Human
Services 1205 – 001
Monday/Wednesday
Case
Management Skills
11:00 a.m. – 12:15 p.m.
Fall, 2012 Room B-313
Professor
Office Hours
Jean Batson-Turner M/W: 9:00 a.m. – 11:00 a.m.
Office: B-324 TR: 9:00 a.m. – 9:30 a.m.
Phone: 815-224-0268 T: 6:00 p.m. – 6:30 p.m.
E-mail:
jean_batsonturner@ivcc.edu
(and by appointment)
I.
Course Description (from college catalog)
This course
serves as an introduction to the concept of case management as it is used to
provide human services. The case
management process is traced from the intake interview to termination of
services, with in-depth attention given to the three phases of case management:
assessment, planning, and implementation.
Emphasis is given to exploration of the responsibilities and skills of
the effective case manager. In
addition, the context in which the case management process occurs is reviewed
and organizational, legal, and ethical issues confronting the case manager are
addressed. Historical perspectives
of case management and theoretical models utilized by case managers are
discussed in detail.
GENERAL EDUCATION GOALS:
The purpose of general education at IVCC is to
enhance students’ abilities to think and act responsibly as citizens in a
changing world. Specific General
Education goals that are included in this course are:
1.
To apply analytical and problem solving skills to
personal, social and professional issues and situations.
2.
To communicate orally and in writing, socially and
interpersonally.
3. To develop an awareness of the contributions made to civilization by the diverse cultures of the world, including
those within our own society.
4.
To understand and use contemporary technology
effectively and to understand its impact on the individual and society.
5.
To work and study effectively both individually and
in collaboration with others.
6.
To understand what it means to act ethically and
responsibly as an individual in one’s career and as a member of society.
7.
To develop and maintain a healthy lifestyle
physically, mentally and spiritually.
8.
To appreciate the ongoing value of learning, self-improvement and career
planning.
II.
Expected Student Outcomes
Upon completion of
the course, the student will be able to:
1.
Define and describe the process of case management as
it has evolved in human service delivery.
2.
Demonstrate understanding of the assessment phase of
case management.
3.
Describe and demonstrate beginning proficiency in
developing a plan for client services.
4.
Evaluate the essential skills of the case manager in
building a case file.
5.
Understand the importance of the role of service
coordination in case management.
6.
Comprehend and discuss a variety of ethical and legal
issues pertinent to the case management process.
7.
Demonstrate an understanding of current themes of
case management and relevant skills for effective case managers.
III.
Class Policies and Procedures
Attendance Policy and Class Participation
It is expected that students will attend class regularly and arrive on
time. Missed chapter quizzes and
in-class exercises cannot be made up.
All students are encouraged to participate in class discussion,
contributing to a diverse analysis and discussion of social problems and human
experiences. Guidelines for diverse
dialogue will be determined collaboratively.
There will be a variety of classroom opportunities for meaningful
reflection and exchange of ideas.
The instructor is committed to fostering a safe environment for learning and
skills development, so always feel free to ask questions, offer comments and
suggestions, and share your thoughts.
To achieve the goal of a safe, effective learning environment, emphasis
will be placed on the emulation of IVCC’s core values: responsibility, caring,
honesty, fairness, and respect. Due
to the importance of attendance, missed classroom activities will impact
academic success. There are no
excused absences according to college policy.
Withdrawal
Effective Summer 2011,
students will have the ability to initiate a withdrawal from classes.
By completing the form in the Records Office or at
www.ivcc.edu/withdraw, the student is
authorizing IVCC to remove him/her from the course.
Entering the student ID number serves as the student’s electronic
signature. IVCC has the right to
rescind a withdrawal in cases of academic dishonesty or at the instructor’s
discretion.
Students should be aware of
the impact of a withdrawal on full-time status for insurance purposes and for
financial aid. It is highly
recommended that students meet with their instructor or with a counselor before
withdrawing from a class to discuss if a withdrawal is the best course of action
for that particular student. Last day for
withdrawal is November 8, 2012.
Withdrawal from a course can affect financial aid.
Students who receive financial aid should see an advisor in the Financial
Aid Office before withdrawing from a course.
Student Success and Career Exploration
If students demonstrate a genuine desire to learn and to succeed in this
course, they can achieve academic success and acquire critical skills for human
service practice. Student learning
will be enhanced by reading of the text, timely completion of assignments, a
willingness to share insights and experiences, and thoughtful reflection on the
goals and practices of the human service profession.
Students will have structured opportunities to consider the benefits of
human services as a profession.
Please don’t hesitate to ask for additional assistance to help you succeed in
this course. Also, keep in mind that
IVCC has a variety of assessment and support services to assist with academic
achievement and career planning.
