UNIVERSIDAD DE MANILA

Formerly City College of Manila

A.Villegas ST., Mehan Gardens,
Ermita, Manila

COLLEGE OF ARTS AND SCIENCES

Course Code : SW 316

Course Title : Social Work Practice with Individuals and Families
Credit Units : Three (3) units
Course Description : The course will cover different theories, principles, methods,
skills and techniques in assessing and working with individuals and their families
Course Learning Outcomes (LO): At the end of the course, the students shall be able to:
1. discuss the concepts and theoretical framework in working with individuals and families.
2. identify and explain the different principles, skills, methods, techniques and helping model
and phases utilized in working with individuals.
3. apply beginning skills in social work with individual as level of practice intervention.
4. demonstrate skills and techniques used in working with individuals and families in crises by
producing a simple social case study, conducting family interviews, and reflection paper.

Course Content:
Week LO Topic Methodology Resources Assessment
1-2 LO1 I. Introduction (Review on Lecture Materials for Structured
LO2 values and knowledge Discussion the game Games
foundation of social work
profession) Interactive
1. Social Work Focus of Discussion
Concern
2. Values and Knowledge
Foundation
3 LO1 II. Historical Foundation Group Report Visual Aids Oral Report
LO2 III. Roles and Functions
IV. Concepts on Casework
1. Definition
2. Social Role
3. Mode of Adaptation
4. Stress
4 LO1 5. Ego Group Report Visual Aids Long Quiz
LO2 6. Casework Guide
Relationship Questions
7. Client (Week 1, 2 &
8. Personality 3)
Development
9. Clients Motivation
and Capacity
5 LO1 Theories Relevant to Casework Lecture Visual Aids Oral Report
LO2 Biological Perspective
Psychoanalytic Group Report Quiz
Perspective
6 LO1 Behavioral Perspective Lecture Visual Aids Oral Report
LO2 Cognitive Perspective Assignment
LO3 Humanistic Perspective Group Report My Social
LO4 Case Study
7-8 LO1 V. Problem solving framework vs Group Report Visual Aids Oral Report
LO2 helping process in social work Seat Work Case
LO3 VI. The Case Work Process illustration
LO4
9-10 LO1 Assessment: Perspectives, Lecture Visual Aids Oral Report
LO2 techniques, tools, roles, skills Group Report Film Showing Case Analysis
LO3
LO4 Midterm Examination
11-12 LO1 Goal Setting and Planning: Lecture Visual Aids Oral Report
LO2 Principles, tasks, activities, and Group Report Questionnaires
LO3 skills Long quiz
LO4
13-15 LO1 Evaluation and Termination of Lecture Visual Aids Oral Report
LO2 the Helping Relationship Group Report
LO3 Conduct of Family Interview and Family Forms Case Studies
LO4 Preparation of Case Study Interview
16-17 LO1 Social work interventions: Lecture Visual Aids Quiz
LO2 models and approaches, roles of Discussion
social worker
18 LO1 Final Examination and Written Exam Test Written exam
LO2 submission of Social Case Study Questions

Grading System
Class Participation 10 Midterm Exam 20
Presentation of Group Report 10 Social Case Study 10
Quizzes, Assignments, etc 30 Final Exam 20
50 50 100%

References:
De Guzman, Leonora S. Introduction to Social Work (3rd Edition). New Day Publishers, Inc. Quezon City
(2002)
Mendoza, Thelma Lee. Social Welfare and Social Work (3rd Edition). Central Book Supply, Inc. Quezon
City (2008)
Zastrow, Charles. The Practice of Social Work: A Comprehensive Work Text) 8th Edition. C & E Bookshop.
Quezon City (2007)
Parris, Melanie. An Introduction to Social Work Practice. McGraw-Hill Companies, London ( 2012)
Horejsi et al. Techniques and Gudelines in Social Work (2nd Edition). McGraw-Hill Companies, USA (1991)

HISTORY OF SOCIAL WELFARE/SOCIAL WORK IN THE PHILIPPINES

THE PRE-HISTORIC PERIOD

Social Welfare work in those times centered on mutual protection and economic
survival.

