Social Case Work: Problem Solving Process PDF

SOCIAL CASE WORK VANESSA S. FU, RSW Social Work Helping/ Problem Solving Process  THE PROBLEM- SOLVING PROCESS (PSP)  The Problem  Is an unmet need, which hampers or undermine a person’s adequate living.  The composite of internal and external factors (i.e., eco...

SOCIAL CASE WORK VANESSA S. FU, RSW Social Work Helping/ Problem Solving Process  THE PROBLEM- SOLVING PROCESS (PSP)  The Problem  Is an unmet need, which hampers or undermine a person’s adequate living.  The composite of internal and external factors (i.e., economic, physical, psychological, and social factors) which affects the person’s social functioning.  May be a deficiency or lack of material means of personal capacity ( temporary / permanent ) or of the knowledge or preparation needed to carry out social roles  It may be due to a disturbance between expectations of a person and demands of various segments of the person’s environment  Usually resulting to stress (psychological, social, and physical) that causes the person to be ineffective or disturbed in carrying out his/her social roles. The SW Problem – Solving Process Problem–solving is a series of planned activity in sequential stages , with the goal of achieving an effective solution to a problem Each phase or stage of the process requires the application and use of necessary social knowledge and skills to effectively assist the clients in their respective difficulty or problems. ORIGIN OF THE PSP The problem-solving process (PSP) is essentially an adaptation of the classic scientific method PSP is based on reflective thought that begins with a feeling of doubt or confusion. In order to solve a problem, a person follows a rational procedure consisting of steps in an orderly sequence, referred to as the “five phases of reflective thinking”(source: “How We Think”, John Dewey, 1933) In the early 1940s, George Polya, a mathematics professor, developed a model which he intended to be used as a guide by any one engaged in problem-solving. Comparison of Problem Solving Models John Dewey (1933) George Polya (1940) 1 Recognize the Understanding the difficulty problem situation, goal and conditions 2 Define/specify the Devise a plan difficulty 3 Raising Carry out the plan suggestion/possible solutions 4 Selecting solution Evaluate the plan (implementation & results) 5 Carry out the solution. A SOCIAL WORK PROBLEM-SOLVING FRAMEWORK (Helen Harris Pearlman ) Pearlman is the author of the problem-solving framework in social work  She described the social work process as a progressive transaction between the professional helper and the client, consisting of a series of problem-solving operations A SOCIAL WORK PROBLEM-SOLVING FRAMEWORK (Helen Harris Pearlman) STEPS IN PROBLEM SOLVING 1. STUDY The facts that constitute and bear upon the problem must be ascertained and grasped 2. DIAGNOSIS The facts must be thought about, turned over, probed into, and organized in the mind, examined in their relationships to one another, and searched for their significance 3. TREATMENT Some choice or decision must be made as an end result of the consideration of the particular facts with the intention of resolving the problem (TRILOGY) Source: Social Casework: A Problem Solving Process, Pearlman (1957) Generic Steps in the SW Problem- solving Process (1)Recognition or definition of the problem, (engagement with the client system); (2)Data-collection; (3)Assessment of the situation; (4)Goal-setting and the planning of an action; (5)Intervention or the carrying out of the action; (6)Evaluation; (7)Termination Strengths-Based Practice Principle The following practice principles may be helpful to keep in mind in helping people:  Focus on client strengths, resources, coping abilities that make them capable of change and active participants in the change process.  Put clients in charge of the helping process.  Worker and client continually evaluate client’s progress, i.e., whether the issues or concerns for which help was sought have improved The Person-Environment Interaction/ Transaction (Underpinning Concept of the Helping Process) The Ecological or Life Model of Practice espouses the view that transactions take place between people and the environment-meaning there is a consistent strivings in people to achieve goodness-of-fit with their environment. Components of Problem-Solving Process (4Ps) a. Nature of agency and resources (PLACE ) b. Nature of the client (PERSON) c. Nature of the problem (PROBLEM) d. Nature of the client-worker problem solving and helping relationship (PROCESS ) A. Nature of agency & resources(PLACE ) The Agency  A structure by which it organizes and delegates its responsibility and tasks and governing policies and procedures that stabilizes and systematizes its operations  Established as a result of community’s concern to meet certain needs of people.  It’s mission, goals, visions, programs and services are set up to address these needs  Employs staff to carry out its functions; social worker represents both the agency and the profession B. Nature of the Problem Social work is concerned with problems in social functioning which rests mainly on interpersonal relationships, in negotiating with systems in the environment, or in role performance. The Problem in 3 Frames of Reference a.Immediate Problem The problem about which the client is most concerned about. This causes the current difficulty and in term, the clients perceives the need for help. b.Underlying Problem The overall situation that is created and tends to perpetuate the immediate problem. c. Working problem These are contributory factors that stand in the way of both remedy and prevention and must be dealt with if change is to take place.  