Plagiarism
Plagiarism is the use of another person’s ideas, information, or exact words
without properly acknowledging the source in accordance with a standard system
of documentation. Plagiarism often
occurs when students use someone else’s work and submit it as their own.
Plagiarism is a serious offense.
Anything a student turns in that contains plagiarism will result in the
grade of Zero (0) for that assignment.
Refer to IVCC’s “Student Code of Conduct” for the college’s statement of
policy concerning plagiarism.
Reduced Seat Time
This course may
provide options for reduced seat time, including opportunities to participate in
class-related projects and experiential activities in place of
regularly-scheduled class time.
Participation in reduced seat-time projects and activities could replace
in-class daily exercises and required classroom assignments.
Reflective journal responses to these activities will be required.
Special Support Services
In an effort to
create a classroom environment that maximizes the success of all students, I
encourage you to make me aware of any barriers that may inhibit your learning.
Feel free to speak to me at any time about concerns or questions you may
have about assignments, activities, or assessments.
The college provides several support services for students who have
barriers to learning. They include,
but are not limited to: Disability Services Office, Writing Center/Peer
Tutoring,
The Basic Computer
Skills Inventory is free to students and will assess their computer concepts,
file management, word processing, Internet, email, PowerPoint and keyboarding
skills utilizing hands-on exercises and objective questions.
If a student is unsure about his/her computer skill level, you are
encouraged to contact the Assessment Center and make an appointment to complete
the inventory.
The IVCC Writing
Center offers free, unlimited, one-on-one tutoring for students in any class at
any stage of their writing process.
The Writing Center staff, which includes faculty and student tutors, is happy to
assist students in understanding assignments, brainstorming topics, organizing
and developing ideas, and revising and editing drafts.
Our Quick Query service provides help with basic writing questions via
email. The Writing Center also has
handouts on grammar and style, writing reference materials, and documentation
manuals available in the Center and in the Stylebook (http://www.ivcc.edu/stylebook).
The schedule, appointment availability, and Quick Query instructions can
be found by visiting the Web site (http://www.ivcc.edu/writingcenter),
calling the Learning Commons at 815-224-0318, or stopping by the Writing Center
in the Learning Commons.
The Library
Due to staffing
shortages, the library will operate with reduced hours during the fall semester.
The library hours are 9:00 am – 6:30 pm.
Please plan your work on research assignments accordingly.
Many library resources are available online at
http://www.ivcc.edu/library.
Suggestions and concerns can be expressed at
http://www.ivcc.edu/forms/Input.aspx?ekfrm=6166 .
Electronic Devices
There will be no use of any electronic devices by students in the classroom
except by permission of the instructor.
This includes, but is not exclusive to: laptops, cell phones,
walkie-talkies, spelling aids, gaming devices, etc.
The only exceptions are for firefighters, EMT and other emergency
personnel. If you have a sick child,
aging parent, etc. and need to be able to be reached, keep you phone on silent
and should you receive a call, please take it out to the hallway.
Do not “text message” while in class or play games on your phone; this
will result in your class participation grade being lowered.
IV.
Required Text
The Helping Process: Assessment to Termination. First Edition.
Marianne Woodside and Tricia McClam.
Thomson, Cengage Learning. 2012.
Optional Text
Human Service Delivery to Latinos. Kristi Kanel.
Bent Tree Press. 2008.
V.
Course Requirements and Methods of Evaluation
Response Journal:
Students will keep a reflection journal for the semester, recording 2 – 3
entries per week. In addition to
personal insights and summaries, students will complete assigned responses from
chapter text exercises and questions and additional assignments as instructed.
Journal entries may be typed or NEATLY HAND WRITTEN and must be kept
separately from class notes and general “To-Do” lists.
Journals will be submitted in a clean notebook/folder.
Penalties will be assessed for late journals.
Sloppy work will not be accepted.
In-Class exercises and assignments for discussion:
To facilitate advanced skills development, students will participate in
small-group discussion exercises as text material is covered.
These in-class exercises cannot be made up.
Research Project/Service-Learning Project:
Students
will complete a research project pertinent to case management knowledge and
skills. The project should include
an analysis/summary of the topic (minimum of three typed pages), a detailed
analysis of case management intervention strategies (3 to 5 typed pages), and a
detailed bibliography citing all sources.
A variety of research methods and resources can be utilized, including
interviews with community agency staff, and visits to area agencies.
There is a minimum of 5 sources required.