THE SPANISH PERIOD

The Spaniards brought the teaching, to do good to others for the salvation of their
souls, and which for many years was the underlying philosophy behind all social
welfare activities.

1565 Don Miguel Lopez de Legaspi established the first hospital in Cebu for the
purpose of attending to the wounded and the victims of diseases.

1882 Hospicio de San Jose was founded to house the aged and orphans, the mentally
defective and young boys requiring reform, but later limiting admission to children
who were discharged, later to be adopted or employed.

1885 Asilo de San Vicente de Paul, an asylum for girls was established, offering
religious instruction, primary education, and training in housework in its inmates.
The hospitals, asylums, orphanages and schools were maintained using subsidies and
grants from the Spanish government. However, these were not sufficient and
donations from philanthropic individuals were also solicited.

THE AMERICAN PERIOD

1899 Americans occupied the country and introduced a new educational system, new
health methods, and religious freedom.

1902 The Civil government created an agency, the Insular Board, to coordinate and
supervise private institutions engaged in welfare work.

February 5, 1915 The American government created the Public Welfare Board with
the passage of Legislative Act No. 2510, essentially to coordinate the welfare
activities of various existing charitable organizations.

January 1917 The first government entity to operate as a welfare agency, and an
initial step in child welfare services, was set up.

1900 Attempt was made to alleviate the condition of deaf children at the Philippine
Normal School.

1910 A school for the deaf and blind was organized.

1905 The Philippine chapter of the American Red Cross was established to take
charge of disaster relief in the country and to administer Red Cross funds from the
United States.

1907 La Gota de Leche was established to furnish child-caring institutions with fresh
cows milk from dairy farm in Pasay, Manila, supervised by a veterinarian. This agency
later opened free consultation clinic for mothers.

1913 Associacion de Damas Filipinas was organized by civic-spirited women to help

destitute mothers and their children.

1921 Office of the Public Welfare Commissioner was created. It absorbed the
functions of the Public Welfare Board which, while charged with coordinating and
intensifying the activities of child welfare organizations and agencies, was unable to
cope with the mounting problems in the health field, which was manifested by the
high infant mortality rate in the second decade of the century.

1922 The Office of the Public Welfare Commissioner prepared solicitation forms
which it required the public to demand of any person appealing for donations and
charities. This was done to protect the public and organizations from unscrupulous
persons collecting funds. This practice, however, was not legally sanctioned until
1933.

1924 The Associated Charities had become independent agency under the
supervision of the Public Welfare Commissioner, and was partly financed by the
government, and partly by private contributions.
The Philippine Legislature passed a law (Philippine Legislative Act No. 3203) relating
to the care and custody of neglected and delinquent children and providing probation
officers for them.

1933 The administration of social welfare in the Philippines was marked by

significant developments when Frank Murphy became the Governor-General.
Scholarship grants for professional training in social work in the United States were
made available.
The Legislature appropriated funds for the operations of government child and
maternal health centers which was established in every town with at least two
thousand populations.
The economic depression in the 1930s created serious economic problems. The
Associated Charities were unable to cope with the number of applicants for relief and
other social services, despite appropriations made by the Office of the Public Welfare
Commissioner, under its director, Dr. Jose Fabella.

Josefa Jara Martinez who obtained a diploma in Social Work in 1921, worked for the
Public Welfare Board where she started to introduce the scientific approach in social
work.

The Murphy administrations social welfare programs marked the first time the
government assumed full responsibility for the relief of the distressed due to any
cause.

THE COMMONWEALTH PERIOD

1940 The Office of the Commissioner of Health and Public Welfare was abolished and
replaced by a Department of Health and Public Assistance Service, which took over
the activities that used to be performed by the Associated Charities which, by then,
had ceased to exist.

