CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

1) What is the role of the case manager:

In the agency In the case plan With the client With stakeholders and significant others

In the agency

The role of the case manager in the agency is quite varied and there are many things a case manager must take into account as a worker representing their particular service.

It is imperative that as a case manager for the accommodation and support service I work for (outlined in the case study) that I have solid knowledge in relation to this service’s policies, procedures and operational guidelines. I must be familiar and respectful in relation to boundaries, roles and responsibilities.

It is part of my employment with this agency to understand what service they offer and how far that service can extend – what our limitations are and where we draw the line and look at the referral process. Also ensuring that I can define each party’s accountability for planning and outcomes.

I would need to be familiar with the role of all staff members – this would be important to me as it would allow me to work out who I could turn to for support and extra information if needed. Knowing work colleagues skill sets and strengths enables the whole service to function as a team therefore enabling myself as well as other workers to perform in a productive manner.

One of my roles in the agency would be to ensure that I am taking responsibility for increasing my knowledge base by showing initiative to participate in any internal or external training and education sessions. Not only would this benefit me but it would benefit my clients – the more you know the more you can do.

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

Another role in the agency would be for me to ensure that I am a competent worker and that means ensuring that I keep myself informed and up to date with resources and knowing where and how to access information about other services so that I am able to provide clear information about available resources and information on accessing other services.

Being knowledgeable on legal rights and obligations such as Mandatory Reporting so that I can provide such information when required and ensuring that I follow documentation processes in relation to planning and monitoring and for the purpose of auditing functions and accreditation purposes.

Another role in the agency would be for me to contribute to the development of the agency processes and obey the Code of Conduct and maintaining best practice.

Lastly I would also need to act in a coordinating role when required with other agencies involved in the case management process as well as acting as a liaison with other community services when required. (Learning Material, Develop, Facilitate and Monitor All Aspects of Case Management, 2009)

In the case plan

The role of the case manager in the case plan is quite extensive. It is the case manager’s responsibility to prepare and oversee the case plan process from beginning to end.

As the case manager for the accommodation and support service mentioned in the case study I am responsible for developing, articulating and writing a clear and detailed case plan. To be able to do this to the best of my knowledge I would need to base the case plan on the results of the client assessment, discussing in great detail with the client and any others that may be involved to negotiate a workable plan.

I would ensure that I have discussed with the client and included into the case plan the goals while respecting the client’s wishes. Through this process I would be able to work with the client in implementing strategies and actions to meet the objectives while taking into consideration risks and strengths.

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

It is important for me to coordinate in the beginning of who is doing what and what each person’s role is within the case management process to enable a clear picture and to prevent any overstepping of boundaries.

My role would involve not only reviewing the client’s current situation but also noting the immediate, short and long term needs of the client.

During any negotiation of the case management plan with the client and others that may be involved it would be my duty to facilitate any decision making.

Once the case plan has been set up I would then also have the role of regularly monitoring it and reviewing client progress. It is my role to encourage the client to follow it and if changes need to be made that they be further discussed in detail with the client and any other involved parties so that weaknesses and risks can be identified and other strategies put into place. I would then update the plan.

I would also need to make sure that when reviewing progress that I also record the progress and evaluate the outcomes.

My role would also be to share information and knowledge with all involved in the case management plan while also highlighting the rights and responsibilities of the client.

I would need to make certain that the client is keeping to the timeframes and one way to reach this would be through developing realistic and achievable goals and regular review.

It is my task to distribute copies of the case plan to the client, all support agencies involved and any other relevant stakeholders in the beginning and also whenever there has been a change made.

Another important role I would have is to ensure secure and efficient record keeping. I would always have a written record of the case management plan right through from the assessment stage to the review process.

Excellent record keeping makes it easier for me to track the progress of the client as well as review and evaluate. It allows me to easily and quickly retrieve the documents should I be subpoenaed by a court of law. It also allows other workers in my agency to access the case plan or notes in my absence to still be able to support and work with my client.

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

Lastly it would be my role in the case plan to have devised and spoken about a case closure via an exit plan with my client. This is something I would do during the planning phase. This will ensure that everyone involved has a clear understanding of the parameters of support being offered and/or whether the service is to be more open ended depending on particular objectives being met. (Learning Material, Develop, Facilitate and Monitor All Aspects of Case Management, 2009)

With the client

The role of the case manager with the client is the most important part of any work that a case manager does. It all starts with the client and so if the case worker cannot get that part of the process flowing then there can be no motion of moving forward.

As a case manager for the service I work for I would have to say that the most important role I have with a client would be relationship building. It would be a priority for me to ensure that during that process I provide a safe and private environment for us to talk; ensuring that there are minimal disruptions so that I can focus on my client.