The Case of Casey Casey is 30 years old, a mother of two, who claimed to be a victim of domestic violence. She approached your agency to ask for help. She told the social worker that, she “escaped” from her abusive husband and went to Your agency because she has no place to stay for the night. Upon arriving at your agency, she also claimed she has not yet eaten. She Is also insisting that her two children be taken away from the custody of their father, fearing that the father will do something bad to the children because Casey ran away.  c. Nature of the client (PERSON) CLIENT  It refers to a person, family, group or community as the focus of worker’s helping activity.  The person who comes to a helping situation to seek help as voluntary client or require to use help as involuntary client.  S/he comes with concerns, unmet needs, and problems of social functioning, comes from a societal or cultural milieu (set of life experiences and set of patterns of transactions with other people)  A client brings in also his/her total SELF, biological, psychological, cultural, spiritual being ( a unique person in a unique situation)  Typology of Clients 1. Those who asks help:  for themselves  for another person or system  for reaching personal goals or agenda  for inappropriate goals 2. Those who do not seek help but in some way are blocking or threatening the social functioning of others  Elements of Change for Clients A. Person’s motivation to change  Client’s willingness to be involved in the helping relationship and participate in the helping process B. Person’s opportunity for change  It refers to the conditions of the environment; the availability of resourses and services needed to effect change C. Person’s capacity to change  Refers to the qualities and personality make-up of intellectual and physical endowment. The internal resource of the client – physical, emotional, psychological or intellectual fitness Person’s capacities to change: 1. Relationship – (emotional capacity)- the ability to relate satisfactorily with self, with family, with others; ability to communicate with other’s positive feelings, attitudes, and thinking, perceives and reacts to realistic situations with consideration for others. 2. Problem-Solving – relates to cognitive development (social intelligence, perceptiveness, ability to communicate, capacity to think constructively and consistently; reality testing) 3. Biophysical – one’s biological constitution or handicapping condition, physical characteristics, health and genetic factors (physical appearance and characteristics) physical health  d. Nature of the Client-Worker Relationship (PROCESS)  Problem-solving process as a helping, analytical, and therapeutic process involved in the dynamic client-worker relationship.  It is to help client use and mobilize his / her inner and outer resources with his/her maximum participation for effective social functioning  It is to equip client with a way of coping with problems in the future  The goal is to help client cope effectively as possible with problems in carrying out social tasks and relationships which are perceived and felt stressful. Is the Problem-Solving Process and the Helping Process the same? SW Problem Solving Process VS SW Helping Process a cognitive process Not just a cognitive a rational procedure process for it involves a follows sequential relationship between step two parties, the worker and the client system. Professional values and ethical principles guide this relationship  The STEPS in the Social Work Helping Process Assessment BEGINNING PHASE Planning MIDDLE/INTER- VENTION PHASE Intervention ENDING Evaluation PHASE Termination The Helping Process “Relationship” / Working Relationship / Helping relationship It is a basic concept in social work.  The helping process specifies distinctly the element of relationship as the moving force in effective client-worker problem solving effort  The helping process puts much emphasis on the client-worker relationship, it is such a crucial factor it can spell the difference between successful or unsuccessful problem- solving.  Components of the Helping Relationship a. Reality - Realistic and objective perception of existing condition b. Transference (unconscious & not-reality based)  A type of reaction-clients displacement on the worker of the particular feelings and attitudes originally experienced toward the family members or people the client is closed to;  Operates through the mechanisms of projection and identification; c. Counter-transference(unconscious & not-reality based) It is carrying over the worker’s particular feelings and reactions to a person in the worker’s past and applying them to the client.  Other Important Elements in the Helping Process Worker’s Values System  The conscious use of one’s self; the course of helping requires judgment and maturity.  Many of these values, particularly the worker’s personal, religious and cultural values have usually been so internalized that the worker is often not conscious that she is judging other people’s behavior along these values.  Self-awareness may be called for in situations where worker’s values clash with the client’s values.  Self-awareness is also called for when there is a difference between the problems and priorities as the worker sees them and as her client sees them.  Other Important Elements in the Helping Process Authority There are two sources of a worker’s authority: SWr position and corresponding functions in the agency Possession of knowledge and experience, which is why she is presumed to be capable of helping others. The important thing about authority and power that goes with it is how it is used. Authority, in itself, is neither good nor bad.  STEPS in the Social Work Helping Process  I. ASSESSMENT  It is “a process and a product of understanding on which action is based.” (Max Siporin ). The ultimate purpose is to provide the understanding necessary for appropriate planning.  The process involves the collection of necessary information and its analysis and interpretation to reach an understanding of the client, the problem, and the social context in which it exists.  