List of topics for the research project:
Y
Client Empowerment Within
the Case Management Process
Y
Advocacy Within the Case
Management Process
Y
Managed Care and Case
Management
Y
Case Managers as Service
Coordinator
Y
Ethical and Legal Issues for
Effective Case Management
Service-Learning Option:
Instead of completing the small group project, students may complete a
Service-Learning project at one of 3 - 4 selected area agencies.
Agency orientation sessions will be held during a class session, at which
time interested students will schedule interviews with designated agency staff.
Guidelines and enrollment forms will be available at this class session.
Students will be expected to attend agency orientation sessions, complete
15 – 25 hours of service during the semester, as well as complete reflection
assignments that link the Service-Learning experiences to course content.
Academic credit for Service-Learning will be given upon completion of the
required hours at the agency and completion of a reflection journal or essay.
Note: participation in service
learning projects requires full participation in class!
To
earn academic credit for Service-Learning, signed enrollment forms must be
returned to the instructor before or not later than September 27, 2012.
For HSR 1205, students will gather agency examples and forms to
complement academic learning.
Final Exam
The final exam will be a take-home application essay or project related
to case management. Additional
guidelines will be given.
Bonus points:
Students can earn up to 20 extra-credit bonus points.
Extra credit activities include volunteer work, special topics readings,
workshops, etc.
Evaluation
Final course grades will be determined as follows:
In-Class Discussion
100 points 25%
Reflection Journal
100 points 25%
Research Project/Service-Learning
100 points 25%
Final Exam Essay
100 points 25%
The student’s final grade will be determined by adding the total points
and dividing by four. Points for
lack of attendance will be deducted from the total points earned prior to
division by four.
The
grading for this course will follow the grading scale:
A = 100-90; B = 89-80; C = 79-70; D = 69-60; F = 59-0.
VI.
Tentative Schedule of Assignments
Week 1
8/20 – 8/22
Introduction
Week 2
8/27 – 8/29
Chapter 1
Introducing the Helping Process
Week 3
9/3
Labor Day Holiday – College Closed
9/5
Chapter 2 The
Assessment Phase
Chapter 3
Assessment Skills
Week 4
9/10 – 9/12
Chapter 4 Effective
Intake Interviewing
Week 5
9/17 – 9/19
Chapter 5
Interviewing Skills
Week 6
9/24 – 9/26 Review/Discussion on Chapters 4 & 5
In class group exercises
9/27
Service-Learning Enrollment Deadline
Week 7
10/1 – 10/3
Chapter 6 Service
Delivery Planning
10/5
Employee/Faculty Development Day – College Closed
Week 8
10/8 - 10/10
Chapter 7 Planning Skills
10/12
Fall Break - College Closed
Week 9
10/15 - 10/17
Chapter 8 Building A Case File
Week 10
10/22 – 10/24 Chapter 8 (continued)
Week 11
10/29 – 10/31 Chapter 9 Skills to Build the Case File
Week 12
11/5 – 11/7
Review/Discussion on Chapters 6, 7, 8, and 9
Week 13
11/12
Veteran’s Day – College Closed
11/14
Simulated Exercises
Week 14
11/19 Simulated Exercises
11/21 - 11/23
Thanksgiving Break
Week 15
11/26 – 11/28
Chapter 10 Coordinating
Services
Week 16
12/3 – 12/5
Chapter 11 Providing
Services
Service-Learning Time Sheets Due
Journals: Work day
Week 17
12/10
Chapter 12 Implementation and Termination Skills
Journals Due
Week 18
12/12
Final Exam Essays Due
Instructor: Jean Batson~Turner
1.
Have an open
mind. Be willing to question and challenge old assumptions that no longer work.
Keep in mind that any idea or belief worth keeping will withstand the scrutiny
of critical evaluation.
2.
As much as
possible, avoid a defensive posture. When you find yourself passionately
defending the status quo ask yourself:
What do I gain from having things remain as they are?
and
Why am I afraid of change?
3.
Consider learning
as a life-long process that can be an exciting challenge rather than a required
endurance test.
4.
Practice
listening to and comprehending perspectives different from your own.
Sociological learning gives us an arena for diverse dialogue and cooperative
problem solving.
5.
Work to recognize
patterns of behavior in your social life; notice how one event affects another.
6.
Start to notice
and name social factors and realities that influence your personal decisions.
7.
Be prepared to
share your social experiences and state your opinions when relevant to classroom
discussion.
8.
Work at
sharpening your skills for survival in a complex, changing society. Do not let
fear or apathy keep you from envisioning and creating better ways of living and
relating in our world. In
collaboration with other social citizens, strive to keep hope alive.
8. Work at sharpening your skills for survival in a complex, changing society. Do not let fear or apathy keep you from envisioning and creating better ways of living and relating in our world. In collaboration with other social citizens, strive to keep hope alive.