386

Evidence-Based Practice 386
Program Evaluation 387
CLASS DISCUSSION—Aspects of Program Evaluation 389
Interorganizational Collaboration 389
Chapter Summary 391
Chapter Review 392
12 the Case Manager’s Professional Growth and development 394

Introduction 396
Case Study 397
People and Locations Involved in the Case 397
CLASS DISCUSSION—Your Reactions to the Delores Fuentes Case Study 401
Professional Development: Self-Directed 401
Survival Skills 402
The Prevention of Burnout: Enhancing Workload Sustainability 402
Want to Know More? Natural Disasters and Help 403
Managing Time 404
Voices from the Field: Helper Reactions to Working with Trauma Victims 404
CLASS DISCUSSION—Time and Case Management 405
Time-Management Techniques 406
CLASS DISCUSSION—Managing Your Own Time 408
Assertiveness 409
A Focus on Professional Growth 410
Continuing Education 410
Supervision 411
Wellness 412
CLASS DISCUSSION—Developing Your Own Professional Development Plan, Part One 413
Professional Development: Others-Directed 413
Advocacy 413
Advocacy at the Individual and Agency Levels 414
Want To Know More: Advocacy 416
CLASS DISCUSSION—Advocating for Clients 416
How to Be a Good Advocate 416
Advocacy at the Community and Policy Level 418
Community Advocacy 418
Designing Interventions 418
CLASS DISCUSSION—Develop a Plan for Community Advocacy 419
Voices from the Field: Processes of Advocacy 420
Policy Advocacy 421
CLASS DISCUSSION—Helping Delores Fuentes with Advocacy Work 422
Leadership 423
CLASS DISCUSSION—Developing Your Own Professional Development Plan, Part 2 426
My Story: Sharon Bello and Alma Grady, Entry 12.4 426
xiv CONTENTS
Deepening Your Awareness: First-Person Accounts of Case Managers 427

Self-Care 427
Ethics 427
Boundaries 428
Advocacy 429
Deepening Your Awareness Discussion Questions 429
Chapter Summary 430
Chapter Review 430
References 432
Glossary 446
Index 454
PREFACE xv
Preface
For us, the purpose of writing textbooks is to share with students and colleagues what we have learned about the
profession of human services delivery during our years of teaching and working in the field. This philosophy
guided the preparation of this fifth edition of Generalist Case Management: A Method of Human Service Delivery.
Primary informants for this edition were educators and human service professionals, especially those working as
case managers or care coordinators. Through our associations with colleagues in professional organizations and
educators who used the fourth edition, we learned about current trends, challenges, and new knowledge and
skills necessary for effective case management. Interviews we conducted with case managers across the United
States for the past 35 years, especially those over the past 5 years, enabled us to capture their voices as they de-
scribed the realities of service delivery. We believe this adds a real-world perspective to the text.
Change occurs rapidly these days, and change related to case management as a service delivery strategy is
no exception. Factors affecting case management today include the economic downturn and continuing financial
struggles for individuals, families, communities, and states, federal legislation, emerging client groups, technol-
ogy, shifting demographics, funding challenges, new service delivery models, increasing multicultural and ethnic
perspectives, and ethical and legal dilemmas. The fifth edition of Generalist Case Management is a major revision
that reflects these changes. There are two new chapters that provide in-depth coverage of the multicultural di-
mensions of case management when working with diverse populations and at-risk populations and that explore
the case manager’s professional growth and development. Throughout the text, a client, Sharon Bello, and three
of her four case managers provide first-person perspectives on their experiences of the case management process.
New or expanded sections provide the reader with insights into case management as it relates to the following:
the Affordable Care Act; confidentiality (minors, interpreters, technology); influences of technology (including
social media) throughout the case management process; assessment and the DSM-5; networking; confronting
team issues and challenges; ending or disengaging with clients; the online face of an agency; improving services
through evidence-based practice, program evaluation, and quality improvement; and interorganizational col-
laboration.
The Generalist Case Management (fifth edition) text aligns with the NASW Standards for Social Work Case
Management and helps students meet the standards for the Certified Social Work Case Manager (C-SWMC).
The text also aligns with Human Services Board–Certified Practitioner credentials (HS-BCP) and meets most
of the certification standards.
There are also updated references and examples. To help students better understand concepts, there are also
new case illustrations, tables, and figures. In each chapter, we added class discussion activities that instructors and
students may use in and out of class to reinforce and extend learning. We continue to integrate into our discus-
sion of the delivery of case management services the demands related to current economic and political condi-
tions and context. We included discussions of new trends and challenges in case management. A new emphasis
on diversity in its broadest sense—ethnic, religious, gender, and lifestyle—pervades the text and reflects a central
focus in one chapter. Finally, we strengthen the voice of the case manager in each chapter, providing the reader
with a realistic picture of the day-to-day work.
The concept of case management is dynamic. Just as the process has changed during the past decade, so will
it continue to evolve during the twenty-first century. Many factors will influence human services delivery in the
future: economic instability, the managed care environment, technology, the scarcity of resources, demands for
accountability, the changing political climate, and the influence of diversity. In this text, we defined and described
case management as it is practiced today, but with an eye to the future.
Goals
We explored professional issues and skills related to case management and described the most up-to-date aspects
of case management. In short, our goals for this text were four-fold: to define case management, to describe many
xvi PREFACE
of the responsibilities that case managers assume, to discuss and illustrate the many skills that case managers need,
and to describe the context in which case management occurs. Underlying these goals are the human services
values and principles that guide them.
Part One, the first five chapters of Generalist Case Management: A Method of Human Service Delivery, focuses
on defining case management. Chapter One begins by describing case management, outlining the process and
components of the case management process, and articulating the principles and goals that guide the work.
Sharon Bello’s case illustrates the three phases of case management: assessment, planning, and implementation.
Chapter Two expands the definition of case management by reviewing its history. The case of Sam, who was
institutionalized early in childhood, illustrates how the changing definition of case management has been re-
flected in the care of clients. First-person accounts of clients during the early days as well as excerpts from rel-
evant legislation enliven the history. Managed care, which has a strong influence on human services delivery
today, is defined and discussed in terms of its effects on the case management process. In Chapter Three, we
focus on methods of case management by answering two questions: How are case management services deliv-
ered? and Who delivers these services? Then, we describe the specific roles and responsibilities that case manag-
ers assume as they work in agencies with clients. Vignettes and cases illustrate methods, roles, and responsibili-
ties. We discuss how case managers talk about their jobs by describing eight themes: (a) the performance of
multiple roles; (b) organizational abilities; (c) communication skills; (d) setting-specific knowledge; (e) ethical
decision making; (f ) boundaries; (g) critical thinking; and (h) personal qualities. A discussion of ethical and legal
perspectives follows in Chapter Four, which addresses specific issues and challenges relevant to this specific
method of helping. Issues include confidentiality, family disagreements, working with violent clients, working in
the managed care environment, the duty to warn, autonomy, legal responsibilities, and the question of when to
break the rules. In Chapter Five, we introduce the multicultural dimensions of case management. We describe
the concept of multicultural case management as we discuss working with diverse populations, including African
Americans, Arab Americans, Asian Americans, European Americans, Latina/Latinos, Native Americans,
women and men, sexual minorities, and individuals with disabilities. We also suggest ways to work with each
during the case management process.
Part Two focuses on the case manager’s work during the case management process. Chapters Six through
Ten describe in detail the phases of the case management process. In Chapter Six, we begin to trace the case
management process from the intake interview to termination. This chapter explores the assessment process in
case management, including the interview process, types of interviews, issues related to confidentiality, and ap-
plication and evaluation for services. Guidelines for documentation conclude the chapter. In Chapter Seven, we
provide an in-depth view of the intake interview, the necessary skills, how to adapt the interviewing process to
special populations, and how to interview those different from you. We also include information related to at-
titudes, characteristics, and skills of interviewers and pitfalls to avoid while interviewing.
Planning, the second major phase of the case management process, is introduced in Chapter Eight. Students
learn useful information about how to formulate goals and objectives, how to revise a service plan, how to find
resources, and how to gather additional information beyond the intake interview process. Tests and their appro-
priate uses are discussed, including how to prepare a client for testing. Building on the planning process, Chapter
Nine describes the case file and explains its multiple components, such as physical examinations, psychological
evaluations, social histories, and testing. All of this information is useful to build a comprehensive view of the
client. Chapter Ten describes the third phase of case management, that of service coordination. The chapter
focuses on the case manager’s interaction with other colleagues, including how to establish a professional net-
work. A discussion of service coordination explores the process, including referrals and effective communication
with other professionals, especially as it relates to our expanded use of technology. This chapter also examines
how to work effectively as a team member and as a team leader, and it describes challenges and issues that may
occur when working in teams and how to address these. Finally this chapter introduces the realities of disengag-
ing in services with clients and suggests ways to do so effectively.
Part Three includes two chapters that focus on the context of case management work and self-directed and
others-directed professional growth and development. In Chapter Eleven, we introduce concepts such as or-
ganizational structure and climate, budgeting, and the commitment to evidence-based practice, program evalu-
ation, and quality care. A section on interorganizational teamwork helps you better understand the ways in which
PREFACE xvii
organizations work together and the struggles they face. Chapter Twelve concludes the text with a discussion of
how the case manager begins and sustains professional growth and development. Focusing on both self-directed
and others-directed professional development, you will learn about the need for survival skills to counter burn-
out, traumatic victimization, and compassion fatigue. These include time management and assertiveness. The
focus on professional growth includes a discussion on supervision, wellness and self-care, and continuing educa-
tion. The chapter introduces the concept of advocacy and describes how case managers may become involved in
individual, community, and policy advocacy. The chapter ends with a discussion of leadership and introduces a
new model of case management called adaptive social service leadership, which will help case managers respond
to the dynamic nature of social services in today’s world.
Features
This edition of Generalist Case Management: A Method of Human Service Delivery incorporates many aspects
present in the fourth edition and introduces new features designed to provide a realistic and current view of case
management and to maintain student interest. The following features are present in the fourth edition.
CASE MANAGEMENT AS A PROCESS

Each chapter of the text builds on the next. Understanding case management and the roles and responsibilities
of the case manager becomes a dynamic process as students learn to define the concepts, understand the process
from assessment to termination, and study the context in which the work takes place. To illustrate the process,
we introduce Sharon Bello, a client receiving case management services. She and three of her four case managers
add their voices as they describe their experiences of the case management process.
PRACTITIONER QUOTES
Throughout the text, quotes from interviews with case managers illustrate the aspects of the case management
process and the ways the concepts occur within the context of service delivery. The practitioners represented in
this text reaffirm the use of case management in a variety of settings (e.g., education, vocational rehabilitation,
child and family services, mental health, corrections, substance abuse) and various populations (e.g., aging, vet-
erans, homeless, children and youth, mentally ill).
VIGNETTES AND CASE EXAMPLES

Each chapter includes multiple vignettes and case examples to expand student understanding of the concepts
introduced. For example, in Chapter Six, we read about “Pops” Bellini’s report of his mental status exam; in
Chapter Seven, Tom Rozanski interviewed Jonathan Douglass, a youth involved in the criminal justice system.
We met Rube Manning, an adult parolee attempting to integrate into society after release from prison, in Chap-
ter Nine. In Chapter Eleven, Carlotta Sanchez, who works for the Sexual Assault Crisis Center in a city of
400,000, has just begun her responsibilities as a case manager for the agency.
DEEPENING YOUR KNOWLEDGE: CASE STUDY

At the end of most chapters, a case study helps students apply concepts to practice. At the end of each case study,
there are questions to guide student learning. We believe the case and questions will also provide the basis for a
classroom activity.
VOICES FROM THE FIELD: RESEARCH AND PRACTICE

This section links the student with current case management practices of the government, agencies, and private
practice. The purpose of Voices From the Field is to expose students to how text material translates into practice in
the real world. For example, in Chapter Three, we introduce The Reach to Recovery International Network’s mis-
sion, which is “addressing potential violence in the workplace.” We also include the Occupational Safety and Health
Administration (OSHA) Guidelines for Preventing Workplace Violence for Health Care and Social Service Workers
xviii PREFACE
(2004). Federal government guidelines for promoting quality health care, stemming from the Affordable Health
Care Act, illustrate the commitment to quality discussed in Chapter Eleven.
WANT MORE INFORMATION?