The social worker drawing from theoretical knowledge, observations and analytical skills evolving from her interaction with the clients makes a professional judgment of the latter’s functioning.  PSYCHO-SOCIAL ASSESSMENT – is used to denote a more holistic, inclusive, and comprehensive view of the interrelationship of the multiple facets of the client’s life and understanding of the person in context I. ASSESSMENT BIO-PSYCHO-SOCIAL ASSESSMENT A. Biological Context – it includes current & past physical conditions, genetic factors & health, physical functioning, state of health, focus on the presence of illnesses, injuries, disability and genetic abnormalities that produces stress on the body B. Social Context – encompasses an understanding of interpersonal relationships as part of the client’s life (family and other significant relationships and the culture permeating client’s life) C. Psychological Dimension – better grasped through the use of psychological theories as well as the dexterity in their application to specific client problem situation D. Other Social Support – other additional interpersonal relationships that provide us with support E. Social Environment Resources/Stressors – environmental contexts that may either present opportunities or limitations F. Culture – client may belong to ethnic communities that has direct influence on his identity I. ASSESSMENT The major tasks during this stage: 1. information or data-gathering, and 2. problem definition or simply, the problem- for-work; These tasks culminate in the worker’s writing of an Assessment Statement or a Problem Definition. In the past, the terms used were “diagnosis” or “social diagnosis.” However, Assessment Statement appears in most social work literature and seems to also be the preferred term in the field of practice today.  1. Information/Data Gathering Sources of Description Information Primary Client or the community The condition and behavior is the main concern source Intake procedure through interview is conducted with individuals, or in groups to obtain key data Secondary The “significant others” in the life of the client whom he/she has personal relationship with sources Ex. parents, siblings, relatives and friends, people in school, employment, church, and organizations. In the case of communities, this may be the staff of community agencies, consultants previously involved in the community, etc. Existing Data or information previously collected by others Ex. records and reports from other professionals (physicians, data teachers, etc.) and social workers of other agencies, studies (e.g., census data) and evaluations. Worker’s Direct observation of the client, or his/her interaction with own others. In community, the worker observes physical condition, the observations presence or absence of basic amenities, facilities and resources, the person-to-person and group-to-group interactions, etc. Principles in Data Gathering PARSIMONY  SWr collects only those data/information that has relevance to the situation at hand and is essential to the formulation of valid working judgments. It is gathering important information that are useful for the client’s case. Principles in Data Gathering Other important principles include: 1. The client should be the main source of information although, when appropriate and available, other sources should be used. 2. Data to be gathered should directly relate to the identified problems. 3. The client should be informed about the source being used for data collection. In certain cases, his permission should be sought before certain kinds of information are obtained. 4. Data collection is a continuous process, but it is the collection, organization and synthesis of such data that is especially critical to the definition of the problem and setting of goals. 5. The type of client and the general nature of the problem can guide the worker on the type of data that should be collected and how much. The Initial Contact(s) with Client 1. The client initiates the contact. Ex. A client seeks burial assistance from the CSWDO 2. The client is referred to the worker or agency by some interested or concerned party — a relative, neighbor, teacher, etc. Sometimes, persons referred by others are merely forced to secure help. They are called “involuntary clients.” Ex. Drug dependents, children in conflict with the law 3. The agency, through the social worker, reaches out to the (potential) client and offers help. Ex. Rescue of victims of human trafficking Useful Tools for Assessment Ecological Map (Eco-map)  Also referred to as an eco-map or ecogram  This is a simple paper- and-pencil simulation that presents the individual or family and the major systems in the life space, as well as the nature of the individual’s or family’s relationships with these various systems  It is a diagram that shows the social and personal relationships of an individual with his or her environment.  Ecomaps were developed in 1975 by Dr. Ann Hartman who is also credited with creating the genogram. Useful Tools for Assessment Genogram  A genogram is graphical representation of a person's family relationship and history. It is a unique type of family research diagram. It records family members and their relationships to each other.  It also shows many of their physical and physiological attributes through an elaborate system of symbols. Useful Tools for Assessment Problem Tree It is a tool of analysis that illustrates the linkages between a set of complex issues in a hierarchy of related factors highlighting a focal problem and the cause & effect relationship between several factors. The Intake Process  Intake is the process by which a potential client achieves the status of a client. It marks the official start of the helping relationship and may be accomplished in one or more session with client.  