I would be giving my client a self- introduction sharing such information as what the agency does, what my role is and what my qualifications are. I would also make sure that I provide information to my client on topics such as client rights, informed consent, legislations such as Mandatory Reporting guidelines, what my responsibilities are and what the client’s responsibilities are, complaints and grievances, privacy and confidentiality policies and professional boundaries between client and worker.

Another necessary part of my role is to also get a client background via a client assessment.

To do all this it is quite important for me to have excellent communication techniques which would involve using verbal and non- verbal methods, being attentive, active listening, empathising and being respectful. I personally look to achieve a comfortable relationship and so it is important to me that I can make my client feel welcome and safe, valued, that they have been listened to and understood, that I have responded appropriately to their needs, have provided constructive feedback as well as be accepting of their needs and not being judgemental.

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

Ongoing maintenance of the relationship needs to be sustained through good communication and opportunities for continuous interpersonal exchanges and building up that trust via rapport while always trying to empower the client to try new things.

Another part of my role is to facilitate client change. This means I need to find out about my client, define the issues and focus on them, enabling emotional release and facilitating change in attitudes and behaviours.

My role is to also work through the planning stages of a case plan with my client. I would do this via the assessment information but also through joint discussion with the client. I would help the client to identify what their strengths and weaknesses were so that we were able to determine an honest, realistic and attainable set of goals; goals for the short-term and for the long-term.

Flowing on from this I would be negotiating an action plan with the client for some effective strategies while considering timeframes and supports that could be helpful to the client’s success in achieving them. This is a good time for me to also empower the client so that they can develop self- management skills.

My role with the client is to also help them identify options via discussion of referrals and links with other agencies and to help them identify, access and use these other resources. (Learning Material, Develop, Facilitate and Monitor All Aspects of Case Management, 2009)

With stakeholders and significant others

The role of the case manager with stakeholders and significant others is an extremely valuable exchange.

My role with stakeholders and significant others is to share information about the client’s assessment and discussions on client issues and the goals and strategies the client has a preference for in dealing with their issues.

My role with stakeholders and significant others is to organise and hold case conferences to allow for all parties to express ideas and participate in the planning process and to also come to agreement on intervention strategies, resource allocations, timeframes, indicators and further review meetings.

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

My role is to coordinate the case management process and facilitate discussions with stakeholders and significant others to ensure equity. It is also my role to initiate and lead discussion on each person’s roles and responsibilities in the service delivery of the case planning and to define accountability for planning and outcomes

My role is to ensure a respectful flow of communication around the table in the midst of negotiation, problem solving and decision making through appropriate use of conflict resolution skills encouraging everyone’s points of view in a professional manner.

Mediation is part of my role and I need to display such skills to minimise conflict through listening, clarifying, evaluating and deciding what actions are suitable.

In my role I am responsible for providing stakeholders and significant others with case management documentation such as the case plan.

Overall my role is one of making sure that everyone has the same understanding by the end of the meeting and that all goals and strategies are appropriate and achievable for all, that all conflict is resolved, all questions are answered and the direct needs of the client are fulfilled. (Learning Material, Develop, Facilitate and Monitor All Aspects of Case Management, 2009)

2) What are the roles of significant others involved in the case plan?

There are three distinct groups of significant others which would be involved in Robbie’s case plan.

Foster Parents

Robbie’s latest foster parents are committed to caring for Robbie. Their role with Robbie is to try to understand and empathise with how he is feeling due to the situation of him enduring an unstable environment and living in foster care situations for the last 7 years. .

Their role is to provide physical care to Robbie giving him a safe, nurturing, stable and secure living environment, nourishment and clothing.

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

Their role is to also provide Robbie with emotional care giving him love, encouragement, support, honesty and positive role modelling and guidance.

Because Robbie has not had a normal stable childhood he would be looking for understanding, encouragement and to be valued. This is something else that the recent foster parents would need to be offering in their role as guardians.

Robbie’s most recent foster parents also have a role to play as part of the case plan. They firstly would need to be in attendance at any Case Conference session because they are Robbie’s guardians and due to Robbie being under the age of 18 they would need to provide consent.

They would be in a position to offer some insight into the problems Robbie has been having and would play a pivotal role in assisting me with knowledge and supporting me in my role as the case manager so that I am able to gain a broader interpretation to identify major key issues.

Their role in the case plan would also be to contribute ideas of strategies or actions that may help Robbie sort out his issues. Being in the role of guardians they would know Robbie’s personality and temperament quite well and be able to gauge whether a certain intervention may work or not and give some information in what they have already tried themselves.

As Robbie’s foster parents there role would be to show positive involvement in the case planning process and to try and encourage and support Robbie with his goals and in trying to achieve them. As his guardians they would be able to share knowledge on what they feel would be realistic timeframes for Robbie to succeed.