THE JAPANESE OCCUPATION

Social Welfare activities during the period consisted mainly of giving medical care and
treatment, as well as food and clothing, to the wounded soldiers, prisoners and
civilians.

THE POST-WAR YEARS

1946 The Bureau of Public Welfare re-opened but lack of funds limited its
operations.

October 4, 1947 The Bureau became the Social Welfare Commission and was placed
under the Office of the President.
August 1948 President Quirino created the Presidents Action Committee on Social
Amelioration. It is a comprehensive program of health, education, welfare,
agriculture, public works and financing.

1946 The United Nations International Childrens Emergency Fund (UNICEF) was
created by the United Nations General Assembly to further maternal and child health
in economically underdeveloped country.

1948 UNICEF became active in the Philippines, establishing basic health care
services to mothers and children, consisting of medical care, feeding programs and
health education.

January 3, 1951 The Social Welfare Commission and the Presidents Action
Committee on Social Amelioration were fused into one agency called the Social
Welfare Administration.

THE SOCIAL WELFARE ADMINISTRATION

Division of Public Assistance

Assistance was given in the form of material aid like food, financial aid,
transportation aid, medical aid, institutional care and work relief.
Service was rendered in the form of rehabilitation services and administration
and supervision of rehabilitation projects and workshops.

Child Welfare Division

Casework and guidance services for children are under this unit.

Division on Rural Welfare

This was created by Administrative Order No. 7, on September 5, 1951.

It deals with the mounting social problems in the rural areas.
Self-Help became the underlying philosophy for the rural community
development projects.

1965 Republic Act 4373, An Act to Regulate the Practice of Social Work and the
Operation of Social Work Agencies in the Philippines
The law requires completion of a Bachelor of Science in Social Work degree, one
thousand hours of supervised field practice, and the passing of a government board
examination in social work for licensing or registration as a social worker.
It is the formal recognition of social work as a profession in the Philippines.

THE SEVENTIES

September 8, 1976 The Department of Social Welfare became the Department of

Social Services and Development shifting emphasis on the traditional, often
institution-based social welfare to community-oriented programs and services.

June 2, 1978 President Marcos issued Presidential Decree No. 1397, converting
departments into ministries thus the Ministry of Social Services and Development. The
organizational structure, functions and programs remains the same.
The sixties and seventies marked the existence of voluntary organizations and
establishment of even more agencies.

THE EIGHTIES

The Self-Employment Assistance was upgraded to make it more responsive to its

clients needs. Case Management System was launched. Social Welfare Indicators
monitor the level of well-being of the MSSD service users.

January 30, 1987 President Corazon C. Aquino signed Executive Order No. 123,
reorganizing MSSD and renaming it Department of Social Welfare and Development.
The Department was evolving from mere welfare or relief agency to the greater task
of development. The approach taken by the agency during this period is described as
preventive and developmental, participative and client-managed.

THE NINETIES

The DSWD continued the five program areas of concern during the early nineties.It
also gave priority attention to Low Income Municipalities (LIMs) and other socially-
depressed barangays. The aftermath of the Mt. Pinatubo eruption was the use of Crisis
Incident Stress Debriefing (CISD), a form of crisis intervention used with victims of
disasters and other crisis situation.

October 10, 1991 R.A. 7160 Local Government Code was passed. Implementing
functions together with its programs and services were devolved to its local
government unit. The Department, however, retained its specialized social services
consisting of four categories: (a) Center/institution-based services; (b) community-
based programs and services; (c) locally-funded and foreign-assisted projects; and (d)
disaster relief and rehabilitation augmentation.

Today, countless social agencies, organizations and institutions under private

sponsorship are engaged in the provision of many different social services. NGOs play
a very important role in supplementing the needs of the rising disadvantaged sectors
in our society.