The intake process (undertaken thru intake interview) may end either with the worker or the client deciding not to proceed, or the client committing to have client status (however reluctantly) and the worker committing the agency to provide services (however limited). When the latter occurs, an initial engagement may be said to have taken place. The Presenting Problem  It is a problem that is a threat to the client’s or others’ welfare, and usually stated or presented as it is being perceived or experienced by the client. It can be: a. Symptoms (anxiety, lack of motivation) b. Behavioral configurations (marital discord, poor school performance, unemployment) c. Needs (housing, money, etc).  The client’s problem may be such that it requires immediate action.  The client’s “presenting problem,” if it is the problem or part of the problem that the client system feels is most important, may serve as the problem-for-work.  Example:  Presenting Problem Princess, a 10-year-old girl, accompanied by her mother Edlyn, visited the Municipal Social Welfare and Development Office (MSWDO) seeking guidance and support. Princess is experiencing trauma after witnessing a violent altercation between her mother and her uncle, Edwin, during which her uncle physically harmed her mother. Since the incident, Princess has developed intense fear, particularly of being left alone at home, and struggles with sleep disturbances. She is fearful that her uncle may also harm her, contributing to her ongoing distress and anxiety. 2. Problem Definition Problem for work in specific terms, means any or all of the following : a. the problem or part of the problem that the client system feels is most important or a good beginning place; b. the problem or part of the problem that in the worker’s judgment is most critical; c. the problem or part of the problem that in the worker’s judgment can most readily yield to help; d. the problem or part of the problem that falls within the action parameters of the helping system. (Compton and Galaway, 1994) Steps in Defining the “Problem” 1. Worker must recognize the client’s unmet needs. (What the client lacks that is causing the problem?) 2. Worker must identify the blocks to fulfillment (What is it about the client and the client’s situation that prevents the client’s need being fulfilled?) 3. Worker must determine the strength, limitations, motivation for change, and resistance to change that are applicable to the client and the systems involved Types / Categories of Problems A. INTERPERSONAL CONFLICT – involves individuals having difficulty relating to each other, interpersonal conflicts may also involve both communication and behavior--- problem may exist regarding how information is conveyed and receive between two people. B. DISSATISFACTION IN SOCIAL RELATIONS - one may feel unable to get as close to others as she would like or one may feel that lack of assertiveness prevents his needs from being met. C. INADEQUATE RESOURCES – reflects a deprivation of basic needs be due to poverty, may also refer to lack resources or services available to the client. D. DIFFICULTIES IN ROLE PERFORMANCE – a difficulty in role performance can best be distinguished from interpersonal conflict by the fact that role performance is more one-sided. Types / Categories of Problems E. PROBLEMS OF SOCIAL TRANSITION – clients may experience difficulty dealing with some major changes in their lives, i.e., divorce, having a baby, moving to a new locale, etc. F. PSYCHOLOGICAL AND BEHAVIORAL PROBLEMS – these involve a broad gamut of emotional upheavals and inappropriate, self-defeating, deviant/criminal or uncontrollable behavior G. PROBLEM WITH FORMAL ORGANIZATION – difficulty in dealing with rules and regulations in formal organizations H. PROBLEM IN DECISION MAKING – may manifest in the form of emotional dilemma, loss of objectivity, irrational choices due to some crisis situation that the client is unable to control I. CULTURAL CONFLICTS – may involve discrimination and oppression by majority groups. Techniques in Problem Definition 1. Partialization  Refers to the process of separating from so many problems identified by the client and/or worker the specific problem or problems which are to become the focus of the helping relationship. 2. Prioritization  Problem taking precedence over other problems because of its importance  Identification of which problems need to be addresses first, and consideration of the problems in order of importance  Case Study  After the necessary relevant information pertaining to the client and the problem have been obtained/compiled, these information are organized and synthesized and the worker prepares a Case Study (Social Case Study Report).  Recommended content: a. identifying information on the client b. Family composition c. presenting problem d. Case background (client, family, environment) e. assessment (statement; with tools and theories) f. Plan of action g. Implementation & evaluation h. termination i. recommendation Writing an Assessment Statement COMPONENTS OF AN ASSESSMENT STATEMENT (Mcmahon Maria,1990) 1. Opening causal statement. 2. “Change potential” statement. 3. Judgment about the seriousness or urgency of the problem.  Opening Causal Statement - This requires the worker to clearly indicate who has the problem, and why the problem exists at this time. The "why" can consist of an immediate causal factor which may have resulted from a series of factors. In looking for the cause of a problem, the worker should realize that there are many possible causes, from personal to structural, to societal. The one most directly related to the problem is the cause that is cited in an assessment statement. The other "preceding causes" should also be cited with a clear explanation of how they are connected to the problem to better understand the problem for the purpose of planning an intervention. Change potential statement -A problem's change potential is dependent on three interdependent factors: problem, person, and environment. These factors have a direct impact on the maintenance or resolution of the problem. o Problem - The worker and the contact system (client or some significant others) consider the nature of the problem and its change potential by answering the following questions: Can this problem be resolved? Is the nature of the problem irreversible (e.g., terminal illness? How long has the problem been going on, who are involved and to what extent?  