During the case conference/meetings Robbie’s foster parents would be able to give me more of an in depth explanation of why they feel they are unable to continue caring for him and give me more detail of how he is lacking in cooperation.

Natural Father

Robbie’s father has recently showed interest in re-establishing a relationship with his son. He is keen to take on Robbie’s care and the role of a father but unfortunately has drug and alcohol issues that would need to be fully rectified before this could even be considered an option.

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

Obviously for Robbie to be with his natural biological father would be the ideal solution for Robbie’s stability and for the father/son relationship to flourish but placing Robbie back with his father who is under the influence of alcohol and drugs mixed with Robbie’s anger and behavioural issues would only be a recipe for disaster.

Robbie’s natural father would be quite an informative person to have at any case conference and to be included in the case plan concerning Robbie. It is clear that although the natural father has his own problems that he does care for his son and so I would imagine that he would like to be involved in the discussions and decision making process.

Robbie’s natural father has a valid and helpful role within the case planning context. He would be able to offer explanation on how and why Robbie came to be placed in foster care in the first place. What Robbie’s home life was like prior to him being placed into the foster care system? The situation with Robbie’s mother – where is she and what has happened to her as she doesn’t appear to be in the current picture?

Robbie’s natural father could also explain how he sees his future role with Robbie and offer some detail on his own issues and to the extent of the services he is receiving for himself and how he envisages things working out. He would need to role model positive behaviour and not be influenced by alcohol and drugs.

Robbie’s natural father has a role of also being able to respect and understand Robbie’s situation, why Robbie is angry and why Robbie has an uncooperative nature with most people in his life. Robbie’s natural father needs to recognise that his son has lost faith in society and that any intervention process to get Robbie back on track could be a long road ahead with many trials and tribulations.

The School Counsellor

The school counsellor has an important role with Robbie and towards his case plan. The school counsellor has developed a relationship with Robbie and would like to contribute and work with me in implementing a goal and strategy to get Robbie back to school. It is clear that the school counsellor has his best interests at heart but also needs Robbie to be committed to his school life and show cooperation for that to be an option.

Having the school counsellor involved in the case conferences and in the implementation of the case plan is paramount. It is a legal requirement that adolescents must complete year 10 at school and at this stage guessing from Robbie’s age of 15 he would either be in Year 9 or in the middle of doing Year 10. (NSW Public Schools, 2014) It is vital he gets back to school.

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

The role the school counsellor would play is one of being able to provide Robbie with some positive support and guidance as well as offering services and professional involvement. The school counsellor may be able to explain what she knows of Robbie’s upbringing and give some insight into how he has performed academically previously and currently.

She may be able to provide feedback on how he is managing at school and if there have been peer group issues also.

There could be other significant others that I could include in the case conference and case planning process.

Possibly involving the school coordinator of Robbie’s school for his year level and any other teacher that is regular and integral to Robbie’s school goals and outcomes.

Teachers would be able to give some knowledge of where Robbie is at with his education and whether he has fallen behind dramatically and where he needs urgent attention in the context of his learning.

They may be able to give some examples of how he is uncooperative in the school environment and what strategies they might have used and what other approaches they thought to take.

Having such discussions could help work out the main goals that need to be attained for his schooling and implementing strategies for the school and Robbie to work on to slowly integrate him back into the school system would be a positive start.

Maybe including a therapist or psychologist to work with Robbie and have some input into the case plan could be helpful.

I would definitely include a Child Safety Officer from a Child Protection Service to be present at all case conferences and to have input into the case planning but also to impart their knowledge and information on regulations concerning children so that all significant others are aware of legal requirements and what their role is and what is expected of them as far as Robbie is concerned.

I would also have the Foster Care organisation in attendance that has been placing Robbie with foster parents for the last eight years to get their reasoning for why Robbie has been placed 45 times and what the issues seem to be to result in so many placements.

I would also like to have a representative from the drug and alcohol service in attendance that Robbie’s natural father is accessing with the fathers permission of course. This would allow me to get some valuable feedback on what stage of

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

assistance and recovery Robbie’s father is at and what the short term and long term goals are to get the father back to a healthy and clean state. This could give me and the other significant others some indication of timeframe and if placing Robbie with his natural father is a viable option for the future at some stage.

3) A written case plan for the client that includes the following:

An assessment summary of the client The needs to be addressed by the case plan Realistic goals determined by the client – description of immediate, short term and long term goals

Assessment Summary

Robbie is a 15 year old boy who has recently been referred to my service for case management.

Robbie has been in and out of foster care situations since he was 8.

Robbie ran away from his last foster home and has been living on the streets for the past 2 weeks. He was caught attempting to steal food items at a service station and was picked up by the police.