Students are familiar with the Internet as a source of information. This section targets one concept in each chap-
ter and provides ways that students may further investigate the most current practices in case management. For
example, Chapter Three’s “Want to Know More” feature asks students to search the terms “case management
roles,” “case management responsibilities,” and “case management jobs.” Chapter Nine’s Want to Know More
section focuses on social history formats used in the state of North Carolina.
STUDENT INSTRUCTIONAL SUPPORT

In each chapter, organizational and study materials frame the content. At the beginning of each chapter, we list
objectives. At the conclusion of each chapter, students may review summaries of the chapter, review key terms,
and answer questions to review their learning.
New Features
ALIGNMENT WITH NASW AND HUMAN SERVICES STANDARDS
This text aligns with the NASW Standards for Social Work Case Management and helps students meet the
standards for the Certified Social Work Case Manager (C-SWMC). The text also aligns with Human Services
Board–Certified Practitioner (HS-BCP) credentials and meets most of the certification standards. There is a
table in the text that describes the alignment by chapter and standard.
FIRST-PERSON ACCOUNTS
As described, Sharon Bello and her four case managers provide us with an inside look at case management from
the perspectives of the client and the professional. We follow these individuals from Chapters One through
Twelve as they share about their lives and their work during this process.
MULTICULTURAL PERSPECTIVES
The fifth edition of the Generalist Case Management text reinforces today’s need to consider each case management
encounter as multicultural. We added a chapter to help students gain a multicultural perspective. Chapter Five
discusses working with diverse populations, including the populations of African Americans, Arab Americans,
Asian Americans, European Americans, Latina/Latinos, Native Americans, women and men, sexual minorities,
and individuals with disabilities, and suggests ways to work with each during the case management process.
In addition, each chapter provides guidelines for performing case management within an increasingly di-
verse society. For example, in Chapter Six, we include ways for clients to evaluate the cultural competence of the
case manager. Topics ranging from a culturally sensitive medical examination to considerations of culture when
taking a social history provide specific ways that the case manager may assume a multicultural stance.
CASE MANAGEMENT AND WORKING WITH AT-RISK POPULATIONS

In MindTap, we present populations at risk. Those populations include children, individuals with HIV, indi-
viduals with serious mental illness (SMI), individuals with substance use disorders (SUD), individuals within the
correctional system, refugees, and seniors. These sections were written by individuals who are experts working
with each population. Topics for each population include an explanation of at-risk status, goals and treatment,
barriers and challenges, ethical and cultural challenges, and stories of successes.
ENDING THE CASE MANAGEMENT PROCESS (DISENGAGEMENT)

In Chapter Ten, there is a new section focused on the end of the case management process. We describe the
place of ending services in the case management process, list the steps used to end client services, identity why
PREFACE xix
clients may need to be transferred from one professional to another, describe the transfer process, and discuss
the purpose of a discharge plan. The information in this section also links to sections on client referral in the
same chapter and also program improvement in Chapter Eleven.
THE CASE MANAGER’S GROWTH AND DEVELOPMENT

Chapter Twelve concludes the text with a discussion of how the case manager begins and sustains profes-
sional growth and development. Focusing on both self-directed and others-directed professional develop-
ment, you will learn about the need for survival skills to counter burnout, traumatic victimization, and
compassion fatigue. These include time management and assertiveness. The focus on professional growth
includes a discussion on supervision, wellness and self-care, and continuing education. The chapter intro-
duces the concept of advocacy and describes how case managers may become involved in individual, com-
munity, and policy advocacy. The chapter ends with a discussion of leadership and introduces a new model
of case management, adaptive social service leadership, that will help case managers respond to the dynamic
nature of social services in today’s world.
NEW OR EXPANDED SECTIONS

New or expanded sections provide the reader with insights into case management as it relates to the following:
the Affordable Care Act; confidentiality (minors, interpreters, technology); influences of technology (including
social media) throughout the case management process; assessment and the DSM-5; networking; confronting
team issues and challenges; ending or disengaging with clients; the online face of an agency; improving services
through evidence-based practice, program evaluation, and quality improvement; and interorganizational col-
laboration.
CLASS DISCUSSIONS
Throughout each chapter, we include opportunities for skills development and reflection. These can be used for
individual work, small group work, or class discussion. For example, a class discussion activity related to ethics in
Chapter Four asks students to choose three ethical standards from the Code of Ethics of the National Associa-
tion of Social Workers and three standards from the Ethical Standards for Human Service Professionals and
then to describe three ways that they might apply these standards when working as a case manager. Students are
also asked to provide an illustration for each. Finally, they are asked about the challenges of following the six
standards chosen.
NEW FIGURES AND TABLES

We have added new figures and tables to each chapter. Adding these provides students with a visual illustration
or a way to organize the concepts presented. For example, in Chapter Three we added a table that organizes
methods of service delivery by how the services are delivered and who delivers the services. In Chapter Ten, we
added a table to help students structure a professional development plan.
INSTRUCTOR AND STUDENT SUPPORT: MINDTAP

Instructors and students will have the class discussions suggested in each chapter. Students will also have available
the following review materials at the end of each chapter: chapter summary, key terms, chapter review, and ques-
tions for discussion. Instructors will have access to PowerPoint presentations, a test bank, web quizzes, and addi-
tional materials through MindTap. One more chapter has been added in MindTap only that is Chapter Thirteen.
Conclusion
We hope that you and your students benefit from Generalist Case Management, fifth edition. It was a pleasure to
update. We learned so much about case management as it is practiced today, and we pass this new understanding
on to you.
xx PREFACE
Acknowledgments
Many people contributed to the undertaking of this text, and we would be remiss if we failed to acknowledge
them. Our colleagues in the National Organization for Human Service and the Council for Standards in Human
Service Education have encouraged and supported our efforts to investigate case management by offering sug-
gestions, reviewing materials, and sending information. Chris Morgan prepared many of the Deepening Your
Knowledge: Case Study sections. We thank Katie, Ellen, Sara, Jessica, Brittany, and Jennifer, who provided their
expertise related to case management. We also thank Brittany, Dareen, Denis, Ellen, Nina, and Whitney, who
provided their experience and knowledge working with at-risk populations. This information is available in
MindTap.
The case managers who we interviewed over the past 35 years made many contributions to this book. They
shared their time, experiences, successes, and failures to enlighten us about the complexities of case management.
It is their words that give this text a firm grounding in reality. Among their contributions are definitions of case
management, perspectives on the components of the process, and evidence of the trends and challenges that the
future holds. Most of all, we thank them for helping us understand the dynamics of the rich and varied process
of case management.
Throughout our careers we have valued the review process. The comments and suggestions of the copyedi-
tor, Heather Turner were critical to the development of this text. As they read the printed version, we hope they
will be able to see how their unique contributions have improved the text.
Of course, our friends at Cengage Learning deserve our thanks. The expertise and assistance of Ellie Raissi
were central to the project.
Last, but not least, we thank our families for their support during this effort. We have spouses who encour-
age our writing and support us in our academic endeavors.
As the field of human services continues to grow and develop, we look forward to hearing from you. We
hope you will share with us your observations and experiences with case management in the field, as well as your
reactions to this text. Please send us your comments.
Marianne Woodside
Tricia McClam
PART ONE
Introduction to
Case Management
Part One, the first five chapters of Generalist Case Management: A Method of Human Service
Delivery, fifth edition, focuses on defining case management. Chapter One begins by de-
scribing case management, outlining the components of the case management process, and
articulating the principles and goals that guide the work. Sharon Bello’s case illustrates
the three phases of case management: assessment, planning, and implementation. Chapter
Two expands the definition of case management by reviewing its history. The case of Sam,
who was institutionalized early in childhood, illustrates how the changing definition of
case management has been reflected in the care of clients. First-person accounts of clients
in the early days as well as excerpts from relevant legislation enliven the history. Managed
care, which has a strong influence on human service delivery today, is defined and discussed
in terms of its effects on the case management process. In Chapter Three, we focus on
methods of case management by answering two questions: How are case management
services delivered? and Who delivers these services? Then, we describe the specific roles
and responsibilities that case managers assume as they work in agencies with clients.
Vignettes and cases illustrate methods, roles, and responsibilities. We discuss how case
managers talk about their jobs by describing eight themes: (a) the performance of multiple
roles; (b) organizational abilities; (c) communication skills; (d) setting-specific knowledge;
(e) ethical decision-making; (f ) boundaries; (g) critical thinking; and (h) personal qualities.
A discussion of ethical and legal perspectives follows in Chapter Four, which addresses
specific issues and challenges relevant to this specific method of helping. Issues include
confidentiality, family disagreements, working with violent clients, working in the man-
aged care environment, the duty to warn, autonomy, legal responsibilities, and the question
of when to break the rules. In Chapter Five, we discuss working with diverse populations
and introduce the populations of African Americans, Arab Americans, Asian Americans,
European Americans, Latina/Latinos, Native Americans, women and men, sexual minori-
ties, and individuals with disabilities. We also suggest ways to work with each during the
case management process.
Chapter 1
Introduction to Case
Management
✦ Chapter One addresses Standards for Social Work Case

Management. Standard 1, Knowledge, Ethics, and Values,
focuses on values that undergird case management.
Standard 2 focuses on qualifications outlining the
C-SWCM credentialing standards.
✦ Chapter One addresses Human Service–Certified Board
Practitioner Competency 4, Case Management, and
focuses on values that undergird case management.
The case manager’s job is to make sure clients are thriving in their
environment, and everyone is safe and healthy.
—From Ellen Carruth, 2015, text from unpublished interview.
This chapter introduces you to the subject of case management and presents three components of the
case management process that guide many helping professionals who work in human service delivery.
Focus your reading and study on the following objectives.
CASE MANAGEMENT DEFINED

✦ Describe the context in which human service delivery occurs today.
✦ Differentiate between traditional case management and case management today.
THE PROCESS OF CASE MANAGEMENT

