Client I: Helen

Helen is 89 years old. She has lived independently in her own home until now. Last week she fell off a chair in her home while reaching up to clean out the top shelves in one of her closets. She sat with her arm aching all night until morning when she called her daughter to take her to the hospital. There an X-ray was done, and the arm was set. The hospital staff sent her home, and her daughter, who works, called the Office of Aging to help her plan so that her mother could remain at home. The Office of Aging set the main goal, “Helen will continue living in her own home with assistance” and referred the case to your agency to provide the service. Helen is unable to make meals or bathe herself, and the pain medication is making her dizzy. The Office of Aging has called your agency, which provides homemaker and in-home care, to provide the actual service to Helen. As the case manager for the agency, you go out and evaluate Helen’s situation.

The broad goal is to keep Helen in her own home. List two very specific goals your agency will work on with Helen. Next, place the objectives for each goal under that goal. Remember the phrase “as evidenced by. . ..”

Goal A:

Objective 1:

Objective 2:

Goal B:

Objective 1:

Objective 2:

Identify Helen’s strengths, and show how these strengths will help her meet the goals.

Helen’s strengths:

Explain how these will help her meet the goals:

Helen broke her arm on November 9. What are your target dates for your goals?

Describe a service intervention you will use with Helen to help her meet her goals.

Client II: Art

Art has been chronically ill with schizophrenia for many years. It started when he was in college, and he has been unable to hold a job. His family has just moved to your area. Art’s sister, with whom he lives, has gone into the mental health center seeking services for her brother. Art’s parents are deceased. The sister states the move has upset Art, and he appears ready to have another acute episode. She is also concerned that he is not taking his medication as he should, further jeopardizing his health. The sister hoped the case manager could find a place to send Art for treatment following the move. In college Art majored in engineering, and he is quite good at math. Art has been referred to the partial hospitalization program. There you are responsible for devising goals and objectives for Art.

The broad goal is to help Art adjust to the move. List two very specific goals your agency will work on with Art. Next, place the objectives for each goal under that goal. Remember the phrase “as evidenced by. . . .”

Goal A:

Objective 1:

Objective 2:

Goal B:

Objective 1:

Objective 2:

Identify Art’s strengths, and show how these strengths will help him meet the goals.

Art’s strengths:

Explain how these will help him meet the goals:

Art and his sister went to mental health case management on January 12. What are your target dates for your goals?

Describe a service intervention you will use with Art to help him meet his goals.

Client III: Lester

Lester has been in prison and has recently been released on parole. He has family in the area, but he distanced himself from them after high school. They did visit him while he was in prison. Lester has been referred to your agency, which works with ex-convicts to help them turn their lives around. Lester has indicated that his juvenile crime spree was “crazy” and that he would like to become a useful citizen. As the case manager, you interviewed Lester and learned that he would like to become a chef. He tells you that he had some cooking classes in the prison and that he worked mainly in the kitchen there and enjoyed the work. He feels, however, that he could have learned more and taken on more responsibility. At present Lester is staying in a halfway house and is charged with getting a job and a place to stay.

The broad goal is to help Lester get acclimated to the community. List two very specific goals your agency will work on with Lester. Next, place the objectives for each goal under that goal. Remember the phrase “as evidenced by. . . .”

Goal A:

Objective 1:

Objective 2:

Goal B:

Objective 1:

Objective 2:

Identify Lester’s strengths, and show how these strengths will help him meet the goals.

Lester’s strengths:

Explain how these will help him meet the goals:

Lester came into your office on May 6. What are your target dates for your goals?

Describe a service intervention you will use with Lester to help him meet his goals.

Client IV: Rick

You are a case manager in an alternative school for teenagers who have behavioral and emotional problems, and Rick is referred to you. Rick’s mother is addicted to cocaine, and his father is not in the picture. Only recently Rick was moved to his grandmother’s home. His grandmother seems to be very intent on helping Rick. She works as a domestic in a large office building downtown and is not home before 9:00 p.m. You are concerned that Rick is home alone after school, and you are also concerned about his getting his homework done. In addition, Rick has been having problems with other teens: hitting and punching, name-calling, and cutting up in class, all behaviors that need to be curbed if Rick is going to get anything out of the alternative school.

The broad goal is to help Rick succeed at the alternative school. List two very specific goals your agency will work on with Rick. Next, place the objectives for each goal under that goal. Remember the phrase “as evidenced by. . . .”

Goal A:

Objective 1:

Objective 2:

Goal B:

Objective 1:

Objective 2:

Identify Rick’s strengths, and show how these strengths will help him meet the goals.

Rick’s strengths:

Explain how these will help him meet the goals:

Rick came into your office on December 10. What are your target dates for your goals?

Describe a service intervention you will use with Rick to help him meet his goals.

Client V: Christina

Twelve-year-old Christina has come to the attention of your agency because her parents have abused her physically. The case was reported to Child Welfare, where you work, by a teacher at Christina’s school and Christina was removed from her home. The teacher noticed that Christina always seemed to have bruises, and when she asked Christina about these, Christina was reluctant to discuss them. You have met the parents and talked at length with Christina. All three say they want the family reunited in time. For the time being Christina is being placed with an aunt who offered to provide foster care for Christina. Christina is a good student, particularly in math and science. She is extremely shy and quiet and has few friends. You are not sure whether this is because she was forbidden to bring friends home or whether she has always been this way.

The broad goal is to help Christina and Christina’s family reunite successfully. List three very specific goals your agency will work on with Christina and her family. Next, place the objectives for each goal under that goal. Remember the phrase “as evidenced by. . . .”

Goal A:

Objective 1:

Objective 2:

Goal B:

Objective 1:

Objective 2:

Goal C:

Objective 1:

Objective 2:

Identify Christina’s strengths and any strengths you see within her family, and show how these strengths will help Christina and the family meet their goals.

Christina’s and Christina’s family’s strengths:

Explain how these will help them meet their goals:

Christina came into your office on April 4. What are your target dates for your goals?

Describe a service intervention you will use with Christina and her family to help them meet their goals.