Robbie has a biological father who has recently made contact to re-establish their father/son relationship. He has indicated a desire to assume a parenting role and take care of Robbie however I have been made aware that he is currently receiving support from a drug and alcohol service and at this stage is not in a position to undertake such an enormous responsibility.

Although Robbie is quite angry with his father he has suggested that he would like to live with his father but at the same time his comments have also indicated that this would only be a possibility if the arrangements were made under his terms.

The current foster parents have had many years of fostering experience and have been committed to caring for Robbie; however they now feel that they are unable to continue in this role with Robbie due to his lack of cooperation. Robbie also indicates a negative attitude towards returning to his foster parents and feels that they don’t care about him.

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

Robbie has developed a relationship with his school counsellor. The school counsellor would like to see him return back to school but has reservations about his willingness to commit and cooperate in the school environment for that to be an option.

Robbie realises that being in school would be the best choice but he is quite hesitant in taking that step and feels that he would not be able to focus on his school work when he is already struggling to get through day to day life outside of that environment.

As Robbie’s case manager I have met with him on several occasions and at each of these meetings he has been withdrawn with an unwillingness to communicate, saying very little and answering with one syllable words. He indicates disinterest in receiving my support.

The major issues impacting on Robbie currently are his lack of housing and lack of guardianship, his inability to attend school and receive an education and the reconnection with his biological father and the issues surrounding that.

At this stage there is major concern for Robbie’s safety, health and wellbeing and is in a category of being at risk of significant harm.

The needs to be addressed within the case plan for Robbie are:

Living arrangements/Guardianship Reuniting with his biological father Attachment and abandonment issues Anxieties and fears Lack of cooperation with his foster parents, towards his schooling environment and with his Case Manager His attitude in general Attempts to steal/trouble with the law Getting back into the school environment

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

The following are goals determined by the client:

A. Issue: I need somewhere to live and I would like to live with my father.

Immediate Goal: I need to get off the street and secure somewhere to live where I will feel cared about.

Short term Goal: I would like to increase contact with my father and start off with regular visits to get to know him better.

Long Term Goal: I would like to eventually live with my father so that I no longer feel insecure and abandoned.

B. Issue: I would like to go back to attending school.

Immediate Goal: I would like to discuss this in more detail with the school counsellor and teachers.

Short term Goal: I would like to be at school and feel supported so that I can learn and have the same opportunities that my school mates do.

Long term Goals: I would like to attend school regularly so I can pass and complete my year levels and receive my Higher School Certificate.

C. Issue: I am scared that I have no one and am all alone with no one to love and support me and I feel anxious and angry with everyone because I don’t know what will happen in my life.

Immediate Goal: Talking to someone such as a counsellor or a therapist to help me with my anxieties could be helpful.

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

Short term Goals: To identify, understand and deal with my feelings, attitude, anxieties and fears and have people in my life that I can trust as well as some mates to hang out with.

Long term Goals: To have less anxiety and anger, learn some coping strategies to help with my feelings and try to be more positive about my future.

D. Issue: I am worried because I have been caught stealing and I know it was wrong and now I’m in trouble with the police.

Immediate Goal: I think I may need some legal representation as I don’t know how to deal with this on my own and won’t know what to do if I have to go to court.

Short term Goal: I would like to defend myself on the basis of survival, I had no home, no money and I was hungry and needed some food. I would also like to apologise to the people at the service station where I stole from.

Long term Goal: I am willing to accept and carry out any punishments for my stealing and also learn from my mistake and not get into any more trouble with the law.

E. Issue: I don’t feel like I belong anywhere and don’t really have any friends.

Immediate Goal: I would like to have somebody that I can talk to and do some fun things with and would like to find somewhere to join in.

Short term Goal: I am interested in being part of a youth group where I can access or participate in boy’s club activities with regular attendance.

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

Long term Goal: I would eventually like to be involved in Boy Scouts and help other kids by being involved in a buddy programme.

4) An action plan that includes:

Strategies to achieve goals Roles and responsibilities for achieving each goal Strategies used to monitor progress towards goals Time frames for the action plan An overview of client rights An overview of legislation and policy that might be relevant to the case Procedures for case closure

Case Management PlanClient’s name: Robbie Richards Date of plan: 11th May 2015

Case manager: Luan Blaga

Stakeholders: Name: Organisation: Position:

Carol and George Bartholomew N/A Current Foster Parents

Michael Richards N/A Biological Father

Josephine Mitchell Southport State High School School Counsellor

Tamara Goode Southport State High School Year Coordinator/TeacherDepartment of Communities and Child Safety – QLD

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

Gavin Crowe Government Department Child Safety Officer

Shane Spencer ATODS Southside Clinic – Gold CoastClinical Consultant for Michael Richards (Robbie’s Biological Father)

Goal: For Robbie to get off the street and find somewhere to live with an appropriate guardian.