✦ List the three phases of case management.
✦ Identify the two activities of the assessment phase.
✦ Illustrate the role of data gathering in assessment and planning.
✦ Describe the helper’s role in service coordination.
THREE COMPONENTS OF CASE MANAGEMENT

✦ Define case review and list its benefits.
✦ Describe why there is the need for documentation and report writing in case management.
✦ Trace the client’s participation in the three phases of case management.
PRINCIPLES AND GOALS OF CASE MANAGEMENT

✦ List the principles and goals that guide the case management process.
✦ Describe how each principle influences the delivery of services.
Case Management Defined

In this chapter, we present to you the concept of case management related to the delivery of services
to those in need. Before we begin defining case management, we introduce you to a client who needs
and is now receiving case management services. This client, Sharon Bello, is in her mid-30s. She is
biracial, her mother is African American, and her Hispanic father is deceased. In this chapter, we meet
her for the first time and we outline the use of case management services throughout the text. Before
we describe her involvement in the human service system, we want you to hear from her.
Introduction
Now that you have met Sharon, let us focus on gaining an introductory understanding of case man-
agement. The world in which case managers function is changing rapidly. The dynamic nature of case
management work relates to the continued developments in technology, client needs, and financial
support for providing services. For example, related to technology, client tracking systems, the elec-
tronic transfer of records, and the expanded use of the Internet and rapid communication such
4 CHAPTER ONE
MY
STORY Sharon Bello, Entry 1.1
When Marianne first asked if I would be willing to tell my story throughout her case management
textbook, I was not sure what to say. I live in a neighborhood in the city where outsiders usually don’t
want to hear from us. The neighborhood is close knit and a few of us have lived here for a long time.
I also was not sure I wanted to tell my story. There are parts of it that are so sad, things happened
that I will never get over. But Marianne says that the students who read this text will learn from my
experiences and get a better understanding of the help I am receiving. Of course my getting help
took a really long time to happen.
I am not quite sure where to begin. I can tell you a little about my early life, but I suspect you
want to hear more about my adult life. And we have the entire book to walk through my story, so
I know all I have to do is to begin it right now. I also worried about my writing, but Marianne said that
she would help my writing make sense to you.
I was born in a large city in the United States. I am 35 now. When I was born, my mom and my
dad lived in a housing project with many of our family and friends. My mom was African American.
She met my dad when her family took her to Miami to visit family. My grandparents were not happy
when my mom and my dad got married. My dad was from El Salvador. In those days a daughter did
not marry out of her race. Both families thought the marriage was a mistake because there were too
many differences between the two teens. My parents decided to choose a large city to live in. They
thought their interracial marriage would be better received in a large city. My parents had children
early. My first brother was born a year after they were married. My twin brother and I were born
a year later. One of the saddest days of my life was when my father died in a power plant explosion.
I say one of saddest days in my life because there is even more to tell.
I still live in the house where I was born. I have seen a lot of changes in the neighborhood over the
years. The neighborhood has changed, suffering ups and downs. The types of people who live here are
different than when I was growing up. The neighborhood has been a nice place to live but now is not
very safe. Everyone I know is having difficulty making ends meet. I live with my mother and my two
daughters. Over the last 5 years I have lost both of my sons to violence. Those losses plus my inability
to find and hold a job—I guess that is why I am going to be telling my story. And the fact that one of
my friends discovered that the city vocational rehabilitation services might help me. At the heart of this
service is my case manager, or the many case managers that I have had. Since the topic of this book
is case management, now you know why Marianne thinks my story is important for you to hear.
as social media influence how professionals perform their case management responsibilities. Client
populations expand and change with an increasing number of dual-diagnosis clients, growing needs
of foreign-born populations, and shifting in the country’s demographics. In addition, social services
continue to function with even fewer resources, adjustments to services related to the change in health
care policy and provisions, and the question of how much help should be available to those who need
it. Hence, the current service delivery is vastly different from that of a few years ago. One result is that
the time between policy development and implementation is much shorter. Another is that many
human service agencies and organizations have chosen to limit the services they provide. More and
more, case managers need skills in teamwork, networking, referral, and coordination to obtain the
services clients need. Case managers also need to understand how to function in a bureaucratic and
organizational context. And they need to understand how to advocate for their clients at various levels.
All this takes place in a constellation of service providers that continues to grow and change.
Service delivery is affected by the past economic downturn of 2009 and the negative economic
climate resulting in an expanding number of individuals, families, and communities needing help and
Introduction to Case Management 5
support to meet basic needs. Issues such as unemployment and underemployment, loss of homes to
foreclosures, increasing health care costs, and increasing costs of postsecondary education, to name a
few, were consequences of this financial crisis in the United States in the late 2000s (Dranove, Garth-
waite, & Ody, 2015). Many of these issues still remain, especially related to unemployment or under-
employment (Efron, 2014). In fact, Medicare spending and its growth in spending slowed after the
downturn. Another influence related to case management and its current delivery is the Affordable
Care Act (ACA; Medicare.gov, 2015). In addition, many individuals and communities continue to
deal with the aftermath of increasing weather-related crises.
Changing demographics and multicultural perspectives present additional challenges to delivering
case management services to clients in need. Current projections indicate that in this country, the
population will be more diverse (Morales, 2015). By 2045, it is projected that the minority population
will increase from 30% to more than 50% of the population. The growth of the US minorities reflects
an increase in mixed-race individuals, Latinos, Asians, and immigrants from diverse countries and
backgrounds. Immigration remains a significant aspect of the changing demographics globally. By
2060, the foreign-born population will account for more than 18% of the population. In addition, the
number of children born to at least one immigrant parent will increase and the number of second-
generation Americans will increase, and there is also an anticipated shift in the age of the population.
It is projected that by 2030, one in five individuals will be older than 65 years (Colby & Ortman,
2015). This occurs with a decrease in the number of individuals younger than 18 years and the number
of individuals in the population who are employed (Brown, 2015).
In addition, as indicated, the current political climate brings the role of government under close
scrutiny, especially with regard to human services. How involved should government be in meeting
human needs? What is its role? What is the proper relationship between state and federal govern-
ments? As these questions are examined and debated, case managers sometimes find themselves
working under a cloud of uncertainty that influences the work they do, their professional identity, and
their professional development.
The following quotations are from individuals who are currently performing the roles of case
manager. Reading these quotes will help you hear a first-person front-line perspective of case manage-
ment work.
In this agency we focus on meeting the needs of individuals and their families. The individuals,
our clients, have difficult medical diagnoses and our goal is to allow them to live in their
homes. In addition, all of our clients have other needs, reflecting social, educational, financial,
and other family concerns. Meeting these multiple needs requires service coordination. We
provide services that meet the specific needs of each client. And we involve the client and the
families in service delivery. Coordination and integration support the management process.
Sometimes professionals working in mental health and developmental disabilities do not
understand how to work together to serve a single client. We provide the bridge. These other
professionals may not understand the influence of ACA (Affordable Care Act). We help them
understand how the rules and requirements of this act influence service delivery.
—Case manager, children’s services, New York, NY
6 CHAPTER ONE
The agency I work for helps adolescent females. It would be difficult to describe the
average client. Our clients come from various economic circumstances and they present
very different issues. For some, they have resided in state custody for a number of years
and they need short-term housing. For others, they are in crisis and parents or guardians
either asked for help or the court referred them. Some are homeless. The girls can stay at
this facility for as long as 14 to 30 days, depending upon who provides the payment. In
this agency we offer an array of services including individual and family therapy, psycho-
educational groups, and a mental health assessment. Of course, we give the girls food,
shelter, and clothing.
—Case manager, youth shelter, St. Louis, MO
Intensive Case Management Program is the name and focus of our program. Our
commitment is to meet the long-term needs of the persistently mentally ill. These clients
will always need focused help, so when we enroll clients we take the long view. We do
everything we can to help these folks. One of our goals is to normalize their experiences;
we try to give them a life in the community. We also hope to reduce the stigma in the
community. Some of the services we provide include daily living skills training,
transportation, health services, and medications. One of the biggest changes in service
delivery has been the implementation of the Affordable Care Act and interfacing with
managed care insurance providers.
—Case manager, mental health comprehensive care services, Knoxville, TN
The preceding quotations represent the words of case managers involved in the delivery of human
services. They share a common theme: all three situations require providing and coordinating services
for the individuals and families served. Our first case manager directs an agency that provides intensive
case management to children and families with complex medical problems. In this agency, the case
management process begins as early as the diagnosis of a medical problem and can be terminated once
clients are back home and able to manage their own care. An assessment, planning, and coordination
process supports clients. There is a continuous evaluation of both client needs and the effectiveness of
the care provided within the guidelines of the Affordable Care Act. Because the ultimate goal is for
the family to manage their own case, all plans and services focus on and build on family strengths.
The services provided by the youth shelter are different. Its primary responsibility is to provide
housing, assessment, and counseling for 2 weeks; the staff then makes appropriate referrals. Although
contact is short-term, the girls receive intensive physical and psychological care, participate in
determining their own treatment plan, and receive shelter and nutritious food. The treatment plan is
based on their needs, strengths, and interests. Accountability means developing plans based on the
girls’ priorities as established on the day they arrive.
The third case manager works in an agency that provides long-term managed care for people with
mental illness. Rarely do they close a case. People with severe mental illness who reside in the community
require service coordination that is long-term, closely monitored, and supportive. The agency’s commit-
ment to these clients is to assess their needs periodically and adjust plans and provide services accord-
ingly. Often, this agency is the only lifeline for these adults. Because the agency maintains a long-term
relationship with clients, its staff develops ways to update assessments and service plans. Accountability
and work with insurance managed care are intense and ongoing as they interface for their clients.
These diverse examples illustrate service delivery today. As you can see, the care varies from agency
to agency, from helper to helper, and from client to client. One element of each example has in com-
mon is the use of case management to coordinate and deliver services, moving an individual through
the service delivery process from intake to closure.
CLASS DISCUSSION—A Focus on the Definition of Case Management

After reading the introduction to the chapter as a class, in small groups, or as an individual,
develop a definition of case management. You can use the text material and the quotes from
the three case managers to construct a definition.
Share this information with your classmates.
Traditional Case Management

To define case management, it is helpful to look at it from an historical perspective. First, let us look
at the ways in which case management was traditionally regarded. In mental health service delivery in
the 1970s, case management was a necessary component of service delivery because clients with com-
plex needs required multiple services. Case management was a process linking clients to services that
began with assessment and continued through intervention. In the 1980s, there was a shift in the focus
of case management. Many professionals and clients objected to the use of the word “manage” because
it connotes control. This language did not seem to reflect a commitment to client involvement or
empowerment. Terms such as service coordination and care coordination were considered to indicate
more completely these new goals of case management. Many believed that the term “service coordina-
tion” more accurately represented the primary work of the case management process—linking the
client to services and monitoring progress. Jackson, Finkler, and Robinson (1992) describe the devel-
opment of the term “care coordination” during their work with Project Continuity, which facilitated
care for infants and toddlers who required repeated hospitalization and who qualified for intervention
under the Education for All Handicapped Children Act (1975) and its 1986 amendment, the Pre-
school Infant/Toddler Program (PL 99-47; parts B and H).
Over the course of this project, the term care coordination evolved from what is popularly
described as case management. Staff expressed dissatisfaction with the case management
term because they did not feel families should be viewed as cases needing to be managed.
Therefore, the project changed the description to care coordinator, which reflects the role as
coordinator of care services for the child and family (p. 224).
8 CHAPTER ONE
Case Management Today