Person - The worker needs to assess the strengths and weaknesses of the person or persons having the problem. An appraisal of the change potential of a problem in so far as the person factor is concerned should answer questions like what is his/her/their motivation and capacity for change? Are they able to cope with it alone or accept help from others? What is their change potential?  Environment - In considering the environment in which the problem is located the worker should know the following: What formal or informal resources are available in the environment to promote the necessary changes? What restraining forces are there that are stronger than supportive resources? With optimum use of available resources, what is the expected outcome? Judgment about the seriousness or urgency of the problem -Based on available data, the worker should be able to answer this question: To what extent is this a life-or-death matter for the person(s) concerned? Life-endangering situations require the worker’s immediate attention even if, in her judgment, the change potential for the problem is very low. Example Case Assessment This is the case of Kristina, 16 years old, who needs help in finding a place where she can stay that is safe and will allow her to continue her schooling. She has run away from home because of her father's sexual advances. Kristina has shown a great deal of strength in having been able to ward off her father's sexual advances for almost a year and finally leaving home following his last attempt to sexually abuse her. She sought temporary shelter in a classmate's house. Aware that she could not stay with her classmate's family permanently and also concerned about her younger sister being a potential victim of similar abuse, she herself asked her classmate's mother that she be recommended for assistance to an appropriate community agency. She said her father is also frequently physically abusive towards her mother and minor siblings. ( Insert theories) She showed some understanding of the situation by describing her father as a man who has become irrational because of his drinking, which be resorts to in order to forget his frustrations. She is willing, perhaps along with her sister, to do part-time work in exchange for living accommodations that will allow both of them to continue with their studies. She is in third year of high school, has a “Pass” standing in all her subjects, and it is just one month before the end of classes. (Insert Ecomap)  Resources for Kristina’s problem are available in the community, and the change potential for her is pretty bright, especially because the law is on her side and other supportive services can be tapped. Kristina and her sister are the priority for interventive efforts. If her problem is not attended to immediately, Kristina might be forced to return home, or she might try to solve her problem in ways that may be harmful to her. Her sister, on her part, is clearly "at risk" with the father, especially now that Kristina has left.  There is also a need to reach out to the other family members: the mother (a battered wife who is presently the only one earning a living by working very late hours as a restaurant helper, which in turn leads to the neglect of her roles); the father (whose inter-related problem of drinking and unemployment, clearly traceable to the family's poverty and it accompanying conditions like lack of education/skills, low self- esteem, etc. have led him to physically and sexually abuse the members of his family). (You can insert theories and approaches) The preceding Assessment Statement makes clear that the priority problem which the worker has decided to address (in agreement with the client) is Kristina and her sister's need for "protective custody." It is apparent that there are other problems to be addressed in the family, but this will follow later. The choice of the "priority problem" also illustrates what was stated earlier, that a good principle to follow when there are several problems in need of attention is that the worker should first attend to a problem that has a high change potential for resolution. In attaching Theories, it could be during the discussion of problems, wherein you can explain further the problem using a theoretical lens. Additionally, while writing about the urgency of the problem, in discussing the possible solutions to the problems, you can also connect it with theories and approaches. Writing an Assessment Statement CHARACTERISTICS OF ASSESSMENT 1.It is ongoing. 2. It focuses on understanding the client in the situation and in providing a base for planning and action. 3. It is a mutual process involving both client and worker. 4. There is movement within the assessment process. 5. Both horizontal and vertical explorations are important. 6. Assessment identifies needs in life situations, defines problems and explains their meanings and patterns. II. PLANNING Planning is the link between Assessment and Intervention. It translates the content of assessment into a goal statement that describes the desired results, and is also concerned with identifying the means to reach the goals.  The end goal of planning is planned change. Guided by social work values and a body of knowledge, planning allows the worker, with the client’s participation to move from problem definition to problem solution. II. PLANNING Two major tasks are involved in the planning stage: 1. Goal setting - formulating goals that directly relate to the client’s need or problem, and 2. Planning interventions - defining the specific actions or interventions that are necessary in order to achieve the goals. Goals  Goals or helping goals give direction to the worker’s relationship with his/her clients.  