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CAS203 Principles of Case Management

Assessment 2 – Role Play and Case Notes and Information

This assessment contains 2 parts. Part A: You will be provided with a role play scenario by your lecturer .During the role play, you are required to effectively conduct an interview/engagement with a client. Part B: After the role play , you will also be required to submit your case notes, reflection and other information in relation to the interaction and future improvement.

Solution

CASE NOTES

Lucinda is a 35-year-old Aboriginal woman with a husband (Adam) and a son (Tom). Lucinda works full-time at a community health service. Her husband works fly-in-fly-out, coming home for one week every month. Lucinda’s sister and her three children are currently staying with her due to domestic violence faced by her sister. Her living situation is overcrowded, and her rental house has many maintenance issues that still needs fixing. Her major concern is her son’s misdemeanours at school and in personal life, along with his declining grades. Lucinda confessed that due to both parents working, Tom was often left alone at home. She encouraged him to make new friends but recently she thinks that Tom’s friends are the reason for his misbehaviour (rude to teachers, missing classes, late homework, stealing money). Lucinda is struggling financially with added expenses. Additionally, her other family members also ask her for financial assistance.

As a result of feeling overwhelmed with the sudden chaos in her life, Lucinda herself is seeking family support services.

Objective  

Lucinda projected a clearly stressful and worrying face, but her stature was poise. As I started building rapport, I observed that she was quite voluble. I characterised her sociable personality to be apt for a health carer. Moreover, she presented all her concerns openly. Out of all the issues that she discussed, she was particularly concerned with his son’s misbehaviour. Her worry for her son was clearly visible in her communication and facial expressions. Additionally, Lucinda was feeling guilty of having encouraged Tom to make new friends. She was feeling helpless about how to help her family.  

Assessment  

  •   Lucinda is displaying signs of acute stress
  • Major concern is Tom’s misbehaviour and academic failure
  • Tom’s behaviour is indicative of adjustment disorder with disturbance of conduct
  • Decreased concentrate at work and Lucinda’s mood is often sad Adam is not much help as he is rarely home
  • Financial stress is high with a fear of losing her house
  • She is readily open for help and able to clearly understand goal-setting for healthy family and financial functioning  

Plan

Short-term Goals –  

  • Explore resources for Tom’s emotional and social support
  • Strategies to improve Tom’s academic performance
  • Therapy for Tom – in a possible scenario of adjustment disorder – twice a week
  • Explore options of financial assistance and develop budgeting plans
  • Counselling session with Lucinda to evaluate progress – once a week  

New Goals

  • – Seek support and inclusion from Adam
  • Support Lucinda’s sister and her children in a sustainable manner  

Home Tasks for Lucinda –

  • Communicate more with Tom
  • Promote collaborative activities with Tom and his cousins – play games together
  • List specific expenses for herself, Tom, her sister and children
  • Restrict financial assistance for other family members currently
  • Explore job opportunities with her sister
  • Practice mindful deep breathing for improving mood and concentration

Reflections

My reflections about meeting with Lucinda elucidate that I maintained appropriate protocol of counselling. I easily built rapport with her, as my supportive skills and her social personality aligned perfectly. Additionally, I acknowledged all her stressful concerns, which helped her talk openly about family issues. I effectively detected family problems due to different personalities cohabiting. To efficiently support Lucinda, I am trying to understand her background and explore strategies that help Aboriginal people’s mental and family health (Nagel & Thompson, 2010).

I personally felt bad for Tom and observed bias growing in that area. I am constantly trying to reduce bias as it will hamper my judgement and counselling skills. I am taking academic help to reduce cognitive bias and improve interpersonal communication (Dahm et al., 2022), thus reducing diagnostic errors. In my future counselling sessions with Lucinda, I will be cautious of growing biases and maintaining a neutral stance for all her family members.  

With my future clients, I aim to establish a strong rapport so that the clients can completely trust me with their concerns. Furthermore, I intend to build my skills in family counselling and gain knowledge of different coping mechanisms and financial counselling that will help my clients improve their life situations effectively (Pinkerton & Dolan, 2007). Thus, I aim to provide proficient support to my clients.  

References

Dahm, M. R., Williams, M., & Crock, C. (2022). ‘More than words’–Interpersonal communication, cognitive bias and diagnostic errors. Patient Education and Counseling105(1), 252-256.

Nagel, T., & Thompson, C. (2010). The central role of Aboriginal families in motivational counselling: family support and family ‘humbug’. Australian Indigenous Health Bulletin10(1), 1-10. Pinkerton, J., & Dolan, P. (2007). Family support, social capital, resilience and adolescent coping. Child & family social work12(3), 219-228.

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