Since the late 1990s and early 2000s, many effective case managers have assumed the dual role of link-
ing and monitoring services and providing direct services. In many instances, this dual role is called
intensive case management and reflects the time and financial resources committed to the client. As
we move further into the twenty-first century, the trend of the dual role continues. The principles of
integration of services, continuity of care, equal access to services and advocacy, quality care, and client
empowerment, described later in this chapter, guide the case management service delivery.
Today, case management characterizes an accepted way of providing human services to clients and
their families; in fact, the types of clients receiving case management are expanding. This includes
voluntary and mandated clients from many human service sectors. This expansion is also recognized
by professional organizations and certification and licensure boards. For example, the certification of
the Human Services Board–Certified Practitioner includes demonstrated competence in case man-
agement, professional practice, and ethics as one of the four knowledge and skills assessment compo-
nents (Center for Credentialing and Education, 2015). In addition, the National Association of Social
Workers offers BSW social worker case managers the Certified Social Work Case Manager credential
(National Association of Social Workers, 2013). This certification requires a baccalaureate degree in
Social Work or an advanced degree, 3 years and 4,500 hours of supervised work experience in an
agency or organization that helps clients by using a case management process, licensure at the BSW
level, and documentation of professional behavior that follows the professional code of ethics (NASW
Credentialing Center, 2016). In the area of substance abuse, the Substance Abuse and Mental Health
Services Administration (SAMHSA), specifically the Center for Substance Abuse Treatment (CSAT),
provides a comprehensive guide for the case manager and case management function (Siegal, 1998).
Many states developed their own case management certification for the roles, responsibilities, and
competencies and skills outlined in the SAMHSA Treatment Improvement Protocols for addiction-
related and other human services professionals (Kansas Association of Addiction Professionals, 2015;
Oklahoma Behavioral Health Case Management Certification, 2015). With the introduction of Brief
Strengths Case Management for substance abuse, more case management roles and responsibilities
emerged (Rapp, 2009).
In addition, other types of case management certification exist in various states. These vary by
focus of population and certification or licensure requirement. For instance, in Utah, the state offers
the case management certification states, “Mental Health Case Manager means an individual under
the supervision of a ‘qualified provider’ employed or contracted by the local mental health authority
who is responsible for coordinating, advocating, linking, and monitoring activities that assist individual
adults with mental illness and serious emotional disorders in children to access services to gain access
to needed medical (including mental health), social, educational, and other services. The overall goal
of the services is not only to help consumers to access needed services but also to ensure that services
are coordinated among all agencies and providers” (Utah Department of Substance Abuse and Mental
Health, n.d.). Another example is the state of Florida’s certification for the Certified Child Welfare
Manager. These case managers provide services to children who are dealing with child abuse or other
issues such as neglect (The Florida Certification Board, 2015). To apply for certification, applicants
must have a Bachelor’s degree, experience in human service work, and appropriate supervision.
Case management is also recognized globally as a promising way to support clients and deliver
services. For example, the Case Management Society of Australia and New Zealand (CMSA, 2015)
supports a national registry and certification of case managers to work in various areas such as welfare
and social service settings. They have a certification, a definition of knowledge and skills, resources for
case managers, and sources that help individuals and organizations identify other case management
services. Another similar organization, Case Management Society UK (2015), is an organization that
promotes quality case management services and networks with other organizations to promote the use
of case management services in helping others.
Multicultural concerns are embedded in many of these efforts to professionalize case manage-
ment. There is an emphasis on understanding multicultural competencies required of case managers
and addressing issues of advocacy and social justice. It is interesting to note that the certifications in-
clude attention to ethnic and cultural aspects of providing services (Center for Credentialing and
Education, 2015; National Association of Social Workers, 2013).
We conducted numerous interviews with service providers who are performing the role of case
manager, and some indicated a preference for terms other than case management and case manager in
describing their jobs and job titles. Three primary objections to these terms surfaced. One is that the
practitioners find it objectionable to think of clients as “cases.” A second relates to the resentment
clients may feel at being managed. Third, these helpers believe that they do more than case manage-
ment. Many of the helpers interviewed did refer to themselves as case managers, but not necessarily in
the traditional sense of the term.
CLASS DISCUSSION—A Focus on the Definition of Case Management

(A Reassessment)
After reading the sections about traditional case management and case management today
as a class, in small groups, or as an individual, review your definition of case management.
Then, note what parts of your initial definition you will keep and what you will add.
Want More Information? Learning More About the Definition

of Case Management
The Internet provides in-depth resources related to the study of case management. Search the
terms listed to read more about how professional organizations and the federal and state
governments describe case management.
✦ Human Services Board–Certified Practitioner
✦ Social Work Case Manager
✦ Commission for Case Management Certification
✦ SAMHSA Treatment Improvement Protocols
What has emerged today is a broader perspective of service delivery that encompasses traditional
case management as well as case management with a broader focus. In some situations, it includes case
management with a new focus. Case management is a creative and collaborative process involving
skills in assessment, communication, coordination, consulting, teaching, modeling, and advocacy that
aim to enhance the optimum social functioning of the client served and positive outcomes for the
agency (Commission for Case Manager Certification, 2015). Note that it includes the dual role of
coordinating and providing direct service. The goal of case managers is to help those who need
10 CHAPTER ONE
assistance to manage their own lives and to support them when expertise is needed or when a crisis
occurs. These professionals gather information, make assessments, and monitor services. They find
themselves working with other professionals, arranging for services from other agencies, serving as
advocates for their clients, and monitoring resource allocation and quality assurance. They also provide
direct services. Social justice as a consideration for client rights and equality and respect for the client’s
culture guide this work.
The evidence is clear that case management is more a part of service delivery than ever before. In
fact, case management is defined and mandated through federal legislation, has become part of the
services offered by insurance companies, and is now accepted by helping professionals as a way to serve
long-term clients who have multiple problems.
The diversity of professionals with case management responsibilities is reflected in the many job
titles they have: case manager, intensive case manager, service coordinator, counselor, social worker,
service provider, care coordinator, caseworker, and liaison worker. In some cases, these professionals
provide services themselves; in others, they coordinate services or manage them. One of the terms used
to refer to this type of case management is self-management. Increasingly, they are assuming new re-
sponsibilities, such as cost containment and budget management. This is especially true with the
changing requirements of Medicare and health care. There is little agreement about what to call those
they serve, but most frequently they talk about clients, individuals, or participants.
The diversity of job titles, the range of individuals and groups served, and the variety of job re-
sponsibilities are all indications that service delivery is changing. This text explores case management
as a complex, evolving, and diverse process. As you study this text, you will review traditional case
management, learn about the new ways in which case management is being applied, and explore the
new roles and responsibilities given to helpers.
One of the important ways of learning about case management is through the voices of helping
professionals themselves, as in the many concrete examples in this book. As you read, note their differ-
ent job titles, roles, responsibilities, service delivery methods, and terminology. The examples that il-
lustrate concepts and principles generally use the terminology of the particular setting involved. When
a case or example does not define the terminology, the term “case management” will be used to mean
the responsibilities of both service provision (e.g., counseling) and service coordination (e.g., arranging
for services from others). The term also refers to the management skills needed to move a case from
intake to closure. In referring to the service provider, the term “case manager” will mean the profes-
sional who performs the tasks of case management.
The section that follows introduces the process of case management and its three phases. The case
of Sharon Bello, the individual whom you met earlier in the chapter, illustrates each phase. We also
hear from Tom Chapman, who is a counselor/case manager who conducts her interview and helps her
apply to the vocational rehabilitation agency.
CLASS DISCUSSION—Develop Your Own Definition of Case

Management
After reading about a broader perspective of case management as a class, in small groups, or
as an individual, develop a definition of case management and make notes about the various
ways case management reflects this breadth.
The Process of Case Management