Goals are ends. They are the desired or expected outcomes of an endeavor. In brief, goals are concerned with solutions.  Goals may relate, not just to the client, but to the other persons or social systems that are involved in the situation. Goals should have the following characteristics: 1. Specific, concrete & measurable, time- bounded, Realistic & Attainable Goals LEVELS OF GOALS A. Optimate/Optimal or General Goals/Long Term Goals - the stated goals are the final, overall, or long-range results to which efforts are directed. B. Interim/ intermediate Goals, also referred to as Objectives - specific, short-term goals which facilitate the achievement of the long term or overall goals. Such “objectives” or “intermediate goals” C. Immediate Goals - determines the point at which the SWr could most effectively intervene in order to set the start of the helping process D. Progressive Subsidiary Goals - focused on the on-going work PLANS Also referred to as Helping Plan, Action Plan, or an Intervention Plan, plans are the means to achieve the goals (or ends). It consist of the specific actions or steps to be undertaken in order to reach the goals. Jointly made by the worker and the client This is arrived at in the same way one arrives at problem and goal definition, i.e., by the worker considering not only her own expectations but also, those of the client’s and significant others in his environment. PLANS UNITS OF ATTENTION  Other systems that are the focus of the change activity.  Other persons who, in addition to the client, have to be given attention also because they are involved in the situation, and work with them is essential to goal attainment. PLANS STRATEGY  Is defined as “an overall approach to change a situation.”  It implies orchestrated action that involves different entities, each having a role to play in order to achieve the defined goals.  In social work we now find a variety of approaches to practice, called theories of practice or models of practice. These provide an overall approach to practice and therefore may be considered as strategies.  Note: The social worker can choose one or more of these models and approaches as his/her helping “strategy”  FACTORS THAT INFLUENCE AN INTERVENTION PLAN 1.The community in which it is being carried out; 2.The agency sanctioning the plan; 3. The social problem that the plan is a response to; 4. The worker involved in the plan; 5. The client. The Helping Contract  In social work parlance, the helping contract sets the expectations and terms of the commitments and obligations of both client and worker, which are often clearly spelled out.  A contract with a client is a simplified version of the Plan of Action (which represents the worker’s thinking and is really more for her use). It includes a problem statement, goals and objectives, a specification of tasks to be carried out by worker and client and the time frame required.  Can be written or verbal agreements/contracts  Contracts facilitate evaluation and provide tools for accountability III. INTERVENTION Also referred to as action/, plan implementation or treatment, it is concerned with action that would solve the client’s problems It involves the rendering of all the specific and interrelated services appropriate to the given problem situation in the light of the assessment and planning” It induces all the goal-related activities that the worker will undertake following the agreement forged with the client based on the problem to be worked on and the plan of action to be pursued. INTERVENTIVE ROLES IN DIRECT PRACTICE Interventive Roles refer to the composite of activities or tasks that the social worker is expected to undertake in order to accomplish the goals agreed upon with the client. A. Resource Provider  Direct provision of material aid and other concrete resources that will be useful in eliminating or reducing situational deficiencies.  Concrete resources are mobilized, created, and directly provided to the client who is assisted in making optimal use of them.  The direct provision of any form of material aid in social work is always preceded by a careful evaluation of client need and the most appropriate ways by which it can be met.  Resource provision is not limited to money or goods but other concrete services that are necessary in order to achieve the helping goals for the client. INTERVENTIVE ROLES IN DIRECT PRACTICE B. Social Broker  SWrs role is to negotiating the “service jungle” for clients, whether singly or in groups.  The worker links or connects the client to needed services in the community. She often has to perform a variety of activities - helper, interpreter, facilitator, expediter, escort, negotiator — to insure rapid service delivery  This role requires a broad knowledge of community resources as well as knowledge of the operating procedures of agencies so that effective connections can be made.  Referral - essentially involves connecting the client to needed resources.  Networking - refers to the worker’s efforts at establishing and maintaining relationship with other community entities which have resources that can support and supplement her own agency’s resources. INTERVENTIVE ROLES IN DIRECT PRACTICE C. Mediator is a person who acts as an intermediary or conciliator between two persons or sides. In her work with individuals, families, groups and communities, the worker often has to engage in efforts that will resolve disputes between the client system. INTERVENTIVE ROLES IN DIRECT PRACTICE D. Advocate  The term advocacy comes from the legal profession. Like the lawyer, the worker has to take a partisan interest in the client and his cause.  The SWr cannot remain neutral. The objective is to influence, in the client’s interest, another party, usually possessing same power or authority over the client.  The advocate will argue, debate, bargain, negotiate and manipulate the environment on behalf of the client.  