Strategies Who has responsibility Outcomes to be achieved/Timeframe Progress/further actionFind an emergency homeless accommodation shelter

Case Manager Safe and secure accommodation for Robbie while organising a more permanent situation.

Organise accommodation : Urgent/Today (11/5/15)

Case Conference Meeting Discussion on 25/5/15 – Robbie was placed with The Salvation Army Crisis and Supported Accommodation service on 11/5/15 and stayed there for 4 nights.

Talk to the current foster parents to see if they would reconsider continuing on with Robbie’s care

Case Manager/Child Safety Officer

A more permanent living arrangement with foster parents whom Robbie already knows would be more suitable providing consistency in care and familiarity.

Talk to foster parents : ASAP/Within 2 days (13/5/15)

Carol and George Bartholomew agreed to an appointment to discuss Robbie’s care in more detail and this meeting took place on 13/5/15. They had major concerns about Robbie’s uncooperative behaviour continuing but they advised if they had more support they were willing to give things another go but if things didn’t work out Robbie would need to be placed elsewhere. I suggested some counselling with an adolescent psychologist and they were open to attending.

A discussion was then organised with Robbie on 14/5/15 whereby I was able to advise that The Bartholomew’s would like to give things another go but with support networks in place such as some family Psychology to help with strategies to make home life happier. At first Robbie seemed disinterested but after ongoing discussion he admitted that he felt that The Bartholomew’s didn’t like him much for what he has done with his behaviours and running away and it took a while for Robbie to understand that this was not the case at all and with some positive encouragement he decided he would also give things another try. He agreed to the counselling but didn’t seem completely happy about it but said he would see what it was all about.

Robbie did however request one more night at the crisis

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

centre just to be completely sure of the decision he had made and wanted some time alone to think carefully.

I saw Robbie the day after (15/5/15) and he said he was okay to move forward and return back to his foster parent’s home. The Bartholomew’s were contacted and Gavin Crowe and a short meeting was immediately scheduled on this day with them, Robbie and myself to make sure everyone knew what was legally expected of them and supports were offered from Gavin Crowe to help them all to cope. It was agreed that Gavin Crowe would monitor the situation on an ongoing basis for the moment with once a week visits to Robbie and his foster parents to ensure that they were able to get all the support they needed and to prevent issues turning into major unmanageable situations.

Robbie returned back to his foster parent’s home later this day.

Consider sourcing another foster home if the current foster parents do not change their mind

Case Manager/Child Safety Officer

New foster parents to provide Robbie with a safe, nurturing, stable and secure living environment while also providing other physical care needs.

Source another foster home and place : ASAP/Within 4 weeks (8/6/15)

This alternative was not investigated due to The Bartholomew’s deciding to take Robbie back into their home and give things another try.

Organise some counselling for Robbie and the current foster parents if they agree

Case Manager A counselling service helps Robbie and his current foster parents build their foster relationship with each other and grow together.

Counselling Upon family’s decision/ 2 days (13/5/15)

On the 15/5/15 once The Bartholomew’s and Robbie had made their decision for him to return back to their home, I made a referral to a Family Psychology service for counselling to begin as soon as possible. Referral was made to Living Well Psychology and Counselling in Tweed Heads. The service indicated a waiting list of just less than 2 weeks which was acceptable by the family and they would wait for the service to call back with an appointment time.

Goal: For Robbie to live with his biological father

Strategies Who has responsibility Outcomes to be achieved/Timeframe Progress/further actionProvide opportunity for Robbie and his father Case Manager and Robbie and his father learn about each other and As at the Case Conference on 25/5/15 – Robbie has stated

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

to reconnect and get to know each other Gavin Crowe start to build a relationship

To be started once Robbie’s living arrangements have become stable with foster parents

he has spoken to his father on the phone a few times but at this stage that has been the extent of communication. It was agreed by all parties prior to leave any physical visits until the situation with Robbie’s living arrangements was at a more manageable level and some counselling had commenced.

Robbie is okay with this as long as he can have his phone calls in the meantime and everyone is comfortable with that.

Organise some counselling for Robbie and his father to talk through issues

Case Manager Robbie and his father become open and honest with their feelings and future outcomes and find ways to forgive and positively move forward

To be started once Robbie’s living arrangements have become stable with foster parents

25/5/15 - No progress here at this stage, too early to introduce while Robbie is trying to sort out his own issues and get his living arrangements with his foster parents back on track.

Robbie’s father to rectify his own drug and alcohol issues before taking on parental responsibilities

Michael Richards and Shane Spencer

Michael Richards to be clean and free from the influence of alcohol and drugs and have his life back on track with a healthy state of mind in order to be a positive influence in Robbie’s life and parent responsibly

Ongoing

25/5/15 – A meeting has been scheduled with myself, Michael, Shane and Gavin to discuss how Michael is progressing with his recovery. This meeting will be held on 29/6/15.