R.A. 4373 (the Social Work Law, 1967) provides that no social welfare agency shall
operate and be accredited unless it shall first have registered with the Social Welfare
Administration which shall issue the corresponding certificate of registration.

R.A. 5416 (1968) empowers the Department to (1) set standards and policies; (2)
accredit public and private institutions and organizations; and (3) coordinate
government efforts in social welfare work to avoid duplication, friction and
overlapping of responsibility in social services.
Posted by SYA Ni at 6:04 PM
Labels: History of Social Welfare/Social Work

Caseworker (social work)

From Wikipedia, the free encyclopedia

In social work, a caseworker is a type of social worker who is employed by a government

agency, non-profit organization, or other group to take on the cases of individuals and provide
them with advocacy, information or other services.

Social Case Work

Social Case work is the method employed by social workers to help individuals find solution to
problems of social adjustment which they are unable to handle in a satisfactory way by their own
efforts (Florence Hollis, 1954).

Social Casework, is a primary approach of social work, concerned with the adjustment and
development of the individual towards more satisfying human relations. In Social case work
relationship is the medium through which changes are brought in the behaviour and personality
of the client. The social casework relationship is the dynamic interaction of attitudes and
emotions between the social caseworker and the client with the purpose of satisfying the clients
psychosocial needs to achieve a better intrapersonal(interactions and transactions) adjustment by
the client within the respective environment.[1] Psychosocial assessment is a key tool used in
casework, it is the initial assessment of clients current, relevant past and possible future modes
of adaptation to stressful situations and normal living situations. Problem solving is the intend
behind every social casework process', the caseworker doesn't solve the problem for the client,
but helps the person in the situation to be equipped in solving or facing the problem adequately
within the individual's weaknesses and strengths to the end of overall development. [2]

Principles in Social Casework

1. Every individual has inherent worth and dignity.

2. Every individual has the right to self-determination.
3. Every individual is the primary concern of society, has potential for and the right to growth.
4. Every individual, in turn, has to contribute to the societys development by assuming his social
responsibility.
5. The individual and society in which one lives are interdependent.
6. Basic human needs have to be met by services which are not dependent upon in accord either
to moral behaviour or to race, nationality, caste ...etc.

Stages in Social Casework process

Intake and Rapport building

Clinical exploration of the problem
Assessment
Intervention/ Treatment
Monitoring and Evaluation
Follow-up and Termination

The generic phases of case management are similar to the casework process:[6]

Rapport building
Psycho-social assessment
Care Planning within the prioritization of needs
Resource allocation
Implementation of a plan/Service co-ordination
Monitoring & review
Termination/Closure or re-assessment

S.Rengasamy. Social Case Work

https://www.scribd.com/doc/47237362/Social-Case-Work-Working-with-Individuals

Safrad

Social Case Work is a method employed by a social worker to help individual, find asolution of
their problem of social adjustment which they are unable to handle in a satisfactory way by their
own effort.

Gordon Hamilton
In social case work the client is stimulated to participate in the study of his situation, to share
plans, to make an effective effort to solve his problems, using his own resourcesand whatever
community resources are available and appropriate.

Objectives of Social Case Work

To make good rapport with the common people
To find-out, understand & solve the internal problems of an individual
To strengthen ones ego power
To prevent problem
To develop internal resources

Nature & Characteristics of Case Work

Relationship arise out of shared & emotionally charged situation
Relationship contains elements of acceptance, expectation, support & stimulation
Client & case worker are interdependent
Case work relationship may have several therapeutic values
Improvement of condition
More adjustment within the society
Development of personality
Capacity building
Relationship needs outside help
Case worker too has relationship reactions and part of
ones professional skills in their management

Components/elements of case work:

Purpose & concern for the client system

-A purpose to find-out internal problems & try to solve it and a concern to make good rapport,
feel ones feelings and aims at individualized service
Expectation at three level
-Expectation of the case worker from the client, how the case worker feels about the clients
ability & what extend client support
-Expectation of the client from the Case worker
-Positive result in the period of interaction

Accuracy of Empathy and clear communication

- Think positively in others point of view
- What extent you are sympathetic
- Ability to perceive, feel & communicate accurately
- Case worker should be sensitive to express feelings towards client by voice, posture and good
communication

Non Possessive warmth

Give respect, acceptance, liking, caring and concern for the client in a non-dominating way.