The three phases of case management are assessment, planning, and implementation (see Figure 1.1).
Each phase is discussed in detail in later chapters. Human service delivery has become increasingly
complex in terms of the number of organizations involved, government regulations, policy guidelines,
financial support, accountability, and clients with multiple problems. Therefore, the case manager
needs an extensive repertoire of knowledge, skills, techniques, and strategies.
Let us see how these phases occur in three different settings. Steve is a case manager at an agency
that works with children and families or guardians of children served by the juvenile court system. He
maintains a caseload of young people being sent to correctional facilities. For him, assessment is com-
plex and multifaceted. He describes it this way:
First, I try to collect lots of information about the child I am helping. I will call schools, doc-
tors, psychologists, and other professionals who worked with the child. Sometimes I make
contact by email if I can’t reach the professionals I need. If I think it is needed, I will also re-
quest additional testing or examinations. This might include a mental health status exam,
psychological exam, intake interview, or environmental scan of the child’s home. This I would
do in a home visit and I might talk with other family members or neighbors.
Maria is a director at a children’s services center. She describes the process of planning how her
staff will provide services to clients.
When I work with clients, I follow certain steps. This is important for me and for the client.
Many clients see so much that is wrong with their lives and they want to fix everything all at
once. So, from my staff and me the clients hear the same phrase, “one step at a time.” We help
clients understand that change is difficult and a long-term process. For many new case man-
agers, this is a difficult concept to put into practice. They want to save the day and make a
difference. Their enthusiasm for helping leads to rushing in with grandiose ideas. These high
expectations often cannot be met or cannot be met in a short period of time. One practice we
use that seems to help case managers and clients make gains early is to use a strengths-based
approach. This approach seems to work and helps promote positive outcomes for clients early
in the process.
Fredrico, a social worker, serves as a case manager in the emergency department of a large metro-
politan hospital. He provides frontline assessment and referral for treatment for emergency admissions
from various sources. Finding a place for patients to stay represents the implementation phase.
Assessment
Problem Gathering and assessing
Making initial contact
identification information
Planning
Developing complete picture Plan
Arranging for services
of the client development
Implementation
Problem
Providing services Monitoring service delivery
resolution
Figure 1.1 The process of case management
12 CHAPTER ONE
So, in my job, I see the patient initially. Usually patients come to the emergency room invol-
untarily; the police bring them in. Once this occurs, I fill out the necessary paperwork for the
hospital to accept responsibility for patient commitment. Once the hospital is ready to dismiss
the patient, I find the patient a place to stay. That is really challenging, especially when the
patient is angry. This is also difficult because I have to help work out the financial support for
the client. Sometimes it is very limited.
As you can see, the responsibilities at each phase vary, depending on the setting and the case man-
ager’s job description. It is important to understand that the three phases represent the flow of case
management rather than rigidly defined steps to successful case closure. An activity that occurs in the
first phase (e.g., the information gathering that Steve does) may also appear in the second or third
phases, as in Maria’s planning and the hospital social worker’s (Fredrico’s) referral. Other key compo-
nents in effective case management appear throughout the process, including case review, report writ-
ing and documentation, and client participation. Ultimately, the goal of case management, stated
earlier, is to empower clients to manage their own lives as well as they are able. The case of Sharon
Bello illustrates how this happens.
Sharon Bello’s case is presented throughout the text. It represents an account of her experiences
with the human service delivery system and the case management process. We see her case from her
own perspective and from the counselor/case manager’s perspective. Her case exemplifies the three
phases of case management. The agency that served Sharon uses the terms “counselor/case manager”
and “client.” Sharon provides additional information to help you follow her case through assessment,
planning, and implementation of the case management process.
MY
The last 5 years have been really difficult for me. As the mother of four children, I have always had
to work very hard because I was a single mother. I never married the man who fathered my children.
We lived together until my last child was born. When I came home from the hospital, he was gone.
I don’t know that it matters for my story, but he was White. This means that I worked and took care
of my kids by myself.
I was lucky because my family believed in education. They encouraged me to attend high school
and to do well. When my first son, Sean, was born, I dropped out of the eleventh grade. But my
parents insisted that I complete my high school work and I earned my GED right before my second
son Juan was born. Our local community technical school had a nursing aide’s program. It was a
special program for working mothers and provided childcare so that mothers could attend classes
and do the clinical work. It also provided classes during the weekend so I could still keep my job as
cashier at our neighborhood grocery store. It took me 5 years to complete the degree. I began my
work at a home for elderly clients.
But soon things began to fall apart. It seems that everything started to go wrong at once. First,
my oldest son, Sean, was killed in a drive-by shooting. A neighborhood gang targeted him and a friend
because they broke into a garage in another neighborhood. The police came to see me at work to tell
me my son had been shot. They took me to the hospital in a police car. I sat by Sean’s bedside for 3
straight days with my son Juan and daughters Lucia and Maria. He died on the third day in the
hospital. I was holding his hand.
I was devastated by Sean’s death. I moved through each day and I don’t remember much. I knew
I had to be strong for Juan, Lucia, and Maria. But I couldn’t seem to put myself together. I went to see
MY
STORY Sharon Bello, Entry 1.2 continued
the doctor at our local clinic. I kept having nightmares and couldn’t sleep. She gave me some
sleeping pills to help me through each night. The following year, I hurt my back in a car accident. I
was riding with a friend of mine on a trip to Pennsylvania and we were in a 12-car smash up. We hit
the car in front of us and the car behind us hit us. The EMTs took us to the hospital in Harrisburg.
Both of us were injured. The doctors kept us overnight for observation. I hurt my neck and my back
felt really bad. My back was always going out from time to time. My doctor told me that there was
nothing that she could do.
Then, during my work at the “home,” I hurt my back again. I know this happens to lots of nurses.
One day I was lifting an elderly man from his bed to his wheel chair to take him down for lunch. I
heard a pop and couldn’t stand up straight. One of my neighbors helped me get home. The next
day, I couldn’t get out of bed. Finally, the doctor diagnosed a fracture in my spine. I had surgery.
Even though the surgery was successful, I was still in pain; the doctor told me that I could not
return to my job as a nursing aide. I could not do any work that required lifting of any type. I was
really frustrated because I could not receive workman’s compensation because the back trouble
started earlier with the car accident. Then, tragedy struck again. I lost Juan this last year in another
shooting. He was at school on the school grounds at lunch. Six children were killed that day. Juan
was one of them.
I was just worn out and felt so much had been taken from me. My oldest son and my
youngest son were dead, I was in terrible pain, and I could not return to a job I loved. I received
a settlement from the company I worked for, but I wasn’t sure what to do next. Depression also
set in and I was now taking medicine for pain and medicine to sleep and medicine to raise my
spirits. I heard about a rehabilitation agency from a friend who knew someone who had received
services there and was now working. My friend, Juanita Rodriguez, told me that the agency helps
people with troubles or what she called “disabilities” that keep you for doing the kind of work you
used to do.
I looked up about the agency online and scheduled an appointment. I asked Juanita to go with
me to the agency. They told me that I would need to be accepted as a client. They said that an
important consideration in accepting a person for services at the agency is determining whether
services will enable that person to return to work. The agency accepted me as a client and they told
me they would “open my case.” In this text, you will follow my involvement with the rehabilitation
services from my early application until I left the agency when they said my case was “closed.” I will
provide lots of details about my interaction with the agency. You will also hear from my case managers
I worked with.
CLASS DISCUSSION—Getting to Know Sharon

After reading the My Story: Sharon Bello, Entry 1.2 as a class, in small groups, or as an
individual, make notes about what you learned about Sharon. Note your emotional reactions.
Make notes about some of the services you think she might need. Note the reasons you think
she might need case management services.
Share your thoughts with your classmates.
14 CHAPTER ONE
Assessment
The assessment phase of case management is the diagnostic study of the client and the client’s envi-
ronment. It involves initial contact with an applicant as well as gathering and assessing information.
These two activities focus on evaluating the need or request for services, assessing their appropriate-
ness, and determining eligibility for services. Until eligibility is established, the individual is consid-
ered an applicant. When eligibility criteria have been met, the appropriateness of service has been
determined, and the individual is accepted for service, he or she becomes a client. You will read more
about assessment in Chapter Six.
THE INITIAL CONTACT

The initial contact is the starting point for gathering and assessing information about the applicant to
establish eligibility and evaluate the need for services. In most organizations, the data gathered during
the initial contact is basic and demographic: age, marital status, educational level, employment infor-
mation, and other characteristics. Other information may be obtained to provide details about aspects
of the client’s life, such as medical evaluations, social histories, educational reports, and references
from employers.
MY
According to the agency, since I decided to contact the agency on my own, I am what they call “self-
referred.” As I told you earlier, I called the agency and I then read about the agency online. I could
have scheduled an appointment online but I scheduled my first visit by phone. My friend Juanita went
with me to the first visit. I will admit that I was really nervous. This felt like going to class for the first
time or going for a job interview. It really felt important.
Before the appointment, I received an email from the agency. In the email it had information
about the agency and the services people like me can receive. And the agency also called me on
my cell phone and sent me an email to remind me about that first appointment. The agency also
sent me a letter that told me a little bit about what I could expect from the first appointment. They
also sent me a copy of the application for services. They told me to read through it. They told me
that I would fill it out once I arrived at the agency and then one of their staff would help me with the
form and review it with me. The agency asked that I read through the application. To the first
appointment I was supposed to bring my driver’s license and an electric bill to verify my address.
They also asked me to bring a note from my doctor that described the medical reasons why I could
not work. When I arrived at the agency, I checked in and then I started filling out the application for
services (see Figure 1.2).
I completed what I could of the form, although I wasn’t sure how to answer some of the questions
about my financial situation. I was also not sure if I should put Juanita’s name to answer the question
about where I had heard about the agency. The receptionist was really helpful. She told me to write
in “self-referral.” The receptionist suggested that I leave any questions blank if I wasn’t sure about
how to respond. She also asked me not to sign the application until I met with the case manager who
would review the form with me. She stated that each case manager liked to explain the paragraph
at the end of the application in order to make sure that applicants understood what it means to
apply for services and what I am agreeing to.
APPLICATION FOR SERvICES vOCATIONAL REHABILITATION
Office Number Client Number
Review Date Referral Date
INFORMATION ABOUT YOU

Name (First, Middle, and Last Name) Previous Last Name Used
Sharon Maria Bello
Current Living Address Current Mailing Address
(Street Number, City, State, Zip Code) (Street Number, City, State, Zip Code)
Large City, USA Olive Street
Date of Birth (M/D/Year) Country of Residence
XX/XX/XXXX USA
Phone Number (include Area Code) Cell Phone Number (include Area Code)
XXX-XXX-XXXX XXX-XXX-XXXX
Email Contact Information of Another Individual Who Can Deliver a
sbelloxxxx@xxx.com Message to You
Juanita Rodriquez
Phone number
XXX-XXX-XXXX
Address
Olive Street
Gender Marital Status
___Male ___ Single ___Divorced
___ Female ___Married ___Widowed
___Separated
Race Hispanic
___White ___ Yes
___ Black or African American ___No
___American Indian or Alaska Native
___Asian
___Native Hawaiian or Other Pacific Islander
U. S. Veteran Information About Citizenship
___Yes ___ No US Citizen
___ Yes ___No
If no, do you have an alien registration
___Yes ___No
If no, do you have an employment authorization document?
___Yes ___No
To receive services you will need a Visa that allows employment.
Primary Disability When did this primary condition or disability begin?

What is the primary medical reason for your disability that restricts The back issues began after a car accident. I hurt my back again while I was
or limits your ability to work? working as a nursing aide.
Back issues and depression
This medical disability could be condition, injury, physical/mental
impairment, or disability.
Describe here:
I am unable to lift heavy objects. I am also depressed.
Secondary Disability When did each of these secondary conditions or disabilities begin?
Please describe any additional condition, injury, physical/mental im-
pairment, or disabilities that restricts or limits your ability to work.
Describe here:
Figure 1.2 Sharon Bello’s Application for Services
16 CHAPTER ONE
Level of Education that You Have Obtained Where You Are Living
___No Schooling ___ Residence with self, family, or roommate
___Elementary School (Grades 1 – 6) ___Group Home
___Middle School (Grades 7 – 9) ___Rehabilitation Facility
___Some High School without Graduation (Grades 10 – 12) ___Mental Health Facility
___High School (Graduation, Grade 12) ___Nursing Home
___GED ___Correctional Setting
___Special Education Certification Graduation (Attendance) ___Halfway Home
___Attendance at College without Graduation ___Substance Abuse Center
___ Technical Degree ___Homeless Shelter
___Vocational or Technical Certificate ___Homeless
___Associate’s Degree
___Bachelor’s Degree
___Master’s Degree
___Doctoral Degree
___Occupational Credential
High School Student Status Who Referred You?
If you are a high school student, please check the services you Please indicate the individual or office that referred you to the
are receiving. Vocational Rehabilitation Office.
___I have a 504 accommodation plan. Also provide his or her self-referred information.
___I am receiving services through an Individual Education Plan
Olive Street
(IEP)
Communication Needs
Please indicate if you need any communication needs.
___Regular Print
___Braille
___Large Print
___CD
___Computer and Internet Access
YES NO
INFORMATION ABOUT EMPLOYMENT

Present Status If you are working:
___ Working ___Place of employment
___Not Working I am working as a cashier at Blount’s Market
___Job Title
I am working as a cashier at Blount’s Market
___Number of Hours per Week
I work 16 hours a week.
___Current Earnings per Month (in total before deductions)
I make 168.00 a week. I get paid every 2 weeks.
Information About Previous Employment Information About Previous Employment
___Name of Employer/Business ___Name of Employer/Business
I was working at the Smith Senior Retreat in my city. ___Job Title
___Job Title ___Dates of Employment
My title was nursing technician. ___Reason for Leaving
___Dates of Employment
I worked at Smith’s for 3 years
___Reason for Leaving
I hurt my back and had to have surgery. I am no longer able to lift.
Information About Previous Employment Information About Previous Employment
___Name of Employer/Business ___Name of Employer/Business
___Job Title ___Job Title
___Dates of Employment ___Dates of Employment
___Reason for Leaving ___Reason for Leaving
List the Strengths and Skills that You Have that Will Make You a
Good Employee.
I am a good worker. I am able to work with people who need help. I am honest. I like to
work. I am good with math. I was a good nursing technician.
Figure 1.2 (Continued)
INFORMATION ABOUT FINANCIAL RESOURCES