She may even have to utilize non- consensual strategies, such as direct confrontation, administrative appeal, and the use of judicial and political systems as appropriate. INTERVENTIVE ROLES IN DIRECT PRACTICE E. Enabler  SWr helps clients find the coping strengths and resources within themselves to solve problems they are experiencing.  The client as the primary resource, and change comes about mainly through the client’s efforts.  The SWr performs a supporting and empowering function so as to enable the client’s accomplishment of a defined change.  This role is useful in helping the client change his/her own reality or environment, if this is the source of the problem.  The work of mobilizing the resources of client systems to change their own social realities or situations is the ultimate meaning of people “empowerment” and of the developmental function of social work. INTERVENTIVE ROLES IN DIRECT PRACTICE F. Counselor/Therapist  The Goal is the restoration, maintenance, or enhancement of the client’s capacity to adapt or adjust to his current reality.  It is premised on the belief that there are client problems which are caused not so much by situation factors, rather by factors in the client him/herself such as wrong attitudes, distorted values, low self-esteem, limited use of knowledge, lack of self understanding, etc.  Specific techniques include purposive listening, reassurance, persuasion, direct advice, teaching, guidance, suggestions, logical discussions, and exercise of professional and/or legal authority INTERVENTIVE ROLES IN DIRECT PRACTICE Limitations on Worker Activity The best laid plans are not always accomplished. These limitations include: 1. Time. The worker may not be able to give the client unlimited time. 2. Skill. The worker should perform only those activities that are within her competence. 3. Ethics. The worker should watch out for activities that might commit her to unethical behavior. 4. Agency Function. The worker must be sure that she understands and interprets agency function properly. IV. EVALUATION  It is defined as the “collection of data about outcomes of a program of action relative to goals and objectives set in advance of the implementation of that program.”  A prerequisite to evaluation in social work is a statement of goals and objectives against which results will be reviewed. This does not mean, however, that the worker will not do evaluation until it is time to end the helping relationship. On-going evaluation - evaluation is a continual process where the worker keeps on gathering data which she uses in an ongoing reassessment of objectives, intervention plans, and even the definition of the problem. Terminal Evaluation – evaluation undertaken before ending a helping relationship. IV. EVALUATION ACCOUNTABILITY. Another very important reason for doing evaluation is because social workers and social work agencies must answer for their work, not just to the clients who are the direct users, but to the public that supports them. There are two aspects of accountability: 1) effectiveness which refers to the question on whether or not the services or intervention plans are accomplishing their intended goals; and 2) efficiency which refers to the cost of services and intervention plans in money, time, and other resources.’ IV. EVALUATION Evaluation in social work is done on two levels: (1)direct practice with clients, and (2)program implementation Evaluation in social work is directed at the following: 1) measuring the outcomes (dependent variables) of programs or specific interventions; 2) measuring the change processes or the nature of the intervention themselves (independent variables); and 3) utilizing a research design that will permit you to attribute the outcome so the change processes. EVALUATION MODELS A. Formative Evaluation Evaluation that is concerned with looking at the process of the work. B. Summative Evaluation Evaluation that is concerned with outcomes or effectiveness. Both types of evaluation can be undertaken at both program and direct practice levels, and comprise what is called evaluation research. Formative Evaluation  Formative evaluation forces the worker to find out whether the intervention plan is being implemented as designed.  Intervention plans can be viewed on two levels: A. Conceptual level (what the SWr agreed to do by way of a plan in order to achieve goals, which is usually in written form) B. Operational level (what the SWr actually does, the activities she and the client engage in to accomplish the goals).  During formative evaluation, the worker must ask herself whether the plans have been done, as planned. It is fairly common to have plans which are not implemented, for different reasons.  Strategies for evaluation  Home Visitation- Social workers use home visits to monitor progress and evaluate the impact of interventions over time. They can track changes in the client's circumstances and make necessary adjustments to the service plan.  Process Recording- is a detailed and structured method used by social workers and social work students to document and analyze their interactions with clients during counseling or client meetings. It is a valuable tool for self-reflection, supervision, and skill development in the field of social work. It involves writing a narrative or transcript of a session, including the dialogue, non-verbal cues, and the social worker's own thoughts and feelings. Case Conference- typically refers to a collaborative and structured meeting where professionals from various disciplines or agencies come together to discuss and evaluate a specific case or client. The primary goal of a case conference is to gather diverse perspectives, share information, and collectively make informed decisions about a particular client or case. V. TERMINATION  A social work problem-solving relationship does not go on forever. It should be made clear to the client that disengagement is the natural conclusion to such a relationship, regardless of the nature of the client’s problem.  