Increase visitations on a gradual basis (once the father has resolved his own issues) from day visits to overnight visits to weekly visits with a view to permanency

Gavin Crowe For Robbie and his father to experience real life living arrangements in small doses together giving them a chance to work through issues and find coping strategies before it becomes a permanent living arrangement.

To be started once Robbie’s living arrangements have become stable with foster parents

25/5/15 - No progress here at this stage, too early to introduce while Robbie is trying to sort out his own issues and get his living arrangements with his foster parents back on track.

Goal: For Robbie to attend school

Strategies Who has responsibility Outcomes to be achieved/Timeframe Progress/further actionOrganise a meeting for Robbie, his school counsellor and year coordinator/teacher and foster parents to discuss his options for returning

Case Manager, Josephine Mitchell, Tamara Goode and Foster Parents

For Robbie to feel wanted back into his school community and to be encouraged and empowered to go back to school and remain there As of 25/5/15 – Meeting took place on 21/5/15. At this

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

Meeting to take place within next 2 weeks (25/5/15)

meeting it was agreed that the sooner Robbie returned to school the better. Strategies that were discussed included the school developing Personal Learning Goals and a plan to achieving those goals.

The foster parents suggested organising after school tutoring once a week to help Robbie with his homework and to catch up.

The school will devise a plan and organise a follow up meeting to further discuss it.

To return to school and implement some strategies to help Robbie cope with his return to school and to catch up with his education

Josephine Mitchell, Tamara Goode and Foster Parents

For Robbie to feel supported by the key people in his life to be motivated to succeed and not give up. To take things one day at a time in achievable volumes and attend school consistently

To return to school within 5 weeks (15/6/15)

As of 25/5/15 – No changes here at this stage

To continue on with the school counselling service

Josephine Mitchell To enable Robbie to talk about his feelings and ask for help when struggling so that he can receive adequate assistance from the school.

Ongoing

As of 25/5/15 – No changes here. To commence once Robbie is back in school.

Goal: For Robbie to feel supported and deal with feelings of angerStrategies Who has responsibility Outcomes to be achieved/Timeframe Progress/further actionOrganise for Robbie to talk to a therapist such as a counsellor or psychologist

Case Manager For Robbie to understand his feelings and how to deal with them so that he can reduce his anxiety and anger to form more positive relationships with others around him

To start within 2 weeks (25/5/15)

On 15/5/15 I made a referral to a Family Psychology service for counselling to begin as soon as possible. Referral was made to Living Well Psychology and Counselling in Tweed Heads. The service indicated a waiting list of just less than 2 weeks. The service to call back with an appointment time.

Robbie will receive family counselling with his foster parents but also counselling just for himself as well.

Goal: To rectify the incident of theft

Strategies Who has responsibility Outcomes to be achieved/Timeframe Progress/further actionOrganise for Robbie to receive some free legal Case Manager For Robbie to feel supported in a court of law As at 25/5/15 - I have made a referral for Robbie to a

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

representation and to have an understanding of what may happen legally as a result of his actions

To start within 1 to 2 weeks (25/5/15)

service called Youth Advocacy Centre in Brisbane. They deal with Legal representation and it was recommended that Robbie allow his foster parents to attend with him.

Robbie is unsure of what is happening legally so has given permission for the Advocacy centre and his foster parents to contact the Police to get further information on possible court attendance etc.

Discussion on learning to accept any givenPunishments

Case Manager and Robbie Richards

For Robbie to carry out any punishments without being overcome with anger and to learn from his mistakes and take ownership for his actions

This would happen when Robbie has been to court and had his punishment handed down to him – Indefinite at this stage

25/5/15 – No changes here at this stage

Goal: To achieve a sense of belonging and build up a friendship networkStrategies Who has responsibility Outcomes to be achieved/Timeframe Progress/further actionMake a referral for Robbie to a youth group Case Manager For Robbie to join in on activities such as boys

club and build friendships with other kids his age while receiving youth support

Refer within 4 weeks (8/6/15)

25/5/15 – No progress here. Robbie has asked that this be put aside for the moment at least until he has settled back in with his foster parents and begun school to see how he is coping.

Discuss other options such as Boy Scouts and get him enrolled to participate

Case Manager and Foster Parents

For Robbie to feel part of the community and build friendships while trying different activities such as camping increasing his mental health and well being

Discuss further within 3 weeks and look at enrolling within the next 6 weeks (22/6/15)

25/5/15- No progress here at this stage.