Please Indicate the Resources You Are Receiving. Office Staff Notes About Verification of Resources
___SSDI (Social Security Disability Insurance) and ___SSDI (Social Security Disability Insurance) and
Amount___________ Amount___________
___SSI (Supplemental Security Income) and Amount___________ ___SSI (Supplemental Security Income) and Amount___________
___TANF (Temporary Assistance for Needy Families) and ___TANF (Temporary Assistance for Needy Families) and
Amount__________ Amount__________
___General Assistance (Public Assistance) and ___General Assistance (Public Assistance) and
Amount____________ Amount____________
___Veteran’s Disability Benefits and Amount_________ ___Veteran’s Disability Benefits and Amount_________
___Worker’s Compensation and Amount__________ ___Worker’s Compensation and Amount__________
___Other Public Assistance ___Other Public Assistance
Your Earnings Medical Insurance Coverage
___Employment ___ Medicaid (State-based)
I make $168.00 a week. I get paid every 2 weeks. ___Medicare
___Personal Income (Interest, Dividends) ___Public Insurance (Workmen’s Compensation)
___Family and Friends ___Private insurance (Employer-based)
___General Assistance (Public Assistance) ___Not eligible for private insurance, eligibility should change soon
___Veteran’s Disability Benefits
___Public Support (SSI, SSDI, TANF)
___All other supports
I received a settlement from Smith’s for $2,000 since I hurt my back on the job. Their
lawyers worked with me on the settlement.
Other Agency Support You Receive Other Agency Support You Receive
___American Indian VR Services ___Employment Center
___Center for Independent Living ___Public Housing Authority
___Child Protective Services ___Social Security Administration or Disability Determination
___Community Rehabilitation Program Services
___Advocacy Group ___State Department of Corrections and Juvenile Justice
___School Support ___State Employment Service Agency
___Employer ___Veteran’s Administration
___Ticket to Work Employment Network ___Workers Compensation
___Federal Student Aid ___Other State Agencies
___Intellectual and Developmental Disabilities Agency ___Other Vocational Rehabilitation Agencies in Other States
___Doctor or Hospital ___Other
___Mental Health Provider ___None
CONCLUSION AND vERIFICATION OF APPLICATION

I have filled out this application to the best of my ability and reviewed the information with a coordinator of the Vocational Rehabilitation agency.
This application indicates the following statements to be true:
With this application I am
1. Applying for services from the Vocational Rehabilitation Agency.
2. Promising to update my application as my circumstances change.
3. Confirming that the Vocational Rehabilitation Agency approve any payment for services.
4. Confirming that services will be based upon my individualized plan and my financial need.
5. Allowing Vocational Rehabilitation Agency to access my information from other income sources such as Social Security, Disability
Determination and other services.
6. Allowing Vocational Rehabilitation Agency to access records from other professionals and other agencies relevant to my case.
7. Confirming that Vocational Rehabilitation Agency does not discriminate based upon disability, race, religion, sex, color, national
origin, length of residency in the state, or ancestry.
8. Confirming that my intake manager reviewed with me the Vocational Rehabilitation Handbook.
9. Confirming that my intake manager provided me a copy of the Vocational Rehabilitation Handbook.
Client Signature Date
Sharon M. Bello XX/XX/XXXX
Counselor Signature/Case Manager Date
Tom Chapman XX/XX/XXXX
Form adapted from Kansas Department for Children and Families: Rehabilitation Services.
Retrieved from http://www.dcf.ks.gov/services/RS/Documents/Part-3_Application.pdf
Digital Download
Figure 1.2 (Continued)
18 CHAPTER ONE
MY
So, I called my surgeon and asked if he could write a letter that summarized my physical condition
and how it limited my work as a nursing aide. I told him about applying for vocational rehabilitation
services. He already had written several letters for the settlement I made with Smith’s Senior Retreat.
I picked up a copy of the doctor’s letter the day before my appointment at the vocational rehabilitation
office (see Figure 1.3). Going to the doctor’s office brought back a lot of memories of my back, the
pain, the surgery, and the rehabilitation.
CLASS DISCUSSION—Studying Sharon’s Experiences:

Applying for Services
After reading My Story: Sharon Bello, Entry 1.3 and 1.4 as a class, in small groups, or as an
individual, make notes about what additional information that you learned about Sharon.
Again, note your emotional reactions. Consider what you believe might have been difficult for
Sharon during the process she described. How does her experience match the initial description
of the assessment phase of case management?
MY Sharon’s Case Manager,

STORY Tom Chapman, Entry 1.5
My name is Tom Chapman and I am the counselor/case manager for vocational rehabilitation
services. It was my responsibility to help gather intake information from Ms. Sharon Bello when she
applied for services. She and I reviewed the application form. In addition, I reviewed with Ms. Bello
the letter that Dr. Alderman wrote that described her medical history, documented the history of her
disability, and verified the seriousness of her orthopedic issues. Dr. Alderman had expressed the
opinion that Sharon would be left 20% disabled as a result of the injury. Dr. Alderman was also
careful to clarify that Sharon’s condition did not reflect a preexisting disability even though she had
suffered back problems previously. I made a copy of the letter and returned Sharon’s copy to her.
CLASS DISCUSSION—Information Gathered During the

Assessment Phase
This discussion question focuses on the My Story Entry 1.5 from Tom Chapman, a case
manager, an application for services, and a report from Sharon’s physician Dr. Alderman. As
a class, in small groups, or as an individual, review this material and list the information the
agency needs for an application for services. Determine what aspects of information are
important to gather during the assessment phase.
ORTHOPEDIC ASSOCIATES
200 W. MAIN STREET

DOUGLAS, USA 12345-6789
June 16, XXXX
Mr. Jefferson Maupin

Attorney at Law
215 Fourth Street
Douglas, USA 12345-6788
Re: Sharon M. Bello
Dear Mr. Maupin:
HISTORY: Ms. Sharon Bellow presented to my office on April 12, with a history of an injury to the lumbar
spine, which occurred at work on March 15. Her first injury to her back occurred 2 years prior as a result of
an automobile accident. For this most recent injury, at the time of onset, she reported that she was lifting
an elderly man living at Smith’s Senior Retreat who weighed approximately 250 lbs out of his bed. Prior
to that event, she had not experienced significant low back or lower extremity pain for the preceding
2 years. The patient does have a significant history, including previous lumbar spine surgery. The surgical
procedure was performed in July XXXX, and included a bilateral L4 laminectomy and diskectomy with
a left L5 foraminotomy. When the patient presented to my office on this occasion, she complained of right
lower extremity pain rather than left lower extremity pain. My initial disposition was to refer the patient to
physical therapy and ask her not to work for 2 weeks. She complied with my request.
The patient returned to my office on April 25, at which time she continued to complain of severe low back
and right lower extremity pain. On that occasion, an MRI study was ordered, which revealed evidence of a
herniated disc at the L4 level primarily on the right consistent with the patient’s right lower extremity pain.
Ms. Bello was admitted to the hospital for definitive surgery and, on May 4, she underwent a right L4
diskectomy with the operating microscope. The procedure was more difficult because of previous surgi-
cal scar tissue. At surgery, the patient had several free extruded disc fragments consistent with acute
lumbar disc herniation.
Since surgery, the patient has returned to the office on several occasions for routine follow-up. She has
also been attending physical therapy for a routine postoperative physical therapy program.
DISCUSSION: This patient sustained an acute lumbar disc herniation on March 15, as evidenced by acute
onset of back and leg pain documented by MRI study and by positive surgical findings. Because the patient
has a history of significant previous lumbar disc disease, it is my opinion that she will undergo a gradual
recovery and that she will be left with a disability to the body as a whole as a result of the injury described
above of 20% to the body as a whole. This disability rating does not reflect his pre-existing disability. The
disability rating is based on anatomical findings and is in accordance with the AMA guidelines.
Sincerely,
Marvin F. Alderman, M.D.
Figure 1.3 Dr. Alderman’s letter
20 CHAPTER ONE
During the initial contact, the case manager determines who the applicant is, begins to estab-
lish a relationship, and takes care of routine matters such as completing the initial intake form. An
important part of getting to know the applicant is learning about the individual’s previous experi-
ences with helping professionals, his or her strengths, and his or her perception of the presenting
problem, the referral source, and the applicant’s expectations. As these matters are discussed, the
case manager uses appropriate verbal and nonverbal communication skills to establish rapport
with the applicant (these skills are discussed in Chapter Seven). The case manager demonstrates
sensitivity to cultural considerations that influence applicant strengths, perceptions, and expecta-
tions and cultural considerations (these skills are discussed in Chapters Five and Seven). Skillful
use of interviewing techniques facilitates the gathering of information and puts the applicant at
ease. The counselor/case manager makes the point at the conference that the client is considered
an expert and that self-reported information is very important. By providing information about
routine matters, the case manager demystifies the process for the applicant and makes him or her
more comfortable in the agency setting. Some of the routine matters addressed during the initial
meeting are completing forms, gathering insurance information, outlining the purpose and services
of the agency, giving assurances of confidentiality, and obtaining information releases. Of course,
all of this has to be complete with attention to multicultural aspects of the client’s experiences.
Documentation records the initial contact.
In the agency where Sharon applied for services, case managers complete a counselor/case man-
ager’s page (Figure 1.4) that describes the initial meeting and a client master record (Figure 1.5). The
client master record provides basic information about the client, his or her sources of support, and his
or her employment. Its format was designed so that data could easily be entered into the computer,
thus simplifying the agency’s recordkeeping. At this point, Sharon was still considered an applicant for
services in accordance with agency guidelines.
NAME: _____________________________________ Date _________________
Ms. Sharon Bello is a 35-year-old self-referral who has an orthopedic back problem. She described her
medical record from her first back injury from an automobile accident and a doctor’s report from her
work-related accident and subsequent surgery. The client has limitations in most of her daily living activ-
ities. She tried working as a cashier with a local grocery store, but her back pain only allows her to work
4 hours per day. The client has just settled with her previous employer, Smith Senior Retreat, for $2000.
She used a portion of that income to hire care for her two children during her surgery and rehabilitation.
The client has a twelfth-grade education and graduated from technical school as a nursing aide. The
client was pleasant and well mannered and answered the questions without any problems.
The rules, regulations, and time limits were explained and understood by the client as well as the order
of selection. The client is seeking possible training, but really is undecided about what she can and can-
not do. She would meet the economic guidelines for certain services at this time and, if the statement is
correct, for all services, once the sum of $2000 from her settlement is depleted.
The client was given a functional limitation sheet for Dr. Alderman to fill out and return, which she is to
return to this office. We will sponsor a general medical and psychological evaluation with Barbara Hill-
man. We may put her in a vocational evaluation at the TVTC. We will place this case in status 02 as of
this date.
Figure 1.4 Counselor/Case Management page
CLIENT MASTER RECORD

vOCATIONAL REHABILITATION
A. Office Number 123 D. Client Number 12345
B. Review Date XX/XX/XXXX E. Referral Date XX/XX/XXXX