The task of termination occurs at the end of the professional worker-client relationship  GOAL OF TERMINATION – to “empower the client system” means that the clients will learn to use his/her own resources (instead of those of the SWr/Agency) to manage future difficulties the client may encounter V. TERMINATION The following are the most common reasons for terminating the client-worker relationship: 1. When goals set have been reached. 2. When, there has been very little movement toward and the attainment of the goals 3. When the client thinks that the worker has provided sufficient help 4. When an agency does not have the resources needed by the client 5. When the systems outside the client make it difficult for the client to continue 6. When for one reason or another, the worker must leave the agency.  Pre-Termination In social casework, the pre-termination stage refers to the phase in the helping process where the social worker and the client begin to prepare for the conclusion or termination of their professional relationship. This stage typically comes after the client has achieved their primary goals and objectives, and it involves assessment of progress, Client self-evaluation, Goal reassessment, discussion of future plans, and emotional preparation. It also ensures that the termination of the professional relationship is conducted in a thoughtful and supportive manner, reducing the risk Actual Termination The actual termination stage represents the formal conclusion of the professional relationship between the social worker and the client. This phase involves specific activities and considerations to ensure a smooth and respectful closure. It includes the review of achievements, preparing documentation (Closing/transfer summary report), follow-up plan, emotional closure, and exit case conference. Post-Termination/Monitoring/ Follow-up Occurs after the formal conclusion of the professional relationship between the social worker and the client. This serves to safeguard the client's progress and well-being even after the formal casework relationship has ended. It allows for ongoing support and assessment, helps prevent relapses or setbacks, and reinforces the client's ability to maintain positive changes Transfer and Referral Transfer It is the process by which a client is referred by his social worker, usually in the same agency, because the former will no longer be able to continue working with the client, or because she thinks another worker is in a better position to work with her client’s problem. Referral It is the act of directing a client to another worker/agency because the service that the client needs is beyond the present agency worker’s competence, or the client needs the additional service which the present agency cannot provide. Factors Influencing Client’s Reaction to Termination Clients react differently to termination. The following are some of the factors which influence their reactions: I. Length of service 2. Attainment of client goals 3. Client – worker relationship 4. Modality of intervention Components of Termination 1.Dis-engagement 2.Stabilization of change 3.Evaluation  (1) Dis-engagement On the client’s part, the following are among the most common reactions that have been identified. 1. Denial. It is a defense mechanism that is employed to avoid painful feelings. It is is manifested in such behaviors as ignoring or avoiding any discussion of termination; or not keeping appointments after termination is discussed. 2. Emotional Reactions. It is the fear of loss or fear of the unknown can give rise to mixed feelings of the client. 3. Bargaining. Some clients try to negotiate an extension of time or a modified schedule which can mean fewer contacts over a longer period with the worker. 4. Depression. Listlessness, little energy, withdrawal, sadness, helplessness, despair, absence of motivation to go on are the manifestations of depression. The clients pain is real and evident. 5. Acceptance. The client manifests an increase in energy, and is able to talk about the good and the bad times and to think about the future.  (2) Stabilization of Change The main test of a change agent’s help is the stability and permanence of the client system’s changed behavior when the change agent is no longer actively working with the client The SWr’s main function during this phase is to insure “generalization” and spread of effort which has been started  (3) Terminal Evaluation  Periodic evaluation allows the worker and the client to review and, if necessary, revise the goals and objectives, assess gains and/or failures, negotiate conflicts, and so on.  Terminal evaluation is the time for the worker and the client — but particularly the worker who has been the helping person, to appraise what have transpired, to focus on the goal or goals formulated during the Planning phase, and of course, on the problem that was identified during the Assessment phase.  The client should review what has taken place, acknowledge improvement or change, recognize his part in the process and understand how the lessons learned may be transferred to life experiences after the disengagement from the helping relationship.  RECOMMENDATION Guidance or suggestions provided to a client or service user once they have completed a period of assistance or intervention. These recommendations are designed to help the client maintain and build upon the progress they have achieved during the helping process. The goal is to empower the client to continue making positive changes in their life, manage challenges, and enhance their well-being independently. It is also needed for those intervention that needed to continue even  The Generic – Problem Solving Approach vis-à-vis Helping  Process GET READY General knowledge of social behavior  Knowledge about helping systems  Knowledge about one’s own agency.  Available information about the specific client. GO  Proceed with client-worker problem solving work and helping relationship process.