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

Agreement:

Client’s name: Robbie Richards Signature………………………………………………….. Date: 11/5/15

Signature………………………………………………….. Review Date: 25/5/15

Case Manager’s name: Luan Blaga Signature……………………………………….…………. Date: 11/5/15

Signature………………………………………………….. Review Date: 25/5/15

Stakeholder’s name: Shane Spencer Signature…………………………………………………. Date: 11/5/15

Signature…………………………………………………. Review Date: 25/5/15

Stakeholder’s name: Gavin Crowe Signature…………………………………………………. Date: 11/5/15

Signature…………………………………………………. Review Date: 25/5/15

Stakeholder’s name: Tamara Goode Signature…………………………………………………. Date: 11/5/15

Signature…………………………………………………. Review Date: 25/5/15

Stakeholder’s name: Josephine Mitchel l Signature…………………………………………………. Date: 11/5/15

Signature………………………………………………… Review Date: 25/5/15

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

Stakeholder’s name: Michael Richards Signature…………………………………………………. Date: 11/5/15

Signature…………………………………………………. Review Date: 25/5/15

Stakeholder’s name: Carol Bartholomew Signature………………………………………………… Date: 11/5/15

Signature………………………………………………… Review Date: 25/5/15

Stakeholder’s name: George Bartholomew Signature……………………………………………….. Date: 11/5/15

Signature……………………………………………….. Review Date: 25/5/15

The strategies that I would use to monitor progress towards these goals are:

To communicate with key people. In Robbie’s case I would liaise with the significant others and stakeholders involved within the case conference and case plan. I would consistently check on the state of the progress and if they felt they were meeting targets/timeframes and whether there was a need to review or change any part of the plan.

Regular discussions with Robbie himself and working with him to assist in him meeting his goals via review assessments.

Reflection. I would also encourage Robbie to think about and reflect on his progress towards achieving his goals.

Case Conferences and Review meetings

Referring back to the case plang(Learning Material, Develop, Facilitate and Monitor All Aspects of Case Management, 2009)

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

An overview of client rights:

It is important to acknowledge and respect client rights within case management for many reasons but one of these reasons is that clients are quite often vulnerable and lacking in basic coping skills and they look to a service to give them clear direction while placing a substantial amount of trust in that service and with the worker.

In relation to Robbie, it is essential that due to his age that I am explaining things in easy to understand terms and that I provide clear information regarding the service and policies.

Robbie has a right to know about other available resources and services that he can utilise so that he can maximise his opportunities for the best outcome. He has a right to be provided with documentation processes for planning, monitoring and the progress of his treatment/intervention outcomes.

He has a right to be informed of his legal rights and obligations and a right to legal representation that he may require. He has a right to discuss his issues in a safe environment free from judgement and be offered avenues of support. He has a right to have a say in how his issues will be handled in terms of planning, goal setting and decision making.

He has a right to be made aware of his rights and availability of advocacy to assist with negotiation.

He has the right to privacy and confidentiality, informed consent, to be informed and protected and the right to self-determination.

He has the right to access the service, to receive a reasonable standard of care and if he was dissatisfied to make a complaint. (Learning Material, Develop, Facilitate and Monitor All Aspects of Case Management, 2009)

An overview of legislation and policy that might be relevant to the case:

There are several legislations that would apply to Robbie’s case management. The purpose of legislation is to establish his right to be provided with a safe and stable living environment, to enable him to make decisions affecting his life, school attendance, guardianship and privacy.

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

Youth Justice Act 1992: An act to provide comprehensively for the laws concerning children who commit offences. This may be one that correlates to Robbie’s criminal offence of stealing and the consequences associated with that. (Youth Justice Act, 2014)

Privacy Act 1988: An act to make provision to protect the privacy of individuals. (Privacy Act 1988, 2015)

Child Protection Act 1999: To provide for the protection of children. The Charter of Rights for Children in OOHC falls under this act. (Child Protection Act 1999, 2015)

Children’s Court Act 1992 QLD: An act for the QLD court for dealing with juveniles who commit criminal offences. It also establishes the Children’s Court of QLD and for related purposes. (Children’s Court Act 1992, 2014)

Education (General Provisions) Act 2006: This act is about the education of children and the participation of young people in education and training and for other purposes. This would be one that correlates to Robbie’s schooling. (Education General Provisions Act 2006, 2015)

Age Discrimination Act 2004: This act helps to ensure that people are not treated less favourably on the ground of age in various areas such as provision of goods and services. This would correlate with Robbie being 15 and being just a young boy. (Australian Human Rights Commission, 2015)

Equal Opportunity Act 1984: Provides equality of opportunity and prevents discrimination based on sex, sexuality and age for example. (Learning Material, Develop, Facilitate and Monitor All Aspects of Case Management, 2009)

Children and Young Persons (Care & Protection) Act 1998: An act to provide for the care and protection of and the provision of services to children and young persons and for other purposes. (Children and Young Persons Care & Protection Act 1998, 2014)