C. Counselor/Case Manager Number 1234
INFORMATION ABOUT YOU

F. Client Name (First, Middle, and Last Name)
Sharon Maria Bello
G. Gender H. Marital Status
___Male ___ Single ___Divorced
___ Female ___Married ___Widowed
___Separated
I. Race J. Hispanic
___White ___ Yes
___ Black or African American ___No
___American Indian or Alaska Native
___Asian
___Native Hawaiian or Other Pacific Islander
K. US Veteran L. Information About Citizenship
___Yes ___ No US Citizen
___ Yes ___No
If no, do you have an alien registration
___Yes ___No
If no, do you have an employment authorization document?
___Yes ___No
To receive services you will need a Visa that allows employment.
M. Level of Education N. Where You Are Living

Technical Degree ___ Residence with self, family, or roommate
O. Communication Needs
None
Computer and Internet Access
YES NO
INFORMATION ABOUT EMPLOYMENT

P. Occupation Q. Weekly earnings
Working as cashier $168.00 per week
R. Primary Source of Support S. Public Assistance Support

Self – Cashier None
Remainder of $2000 settlement from previous employer
T. Weeks Unemployed
During and after surgery – 15 weeks
Counselor/Case Manager’s Signature Date

XX/XX/XXXX
Digital Download
Figure 1.5 Client Master Record
22 CHAPTER ONE
MY Sharon Bello’s Case Manager,

Although Dr. Alderman’s letter provided helpful information about Sharon’s presenting problem,
agency guidelines stated that all applicants must have a physical examination by a physician on the
agency’s approved list. I also felt that a psychological evaluation would provide important information
about Sharon’s mental capabilities (see Figure 1.6). I also wanted a report from a physician and a
psychologist to learn more about her depression. I discussed why I felt I needed this information with
Sharon, who was eager to get started. As Sharon prepared to leave, I explained to Sharon that it
would take time to process the forms and review her application for services. Many clients who are
eager to get started worry that their application will be turned down because of the length of time it
takes to gather initial information and process it. I told her that I would be back in touch with her very
soon to explain the next steps (see Figure 1.5).
CLASS DISCUSSION—Summarize What You Now Know About

the Case Management Process
In this section, you learn about the initial contact, Sharon shares her experiences, and her case
manger discusses the ways in which he works with Sharon. We see the Counselor/Case Manager’s
page, the Client Master Record, and Tom Chapman’s memo to request a general physical for
Sharon. As a class, in small groups, or as an individual, describe what you learned about the case
management process. Also, indicate what questions you have.
GATHERING AND ASSESSING INFORMATION

If the applicant is accepted for services, then the client and the case manager will become partners in
reaching the goals that are established. Therefore, as they work through the initial information gather-
ing and routine agency matters, it is important that they identify and clarify their respective roles as
well as their expectations for each other and the agency. From the first contact, client participation and
service coordination are critical components in the success of the process. The case manager must
make clear that the client is to be involved in all phases of the process. A skillful case manager makes
sure that client involvement begins during the initial meeting. Client involvement helps support at-
tention to individual client needs and demonstrates respect. And, of course, this step is conducted with
attention to cultural needs and concerns.
In gathering data, the case manager must determine what types of information are needed to
establish eligibility and to evaluate the need for services. Once the types of information are identi-
fied, the case manager decides on appropriate sources of information and data collection methods.
His or her next task is making sense of the information that has been gathered. In these tasks,
MY Sharon Bello’s Case Manager,

In Sharon’s case, as her counselor/case manager, I reviewed the application with her. There were
some blanks on the application, and we completed them together. Sharon had not been sure how
to respond to the questions about primary source of support and members of her household. As
Sharon elaborated on her family situation, I completed these items for her. I think that Sharon felt
positive about her interactions with me. The reason that I say this is because Sharon told me that
she appreciated that I listened to what she said and accepted her explanations of what had
happened to her in the past and what was going on now. I tried to have some insight into her life
and be empathetic. I always try to use humor and show a good sense of humor. I think that my
clients appreciate that.
July 20, XXXX
Sharon M. Bello
Rt. XX
Large City, USA 12345
Dear Ms. Bello:
We have scheduled the following appointment(s) for you: We have authorized a general physical for you
with Dr. Jones, Suite 201, Physicians Office Building, 172 Lake Road. Please call 589-2111 to schedule the
appointment. We have also authorized a psychological evaluation with Barbara Hillman. She will call
you to schedule an appointment.
Please make every effort to keep the appointment(s) that we have scheduled. If, however, you will be
unable to keep the appointment(s), please contact this office prior to the date of the appointment. Our
phone number is 596-5120. Your cooperation is appreciated. If you have any questions, please feel free
to contact us.
Sincerely,
Counselor/Case Manager
TC:bj
Figure 1.6 Tom Chapman’s memo
24 CHAPTER ONE
assessment is involved. The case manager addresses the relevance and validity of data and pieces
together information about problem identification, eligibility for services, appropriateness of ser-
vices, plan development, service provision, and outcomes evaluation. During this process, the case
manager checks and rechecks the accuracy of the data, continually asking, “Does the data provide
a consistent picture of the client?”
Client participation continues to play an important role throughout the information-gathering
and assessment activities. In many cases, the client is the primary source of information, providing
historical data, perceptions about the presenting problem, strengths assessment, cultural consid-
erations, and desired outcomes. The client also participates as an evaluator of information, agreeing
with or challenging information from other sources. This participation establishes the atmosphere
to foster future client empowerment.
MY Sharon Bello’s Case Managers, Tom Chapman

STORY and Susan Fields, Entry 1.8
I continued to need additional information about Sharon Bello’s condition before a certification of
eligibility could be written. In addition to Dr. Alderman’s letter, a general medical examination, and a
psychological evaluation, I requested a period of vocational evaluation at a regional center. The staff
members at this center assess an individual’s vocational capabilities, interests, and aptitudes. I sent
the request by email, but I also picked up the phone and called the evaluator. Once I told him, “My
name is Tom Chapman” and I reminded him that I had worked with him last summer related to
another client, he told me he would be glad to work Sharon’s series of evaluations into his schedule.
In fact, I made phone calls and sent follow-up emails to all of the professionals I contacted by mail.
I wanted to make sure I was available to answer any of their questions. I had worked with all these
professionals before. Following a 2-week period at the vocational center, the vocational evaluators
met with Sharon, and then with Sharon and me to discuss the results of the evaluations. These were
based on her performances during the evaluation. The evaluators made recommendations for
Sharon’s vocational objectives.
At that point, it was time for Sharon and me to focus on what to do with all of the information
and evaluation results collected. First, I wrote a report that summarized all of the information that
I had gathered. I reviewed that report with Sharon. We met together several times to review information,
identify possibilities, and discuss the choices of vocational work available to Sharon. What we really
did was discuss Sharon’s future.
Unfortunately, an unforeseen complication occurred, delaying the delivery of services.
I received a notice that my job responsibilities would change in the agency and I was asked to
change districts. This meant that I had to give up my work with Sharon and transfer my work with
her to another counselor/case manager. Susan Fields assumed my caseload. At the same time,
Sharon was not as flexible with her schedule. She began attending a local school where she had
both day and evening classes. And she still was taking care of her two children. While Sharon was
attending her first semester at school, Ms. Fields completed a certificate of eligibility for her (see
Figure 1.7). This meant that Sharon was accepted as a client of the agency and could now receive
services. Then, Sharon was transferred to another counselor/case manager (her third). His name
was Luis Romano.
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es souvenirs, ce soir, me séparent de toi;
Au-dessus de tes yeux, de ta voix qui me parle,
De ce frais horizon d’églises et de toits,
J’entends, dans ma mémoire où frémit leur émoi,
Les hirondelles sur le ciel d’Arles!
La nuit était torride à l’heure du couchant.

Les doux cieux languissaient comme une barcarolle;
Deux colonnes des Grecs, levant leurs bras touchants,
Semblaient une Andromaque éplorée, et cherchant
A fléchir une ombre qui s’envole!
Ce qu’un beau soir contient de perfide langueur

Ployait dans un silence empli de bruits infimes;
Je regardais, les mains retombant sur mon cœur,
Briller ainsi qu’un vase où coule la chaleur,
Le pâle cloître de Saint-Trophime!
Une brise amollie et peinte de parfums,

Glissait, silencieuse, au bord gisant du Rhône.
Tout ce que l’on obtient me semblait importun,
Mes pensers, mes désirs, s’éloignaient un à un
Pour monter vers d’invisibles zones!
O soleil, engourdi par les senteurs du thym,

Parfums de poivre et d’huile épandus sur la plaine,
Rochers blancs, éventés, où, dans l’air argentin,
On croit voir, se gorgeant des flots du ciel latin,
Les rapides Victoires d’Athènes!
Soir torturé d’amour et de pesants tourments,

Grands songes accablés des roseaux d’Aigues-Mortes,
Musicale torpeur où volent des flamants
Musicale torpeur où volent des flamants,
Couleur du soir divin qui promets et qui ments,
C’est ta détresse qui me transporte!
Ah! les amants unis, qui dorment, oubliés,

Dans les doux Alyscamps bercés du clair de lune,
Connaissent, sous le vent léger des peupliers,
Le bonheur de languir, assouvis et liés,
Dans la même amoureuse infortune;
Mais les corps des vivants, aspirés par l’été,

Sont des sanglots secrets que tout l’azur élance.
Je songeais sans parler, lointaine à vos côtés;
Qui jamais avouera l’âpre infidélité
D’un cœur sensuel, dans le silence!...
LA NUIT FLOTTE...
a nuit flotte, amollie, austère, taciturne,
Impérieuse; elle est funèbre comme une urne
Qui se clôt sur un vague et sensible trésor.
Un oiseau, intrigué, dans un arbre qui dort,
Parait interroger l’ombre vertigineuse.
La lune au sec éclat semble une île pierreuse;
Cythère aride et froide où tout désir est mort.
Une vague rumeur émane du silence.

Un train passe au lointain, et son essoufflement
Semble la palpitante et paisible cadence
Du coteau qui respire et songe doucement...
Un parfum délicat, abondant, faible et dense,

Mouvant et spontané comme des bras ouverts,
Révèle la secrète et nocturne existence
Du monde végétal au souffle humide et vert.
Et je suis là. Je n’ai ni souhait, ni rancune;

Mon cœur s’en est allé de moi, puisque ce soir
Je n’ai plus le pouvoir de mes grands désespoirs,
Et que, paisiblement, je regarde la lune.
Je suis la maison vide où tout est flottement.

Mon cœur est comme un mort qu’on a mis dans la tombe;
J’ai longuement suivi ce bel enterrement,
Avec des cris, des deuils, du sang, des tremblements,
Et des égorgements d’agneaux et de colombes.
Mais le temps a séché l’eau des pleurs et le sel.