Genuineness and acceptance

Case worker must be practical in nature. He must be a person of genuineness being real, honest in
their approach and never go beyond her/his limit.

Authority
Case worker must have a capacity to handle any situation, being resourceful and helpful Having
knowledge, attitude, experience and a position to identify and solve internal problem of client

Principles of Case work

I. Individualization
Individualization means analyze an individual not from a singleaspect but from various aspects.
Every Individual is different from others & unique in itself. Problem of every individual is
different from another & depend upon her/his intelligence, so the mode of helping (Technique)
must be according to the Intellectual level, socio-economic situation and ego strength, ones
capacity and resource.

II. Purposeful expression of feelings

Case worker must give the chance to the client to express her/his feelings freely, especially
her/his negative feelings because maximum time feelings are negative in nature. The caseworker
listen purposefully to clients feelings neither praising nor condemning. Dont point out any one as
good or bad because of ones psycho-social problems.

III. Control emotional involvement

Without feeling any one s emotion with sensitivity,its impossible to find-out her/his problem
& get a solution of that problem. Emotion comes from 3 ways as:
- Sensitivity
-Understanding
-Response

IV. Self determination

Self-determination means we let the client to take her/his own decision in own way, give chance
her/him to decide, what is right or wrong for them.

V. Acceptance
A case worker must accept an individual as a person of worth & dignity, not treat as a
problem and always accept ones positive feelings and negative feelings

VI. Non-Judgmental attitude

A case worker mustnt have the right to judge any one as guilty or innocent.
VII. Principle of Confidentiality
Case work relationship has a principle to take the problems of the client in confidence and keep
it as secret.

Seven Elements of the Casework (Social Work) Relationship

cstl-hhs.semo.edu/stokes/sw110/Seven Elements of the Social Work..

These principles have become integrated into social work thought and practice and are often referred
to as practice principles.

These dynamic interactions, consisting of the back and forth movement of attitudes and feelings
in three directions, never completely cease. They are living, vibrant forces that endure in some degree
throughout the period of person-to-person contact and in some cases may continue in residual form
even after the case is technically closed. They constitute the seven elements of the casework
relationship and can be defined as follows:

1. PURPOSEFUL EXPRESSION OF FEELINGS is the recognition of the clients need to express his
feelings freely, especially his negative feelings. The caseworker listens purposefully, neither
discouraging nor condemning the expression of these feelings, sometimes even actively
stimulating and encouraging them, when they are therapeutically useful as a part of the
casework service.

2. CONTROLLED EMOTIONAL INVOLVEMENT is the caseworkers sensitivity to the clients feelings,

an understanding of their meaning, and a purposeful, appropriate use of the workers emotions
in response to the clients feelings.
3. ACCEPTANCE is the recognition by the caseworker of the innate dignity, ultimate destiny,
human equality, basic rights, and the needs of the client, regardless of his individual qualities
arising from heredity, environment, behavior, or any other source. Acceptance, however, does
not necessarily mean an approval of the clients behavior, attitudes, or standards. Acceptance
includes thought and feeling elements, and is express primarily in the manner of service.

4. INDIVIDUALIZATION is the recognition and understanding of each clients unique qualities, and
the differential use of principles and methods in assisting each toward a better adjustment.
Individualization is based upon the right of human beings to be individuals and to be treated not
just a human being but as this human being with his personal differences.

5. NON-JUDGEMENTAL ATTITUDE is based upon the conviction that the casework function
precludes assigning guilt or innocence, or degree of client responsibility for causation of the
problems or needs, but does include making evaluative judgments about the attitudes,
standards, or actions of the client.

