Case Management Assignment containing Case Plan

CHCCM503C – Develop, Facilitate and Monitor All Aspects of Case Management:
Assignment 1 (Luan Blaga)
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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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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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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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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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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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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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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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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 explanati on
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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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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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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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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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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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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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 Plan
Client’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/Teacher

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Gavin Crowe
Department of Communities and Child Safety – QLD
Government Department Child Safety Officer
Shane Spencer ATODS Southside Clinic – Gold Coast
Clinical 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 action
Find 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 anothergo 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
anothertry. He agreed to the counselling but didn’t seem
completely happy about it but said he would see what it was
all about.

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Robbie did however request one more night at the crisis
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 fosterparent’s home later this
day.
Consider sourcing anotherfoster home if the
current foster parents do not change their mind
Case Manager/Child
Safety Officer
New fosterparents to provide Robbie with a
safe, nurturing, stable and secure living
environment while also providing other physical
care needs.
Source another fosterhome 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 anothertry.
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

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Provide opportunity for Robbie and his father
to reconnect and get to know each other
Case Manager and
Gavin Crowe
Robbie and his father learn about each otherand
start to build a relationship
To be started once Robbie’s living arrangements
have become stable with foster parents
As at the Case Conference on 25/5/15 – Robbie has stated
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
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 fosterparents 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 howMichael 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.
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 fosterparents back
on track.
Goal: For Robbie to attend school
Organise a meeting for Robbie, his school
counsellor and year coordinator/teacherand
Case Manager, Josephine
Mitchell, Tamara Goode
and FosterParents
For Robbie to feel wanted back into his school
community and to be encouraged and

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foster parents to discuss his options for
returning
empowered to go back to schooland remain
there
Meeting to take place within next 2 weeks
(25/5/15)
As of 25/5/15 – Meeting took place on 21/5/15. At this
meeting it was agreed that the soonerRobbie returned to
schoolthe better. Strategies that were discussed included
the schooldeveloping Personal Learning Goals and a plan
to achieving those goals.
The foster parents suggested organising afterschooltutoring
once a week to help Robbie with his homework and to catch
up.
The schoolwill devise a plan and organise a follow up
meeting to further discuss it.
To return to schooland implement some
strategies to help Robbie cope with his return to
schooland 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 schoolwithin 5 weeks (15/6/15)
As of 25/5/15 – No changes here at this stage
To continue on with the schoolcounselling
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 anger
Organise 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

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Organise for Robbie to receive some free legal
representation
Case Manager For Robbie to feel supported in a court of law
and to have an understanding ofwhat may
happen legally as a result of his actions
To start within 1 to 2 weeks (25/5/15)
As at 25/5/15 - I have made a referral for Robbie to a
service called Youth Advocacy Centre in Brisbane. They
deal with Legal representation and it was recommended that
Robbie allow his fosterparents 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 given
Punishments
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 network
Make 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 schoolto 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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Agreement:
Client’sname: Robbie Richards Signature………………………………………………….. Date: 11/5/15
Signature………………………………………………….. ReviewDate: 25/5/15
Case Manager’s name: Luan Blaga Signature……………………………………….…………. Date: 11/5/15
Signature………………………………………………….. ReviewDate: 25/5/15
Stakeholder’sname: Shane Spencer Signature…………………………………………………. Date: 11/5/15
Signature…………………………………………………. ReviewDate: 25/5/15
Stakeholder’sname: GavinCrowe Signature…………………………………………………. Date: 11/5/15
Stakeholder’sname: TamaraGoode Signature…………………………………………………. Date: 11/5/15
Stakeholder’sname: JosephineMitchell Signature…………………………………………………. Date: 11/5/15
Signature………………………………………………… ReviewDate: 25/5/15

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Stakeholder’sname: Michael Richards Signature…………………………………………………. Date: 11/5/15
Stakeholder’sname: Carol Bartholomew Signature………………………………………………… Date: 11/5/15
Signature………………………………………………… ReviewDate: 25/5/15
Stakeholder’sname: George Bartholomew Signature……………………………………………….. Date: 11/5/15
Signature……………………………………………….. ReviewDate: 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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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 complai nt.
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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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 i n
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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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 Sharing
Duty of Care
Privacy and Confidentiality
Informed Consent
Quality Standards for Community
Rights and Responsibilities
Protection 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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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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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
Teacher
Dianne 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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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

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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
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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