D’un œil indifférent, sans regret, sans appel,
Eclairé par la calme et triste intelligence,
Je regarde la voûte immense où les mortels
Je regarde la voûte immense, où les mortels
Ont suspendu les vœux de leur vaine espérance,
Et je ne vois qu’abîme, épouvante, silence;

Car, ô nuit! vous gardez le deuil continuel
De ce que rien d’humain ne peut être éternel...
L’ÉVASION
ibre! comprends-tu bien! être libre, être libre!
Ne plus porter le poids déchirant du bonheur,
Ne plus sentir l’amère et suave langueur
Envahir chaque veine, amollir chaque fibre!
Libre, comme une biche avant le chaud printemps!

Bondir sans rechercher l’ardeur de la poursuite,
Et, dans une ineffable et pétulante fuite,
Disperser la nuée et les vents éclatants!
Se vêtir de fraîcheur, de feuillage, de prismes,

S’éclabousser d’azur comme d’un flot léger;
Goûter, sous les parfums compacts de l’oranger,
Un jeune, solitaire et joyeux héroïsme!
A peine l’aube naît, chaque maison sommeille;

L’atmosphère, flexible et prudente corbeille,
Porte le monde ainsi que des fruits nébuleux.
On croit voir s’envoler le coteau mol et bleu.
Tout à coup, le soleil, ramassé dans l’espace,
Eclate, et vient viser toute chose qui passe;
La brise, étincelante et forte comme l’eau,
Jette l’odeur des fleurs sur le cœur des oiseaux,
Mêle les flots marins, dont la cime moelleuse
Fond dans une douceur murmurante, écumeuse...
Que mon front est joyeux, que mes pas sont dansants!
Je m’élance, je marche au bord des cieux glissants:
Dans mes songes, mes mains se sont habituées
A dénouer le voile odorant des nuées!
L’étendue argentée est un tapis mouvant
Où court la verte odeur des figuiers et du vent;
Dans les jardins bombés, qu’habite un feu bleuâtre,
Les épais bananiers, au feuillage en haillons,
Elancent de leurs flancs, crépitants de rayons,
Le fougueux bataillon des fruits opiniâtres.
Je regarde fumer l’Etna rose et neigeux;
Les enfants, sur les quais, ont commencé leurs jeux.
Chaque boutique, avec ses câpres, ses pastèques,
Baisse sa toile; on voit briller l’enseigne grecque
Sur la porte, qu’un jet de tranchante clarté
Fait scintiller ainsi qu’un thon que le flot noie;
Tout est délassement, espoir, activité;
Mais quel désir d’amour et de fécondité,
Hélas! s’éveille au fond de toute grande joie!
Et pour un nouveau joug, ô mortels! Eros ploie

La branche fructueuse et forte de l’été...
CEUX QUI N’ONT RESPIRÉ...
eux qui n’ont respiré que les nuits de Hollande,
Les tulipes des champs, les graines des bouleaux,
Le vent rapide et court qui chante sur la lande,
Les quais du Nord jetant leur goudron sur les flots,
Ceux qui n’ont contemplé que les blés et les vignes

Croissant tardivement sous des cieux incertains,
Qui n’ont vu que la blanche indolence des cygnes
Que Bruges fait flotter dans ses brumeux matins,
Ceux pour qui le soleil, au travers du mélèze,

Pendant les plus longs jours d’avril ou de juillet,
Remplace la splendeur des campagnes malaises,
Et les soirs sévillans enivrés par l’œillet,
Ceux-là, vivant enclos dans leurs frais béguinages,

Souhaitent le futur et vague paradis,
Qui leur promet un large et flamboyant voyage
Où s’embarquent les cœurs confiants et hardis.
Mais ceux qui, plus heureux, ont connu votre audace,

O bleuâtre Orient! Incendie azuré,
Prince arrogant et fier, favori de l’espace,
Monstre énorme, alangui, dévorant et doré;
Ceux qui, sur le devant de leur ronde demeure,

Coupole incandescente, opacité de chaux,
Ont vu la haute palme éparpiller les heures,
Qui passent sans marquer leurs pieds sur les cieux chauds;
Ceux qui rêvent le soir dans le grand clair de lune,

Aurore qui soudain met sa robe d’argent
u o e qu souda et sa obe d a ge t
Et trempe de clarté la rue étroite et brune,
Et le divin détail des choses et des gens,
Ceux qui, pendant les nuits d’ardente poésie,

Egrenant un collier fait de bois de cyprès,
Contemplent, aux doux sons des guitares d’Asie,
Le long scintillement d’un jet d’eau mince et frais,
Ceux-là n’ont pas besoin des infinis célestes;

Nul immortel jardin ne surpasse le leur;
Ils épuisent le temps, pendant ces longues siestes
Où leur corps étendu porte l’ombre des fleurs.
Leur âme nonchalante, et d’azur suffoquée,

Cherche la Mort, pareille à l’ombrage attiédi
Que font le vert platane et la jaune mosquée
Sur le col des pigeons, attristés par midi...
LE CIEL BLEU DU MILIEU DU JOUR...
e ciel bleu du milieu du jour vibre, travaille,
Encourage les champs, les vignes, les semailles,
Comme un maître exalté au milieu des colons!
Tout bouge; sous les frais marronniers du vallon,
L’abeille noire, avec ses bonds soyeux et brusques,
Semble un éclat volant de quelque amphore étrusque.
Sur les murs villageois, le vert abricotier
S’écartèle, danseur de feuillage habillé.
Les parfums des jardins font au-dessus du sable,
Une zone qui semble au cœur infranchissable.
L’air fraîchit. On dirait que de secrets jets d’eau
Sous les noirs châtaigniers suspendent leurs arceaux.
L’hirondelle, toujours par une autre suivie,
Tourne, et semble obéir à des milliers d’aimants:
L’espace est sillonné par ces rapprochements...
Et parfois, à côté de cette immense vie
On voit, protégé par un mur maussade et bas,
Le cimetière où sont, sans regard et sans pas,
Ceux pour qui ne luit plus l’étincelante fête,
Qui fait d’un jour d’été une heureuse tempête!
Hélas! dans le profond et noir pays du sol,
Malgré les cris du geai, le chant du rossignol,
Ils dorment. Une enfant, sans frayeur, près des tombes,
Traîne un jouet brisé qui ricoche et retombe.
Ils sont là, épandus dans les lis nés sur eux,
Ces doux indifférents, ces grands silencieux;
Et la route qui longe et contourne leur pierre,
Eclate, rebondit d’un torrent de poussière
Que soulève, en passant, le véhément parcours
Des êtres que la mort prête encor à l’amour...
Et moi qui vous avais délaissée, humble terre,
Pour contempler la nue où l’âme est solitaire,
Je sais bien qu’en dépit d’un rêve habituel,
Nul ne saurait quitter vos chemins maternels.
En vain, l’intelligence, agile et sans limite,
Avide d’infini, vous repousse et vous quitte;
E i d l i l i d b i
En vain, dans les cieux clairs, de beaux oiseaux pensants
Peuplent l’azur soumis d’héroïques passants,
Ils seront ramenés et liés à vos rives,
Par le poids du désir, par les moissons actives,
Par l’odeur des étés, par la chaleur des mains...
Vaste Amour, conducteur des éternels demains,

Je reconnais en vous l’inlassable merveille,
L’inexpugnable vie, innombrable et pareille:
O croissance des blés! ô baisers des humains!
LA TERRE
Je me suis mariée à vous
Terre fidèle, active et tendre,
Et chaque soir je viens surprendre
Votre arome secret et doux.
Ah! puisque le divin Saturne

Porte un anneau qui luit encore,
Je vous donne ma bague d’or,
Petite terre taciturne!
Elle est comme un soleil étroit,

Elle est couleur de moisson jaune,
Aussi chaude qu’un jeune faune
Puisqu’elle a tenu sur mon doigt!
—Et qu’un jour, dans l’espace immense,

Brille, ceinte d’un lien doré,
La Terre où j’aurai respiré
Avec tant d’âpre véhémence!
UN SOIR A LONDRES
es parfums vont en promenade
Sur l’air brumeux,
Une âme ennuyée et malade
Flotte comme eux.
Les rhodendrons des pelouses,

D’un lourd éclat,
Semblent des collines d’arbouses
Et d’ananas.
Un temple grec dans le feuillage

Semble un secret,
Où Vénus voile son visage
Dans ses doigts frais.
O petit fronton d’Ionie,

Que tu me plais,
Dans la langoureuse agonie
D’un soir anglais!
Je t’enlace, je veux suspendre

A ta beauté,
Mon cœur, ce rosier le plus tendre
De tout l’été.
Mais sur tant de langueur divine

Quel souffle prompt?
Je respire l’odeur saline,
Et le goudron!

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Generalist Case Management: A

Method of Human Service Delivery 5th

Management of Human Service Programs (SW 393T 16 Social

Fundamentals of Case Management Practice: Skills for

Human Diseases Marianne Neighbors

Fundamentals of Human Resource Management (5th Edition)

(eBook PDF) International Human Resource Management 5th

(eBook PDF) Strategic Human Resource Management 5th

Excellence in Human Service Organization Management,

(Original PDF) Fundamentals of Human Resource

Marianne Woodside & Tricia McClam

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Manufacturing Planner: Judy Inouye

Text Researcher: Lumina Datamatics Ltd ISBN: 978-1-305-94721-4

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Part 1 introduction to Case Management

Part 2 the Case Management Process

Part 3 Working within the Social Service delivery System

Part 1 introduction to Case Management 1

1 introduction to Case Management 2

Deepening Your Knowledge: Case Study 37

2 Historical Perspectives on Case Management 40

3 Methods of Delivering Case Management Services 70

My Story: Susan Fields, Sharon Bello’s Case Manager, Entry 3.3 94

4 Ethical and Legal Perspectives 106

5 Working with diverse Populations 145

Working with African Americans 151

Part 2 the Case Management Process 177

6 Assessment Phase of Case Management 178

7 Effective intake interviewing Skills 205

8 Service delivery Planning 236

CLASS DISCUSSION—Using the Checksheet to Prepare for Testing 271

9 Building a Case File 274

10 Service Coordination 317

Pre-Meeting Homework 337

Part 3 Working within the Social Services delivery System 357

11 Working within the organization Context 358

CLASS DISCUSSION—Considering Client Satisfaction 386

12 the Case Manager’s Professional Growth and development 394

Deepening Your Awareness: First-Person Accounts of Case Managers 427

CASE MANAGEMENT AS A PROCESS

VIGNETTES AND CASE EXAMPLES

DEEPENING YOUR KNOWLEDGE: CASE STUDY

VOICES FROM THE FIELD: RESEARCH AND PRACTICE

WANT MORE INFORMATION?

STUDENT INSTRUCTIONAL SUPPORT

CASE MANAGEMENT AND WORKING WITH AT-RISK POPULATIONS

ENDING THE CASE MANAGEMENT PROCESS (DISENGAGEMENT)

THE CASE MANAGER’S GROWTH AND DEVELOPMENT

NEW OR EXPANDED SECTIONS

NEW FIGURES AND TABLES

INSTRUCTOR AND STUDENT SUPPORT: MINDTAP

✦ Chapter One addresses Standards for Social Work Case

CASE MANAGEMENT DEFINED

THE PROCESS OF CASE MANAGEMENT

THREE COMPONENTS OF CASE MANAGEMENT

NAME: _____________________ Date _