6. CLIENT SELF-DETERMINATION is based upon the right of the individual to make his own choices
and decisions. The client has a right and a need, within certain limitations, to be free in making
his own decisions, and the caseworker has a corresponding duty to respect that right, in theory
and in practice, by refraining from any direct or indirect interference with it, and by positively
helping the client to exercise that right.

7. CONFIDENTIALITY is the preservation of secret information concerning the client which is

disclosed in the professional relationship. Confidentiality is based upon a basic right of the
client; it is an ethical obligation of the caseworker, and is necessary for effective casework
service. The clients right, however, is not absolute. Moreover, the clients secret is often
shared with other professional persons within the agency and in other agencies; the obligation
then binds all equally.

ADDITIONAL READING
More Explanations on the Principles of Social Casework
1. A worker should believe in social reality.
Every individual has his own different problems because every personality is unique
Problems do exit and there is no stigma attached to a problem and or any maladjustedperson
and a social worker does not believe in social isolation for the physically,mentally, emotionally
and socially sick person.
Every problem can, therefore, be solved provided we create conditions for an individualwho
help to make an adjustment with his social environment.
2.The personality of the client is to be respected.
3.Worker should build up purposeful relationship with the client.
4.Worker should always have belief in the ability of the human beings to change and grow.
5.Worker should not involve himself emotionally with the client. There should not be anyover-
identification with the client.
6.Worker has to accept and appreciate the individual differences and prejudices of theclient.
7.In the process of helping, it should be observed that the client is as active as the worker,
since the formers participation in the treatment is very necessary. The client should behelped to
help himself.
8.Worker has also to look to the interest of the family, community and the agency and assuch he
has to help the client to adjust with the family and the community by releasing the immediate
resources available in the community, taking family as a primary institution. The worker has to
consider the client as part of the family, community and society with mutual responsibility.
9.In order to establish rapport with the client, worker should be sincere and sympathetic
Towards him and sensitive to the clients feelings and problems
Process in Case Work

I. IDENTIFYING INFORMATION

II. FAMILY COMPOSITION

- Intake (First Interview) Rapport Building

The tools used by the case worker for collecting the relevant information are:
1. Interview guide and schedule.
2. Life chart.
3. Video recording of family interaction.
4. Tape recorded interview.

III. PROBLEM PRESENTED

IV. BACKGROUND OF THE PROBLEM

Psycho-Social study (Exploration / Investigation)
1. The nature of the presenting problem
2. The significance of the problem.
3. The cause(s), onset and precipitants of the problem
4. The efforts made to cope with problem-solving.
5. The nature of the solution or ends sought from the case work agency.
6. The actual nature of the agency and its problem solving means in relation to the client and his
problem.

V. ASSESSMENT
-helps in determining the focus of treatment, further collection of facts and deciding the best
course of action to solve the problem.

Content of Assessment
1. The nature of the problem brought and the goals sought by the client, in their relationship
to.
2. The nature of the person who bears the problem and who seeks or needs help with the
problem, in relation to
3. The nature and purpose of the agency and the kind of help it can offer and/ or makeavailable.

VI. INTERVENTION PLAN

Hamilton, Intervention Plan is the sum total of all activities and service directed towards
helping an individual with a problem. The focus is relieving of the immediate problem and, if
feasible, modifies any basic difficulties which precipitated (caused, trigger) it.

Part of Intervention Plan

- Monitoring and Evaluation
-Follow-up and Termination

VII.RECOMMENDATION
THE INTERACTIONAL HELPING MODEL
One of the practice models widely adopted in child welfare work is the Shulman
Interactional Helping Model developed by Lawrence Shulman, PhD. The model is
strengths-based and places high value on building and maintaining the worker/client
collaborative partnership.
Although the Interactional model is a helping-oriented model and assumes the worker
has assured child safety, many of the skills used in the helping model are equally
effective in the investigative and assessment stages in the casework process.