Public Guardian Act 2014: Acts to protect the rights of children and young people in out of home care – foster care. This one would impact Robbie’s care quite extensively. (Public Guardian Act 2014, 2014)

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

Family and Child Commission Act 2014: Promotes the safety, wellbeing and best interests of children and young people and promote and advocate the responsibility of families and communities to protect and care for children and young people. (Family and Child Commission Act 2014, 2014)

Policies that would be relevant to the case would be:

Information SharingDuty of CarePrivacy and ConfidentialityInformed ConsentQuality Standards for CommunityRights and ResponsibilitiesProtection and Safety

Procedures for Case Closure

Case closure is an important part of the case management process. Sooner or later situations generally improve and the need to carry on the case process is no longer necessary and comes to a conclusion.

For case closure to be effective it should be discussed and mutually agreed on during the early planning process via an exit plan and reviewed when case plan goals have been achieved.

The exit plan itself should cover such things as indicators for termination of service, follow up service and community resource options.

Usually case closure becomes clear during the progress monitoring and review period. Case closure can also be unplanned as well and triggered by a range of events such as moving interstate without a forwarding address or in the event of a client’s death.

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

The decision to close the case should be made with Robbie, his foster parents and the other significant others who have been involved in the case plan. This gives everyone a chance to be included in the decision making process and talk about any measures required as part of case closure.

It is vital that a review meeting be conducted before closing a case and a record of the process kept.

During the wind-up of a case one should be mindful of sensitivity especially if involvement has been long-term or intense for the client. The worker too may have developed an attachment in working with the client and so it is essential that observations of own reactions and reflection is carried out.

Simple steps to a case closure for Robbie would be:

Review the case to arrive at a decision Discuss the case with my supervisor Talk it through with Robbie and his foster parents and or natural father so they understand what is to happen Discuss with other stakeholders that have been involved in Robbie’s case plan Adhere to organisational policies and procedures which include record keeping and issuing of correspondence. (Record

keeping generally requires that files are held between 5 to 7 years after the closure of a case in the event of legal action).

***100/100 ***Congratulations Luan

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

What can I say?

You have submitted an excellent assignment that addresses all of the questions very well.

Your work strongly demonstrates your understanding of the skills, strategies and processes involved in effective case management and the development of written plans. The ability to develop comprehensive, concrete and useable case plans with clear goals and strategies is a very strong skill to have both in case management and other settings. Well done

You effectively and independently demonstrate the skills and knowledge required for this assignment

TeacherDianne Bourke

I would like to use your work as an example of excellent work .If you are happy for this to happen please let me know at dianne@communityatwork.com.au

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

(Learning Material, Develop, Facilitate and Monitor All Aspects of Case Management, 2009)

References

NSW Public Schools (2014), The New School Leaving Age, 10 September. Retrieved on 17 May, 2015 from<http://www.schools.nsw.edu.au/leavingschool/schoolleaveage/investingfuture.php

Education (General Provisions) Act 2006 (2015), Objects of Act, 27 January. Retrieved on 24 May, 2015 from<http://www.legislation.qld.gov.au/Education

Children’s Court Act 1992 QLD (2014), Objects of Act, 10 December. Retrieved on 24 May, 2015 from<http://www.findandconnect.gov.au/guide/qld/QE00032

Privacy Act 1988 (2015), Objects of Act, 25 March. Retrieved on 24 May, 2015 from<http://www.com/aw.gov.au/Details/C2015C00089

Youth Justice Act 1992 (2014), Objects of Act, 15 August. Retrieved on 24 May, 2015 from<http://www.legislation.qld.gov.au

Family and Child Commission Act 2014 (2014), Objects of Act. Retrieved on 25 May, 2015 from<http://www.legislation.qld.gov.au/ACTS

Public Guardian Act 2014 (2014), Purpose of Act. Retrieved on 25 May, 2015 from<http://www5austlii.edu.au/qld/pga2014145

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CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management: Assignment 1 (Luan Blaga)

Child Protection Act 1999 (2014), Child Protection Reforms, 5 June. Retrieved on 25 May, 2015 from<http://www.justice.qld.gov.au/corporate/justice-initiatives/carmody-report-recommendations

Children and Young Persons (Care & Protection) Act 1998 (2015), Purpose of Act. Retrieved on 25 May, 2015 from<http://www.austlii.edu.au/caypapa 1998442

Equal Opportunity Act 1984 (2010), Learning Material – Develop, Facilitate & Monitor All Aspects of Case Management (2010) Retrieved on 25 May, 2015.

Age Discrimination Act 2004 (2015), Australian Human Rights Commission. Retrieved on 25 May, 2015 from<http://www.humanrights.gov.au/our-work/legal/legislation#age

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