Text only

Human Services 1205 – 001 Monday/Wednesday
Case Management Skills   11:00 a.m. – 12:15 p.m. 
Fall, 2014  Room B-313


Course Syllabus

Professor  Office Hours
Jean Batson-Turner M/W: 9:30 a.m. – 11:00 a.m.
Office: B-324 TR: 9:00 a.m. – 9:30 a.m.
Phone: 815-224-0268 M: 5:30 p.m. – 6:00 p.m. @ Ottawa Center
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.



          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.



        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 5, 2012.


Financial Aid Statement

     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 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, Counseling Center, and Project Success.  Please see me if you want to learn more about any of the services.  In particular, you may be eligible for academic accommodations if you have a documented physical, psychiatric (anxiety, depression, bipolar disorder, AD/HD, post-traumatic stress, or others) or cognitive disability such as a learning disability.  If you have a disability and need more information regarding possible accommodations, please contact Tina Hardy at (tina_hardy@ivcc.edu, 224-0284) or Judy Mika  Judy_Mika@ivcc.edu or 224-0350) or stop by office C-211.

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.



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 15, 2014.  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.



                   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

          8/18 – 8/20     Introduction


          Week 2

            8/25 – 8/27       Chapter 1     Introducing the Helping Process


          Week 3

          9/1                  Labor Day Holiday – College Closed

          9/3                  Chapter 2    The Assessment Phase

                                  Chapter 3    Assessment Skills      


          Week 4

          9/8 – 9/10      Chapter 4    Effective Intake Interviewing      


          Week 5           

          9/15 – 9/17      Chapter 5    Interviewing Skills

          9/15                Service-Learning Enrollment Deadline   


       Week 6

       9/22 – 9/24    Review/Discussion on Chapters 4 & 5

                                  In class group exercises


          Week 7

          9/29 – 10/1       Chapter 6    Service Delivery Planning  


          Week 8           

          10/6 - 10/8     Chapter 7    Planning Skills

          10/10                 Employee/Faculty Development Day – College Closed   


          Week 9

          10/13 - 10/15    Chapter 8    Building A Case File


          Week 10

          10/20 – 10/2Chapter 8    (continued)


          Week 11          

          10/27 – 10/29   Chapter 9    Skills to Build the Case File


          Week 12

          11/3 – 11/5        Review/Discussion on Chapters 6, 7, 8, and 9


          Week 13

          11/11                Veteran’s Day – College Closed      

          11/10 - 11/13    Simulated Exercises            


       Week 14

          11/17 – 11/9    Chapter 10   Coordinating Services


       Week 15

          11/24                Chapter 10   - continued

          11/26  - 11/29   Thanksgiving Break


          Week 16

          12/1 – 12/3      Chapter 11   Providing Services

                                  Chapter 12 Implementation and Termination Skills

                                  Service-Learning Time Sheets Due

                     Journals Due


          Week 17   

          12/10          Final Exam Essays Due




Guiding Principles for Critical Learning


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?


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.