Preliminary phase
- the phase of work prior to the worker engaging with the client. Purposes of this phase
are to develop a preliminary empathy about the clients issues and concerns; to create
the opportunity for the worker to explore personal attitudes, feelings and beliefs about
the client/case situation that might interfere with the intervention/helping process; and to
identify supports and resources that the worker may need to accomplish the purposes
of the interview and to assure worker and client safety.
Key steps and considerations in the Preliminary Phase:

Preparation for the interview

oWhat is this interview about?
oWho do I want to be present?
oWhere should this interview occur?
oWhat are the outcomes that I want to achieve?
oAre there safety issues that I need to take into account?
oDo I have the necessary supports (supervisor; coworker; police)
oWhat forms or documents do I need to bring?
oWhat factors may be operating to help or hinder the interview (personal
feelings or fears; presumptions; client physical or mental impairment; cultural
considerations, workload, etc.)

Beginning/Engagement phase
- the beginning or engagement phase of work is the phase during which the worker
contracts with the client by clarifying the purpose of the agency involvement or the
session, the role he or she will play, and by reaching for client feedback on the content
of the work. Authority issues are also dealt with in this phase.
Key steps and considerations in the Beginning Phase:

2. Greeting and engaging the person with respect

oHow am I going to greet the client/other, i.e. words and actions?
oIs my greeting likely to be compatible with the clients culture or situation?
3.Setting a clear purpose
oHow am I going to phrase my purpose in clear, non-jargon language?
oIs my purpose statement consistent with the outcomes I hope to achieve?

4. Identifying the agency and familys goals,

oCan I explain my goals in terms the client will understand?
oAm I prepared to listen and be open tothe clients needs, goals and
perspective?

5. Developing a clear contract for change

oHave I formulated and articulated a realistic plan that is consistent with my
mission and agency goals, and includes the input, needs and goals of the
client?
oAre there adequate client, agency and community resources to support the
plan?
oIs the client in agreement with this plan?
oIs the client committed to working the plan to achieve the goals?
oWhat level of protectiveauthority do I need to use to secure client cooperation
and move the plan forward?

Middle/Work phase
- the phase of work in which the client and the worker focus on
dealing with issues raised in the contracting phase (or new issues that have emerged).
Key steps and considerations in the Middle Phase:
6. Helping the family make the desired changes
oWhat strategies and skills do I need to use to facilitate the plan?
oWhat connections to resources do I need to make and the client needs to
make?
oDoes the level of protective authority required to sustain the work need to
be increased, decreased or remain the same?
oIs there evidence of a genuine protective/collaborative partnership?

Ending/Transition phase
-the termination of the work p
hase, in which the worker
prepares to end the interview session or the re
lationship with the client if the case is
being closed or transferred. The purposes are
to help the client and worker review their
work together as well as to prepare for transit
ions to the next interview session or new
experiences beyond this specific worker/client relationship.
Key steps and considerations
in the Ending Phase:
7. Closing the process and evaluating outcomes,
oHave I included feedback about client strengths in my summarization of
the interview?
oHave I given the client an opportunity to validate or challenge my
perception of the interview process and outcomes?
oHow will I measure progress and success in regard to the desired goals?
oHave I articulated next steps?
8. Documenting the interview in writing
oHave I documented promptly?
oHave I accurately, clearly and concisely represented the facts of the
interview?
oHave I included assessment and conclusions regarding safety?
These phases operate at the level of each individual interview session with the client as
well as throughout the life of the case, forming the framework for the entire helping
process. The eight steps may unfold somewhat differently depending on the specific
purpose of the interview. In all cases the interview requires planning, clarity about the
necessary outcomes for the case and each session, a command of essential skills and
a willingness on the part of the worker to engage the client and others as partners in the
process of assuring child safety, permanence and family well-being.