1. Developing A Case Management System for YouthBuild and Managing the Case Management Process
Presented by
Anne C. Adams, MSW
(919)
and
Bea Sweet
These materials are selected by the workshop facilitator who is sole responsible for relevance and appropriateness of the content. DOL ETA has not reviewed the materials and does not necessarily endorse the content.

2. WORKING DEFINITION OF CASE MANAGEMENT
A participant centered, goal-oriented process for assessing the needs of an individual for particular services and assisting the person to obtain those services
Anne Adams and Bea Sweet

3. BUILDING A YOUTHBUILD CASE MANAGEMENT SYSTEM
What does a case management system look like?
A standardized process which has been developed to achieve the primary end goal - long term employability
Anne Adams and Bea Sweet

4. BUILDING A CASE MANAGEMENT SYSTEM (cont.)
Organized to:
serve large numbers of participants
monitor participant progress
correct participant challenges or enhance participant accomplishments as they advance towards their goals
Anne Adams and Bea Sweet

5. Building a Case Management System (cont.)
Why a System is Needed :
Standardization of Services
What happens to a participant should not be based upon which case manager they get
Performance Objectives are More Realistically Developed and Achieved
Anne Adams and Bea Sweet

6. Anne Adams and Bea Sweet
Part One Definition and Essential Functions of Bi-Level Case Management
Definition of Bi-level Case Management
A systematic approach to service delivery that:
develops a strategy for coordinating the provision of services [system level]
utilizes a participant-centered, goal oriented process for assessing strengths and needs [participant level]
assists participants to utilize necessary services to achieve individual and programmatic goals [participant level]
Anne Adams and Bea Sweet

7. Essential Case Management Functions
System Level Responsibilities:
Ensure the availability of commonly needed services
Ensure that case managers know what they can and cannot promise participants
Anne Adams and Bea Sweet

8. Essential Functions (cont.)
System Level Responsibilities (cont.)
Empower case managers to “requisition” services and resources across institutional boundaries
Revise traditional modes of operation when they do not work in the participants’ best interest
Anne Adams and Bea Sweet

9. Essential Functions (cont.)
Participant Level Responsibilities:
Identify and prioritize personal strengths and needs, and translate them into a set of realistic goals
Develop a plan of action for achieving the goals
Access the resources needed to pursue those goals across institutions
Anne Adams and Bea Sweet

10. Essential Functions (cont.)
Participant Level Responsibilities:
Successfully complete a “customized” set of services among a variety of institutions
Help the participant access services on his or her own thereby reducing dependency on the case manager
Anne Adams and Bea Sweet

11. Phases of Case Management Intervention
DISENGAGING
COORDINATING
ACCESSING RESOURCES
PLANNING
ASSESSING
ENGAGING
Start
Anne Adams and Bea Sweet

12. Part Two Partnership: The Essential Case Management Relation
Establishing and maintaining a partnership with participants should be both the initial and sustaining focus and function of the case manager/participant relationship
Anne Adams and Bea Sweet

13. Partnership: The Essential Case Management Relationship
A dynamic approach to case
management establishes a
partnership with participants
and makes a “demand for
work” at all phases of the
relationship
Anne Adams and Bea Sweet

14. Partnership Expectations Throughout the Case Management Process
ASSESSMENT PHASE – SELF-DISCOVERY
PLANNING PHASE – SELF-PLANNING
IMPLEMENTATION PHASE – SELF-
MONITORING
FOLLOW-UP PHASE - LEADERSHIP
Anne Adams and Bea Sweet

15. Anne Adams and Bea Sweet
Why a Partnership?
Growth and change on the part of the participant is usually required to meet case management goals
Growth and change require the active involvement of an individual
Workers should not be working harder on a person’s life than they are
Anne Adams and Bea Sweet

16. Making a Demand for Work
Start the case management relationship with an explanation of partnership and your expectations
Model the expectation of partnership during the initial interview as well as throughout the course of your work together
Anne Adams and Bea Sweet

17. Making a Demand for Work (cont.)
Be prepared to define the participant’s work throughout the process
Do not accept failures to produce
Do not advance when work has not been completed
Anne Adams and Bea Sweet

18. Partnership in Assessment
During the assessment phase of case management, participants should be encouraged to engage in self-discovery.
This can be an individual or group experience.
Exercises and inventories can be utilized.
Participants start the process of determining where they are trying to go.
Anne Adams and Bea Sweet

19. Anne Adams and Bea Sweet
About Assessment
Assessment is the foundation of the case management process
The quality of the assessment affects the quality of service delivery and the prospects for successful intervention and problem-solving
Anne Adams and Bea Sweet

20. About Assessment (cont.)
A specific and individualized plan of action is the first tangible outcome of the assessment process
Assessment, as with all case management processes, should be conducted in partnership with a program participant
Anne Adams and Bea Sweet

21. PRINCIPLES OF EFFECTIVE ASSESSMENT
Develop an assessment strategy
Use a comprehensive, exploratory approach
It should be an on-going process where progress can be measured
Anne Adams and Bea Sweet

22. PRINCIPLES OF EFFECTIVE ASSESSMENT (cont.)
Assessment procedures and instruments should be valid and reliable for the programs’ participants and related decision-making.
The conditions of assessment administration should never adversely affect performance.
In addition to formal assessment processes, authentic assessments should be embedded within program activities.
Anne Adams and Bea Sweet

23. COMPONENTS OF A COMPREHENSIVE ASSESSMENT
Identify strengths and assets, abilities, aptitudes, interests, occupational and employability levels.
Assess barriers that interfere with participation on a continual basis
Determine the need for and provide supportive services
Anne Adams and Bea Sweet

24. Anne Adams and Bea Sweet
Components (cont.)
Use a Variety of Methods and Tools:
dialogue
structured questioning
observations
self-assessment checklists
structured worksheets
Internet resources
formal, standardized tests
Anne Adams and Bea Sweet

25. ASSET-BASED ASSESSMENT
FOCUSING ON STRENGTHS IS MORE THAN JUST A NOTION!
BOTH THE WORKER AND THE PARTICIPANT MUST SEE THE PARTICIPANT AS CAPABLE OF ACHIEVING THE GOALS.
(SEE ACCOMPANYING HAND-OUT)
Anne Adams and Bea Sweet

26. UTILIZING A DIALOGUE APPROACH
Learning about another’s position cannot be passive. Active learning requires empathetic feeling for the viewpoints of others and a genuine desire to want to know.
This requires questions – some designed to gain a broad outline, others to identify specific details.
Anne Adams and Bea Sweet

27. UTILIZING A DIALOGUE APPROACH (cont.)
Avoid an interrogatory approach.
Give the participant the time and opportunity to tell you their story.
Ask purposeful open-ended questions that encourage the participant to share their thinking and perspectives.
Anne Adams and Bea Sweet

28. Partnership in Planning
The ISS, IEP, or EDP document that planning has taken place
Participants need to be active in the planning process and that process begins with a blank piece of paper
Best practice research shows that achievement of goals requires participants to assume “ownership” of their plan
Anne Adams and Bea Sweet

29. Partnership in Implementation
When participants assume personal responsibility for plan implementation, workers can determine with accuracy the participant’s progress towards goal attainment
Anne Adams and Bea Sweet

30. Anne Adams and Bea Sweet
Documentation
Document participants’ progress through detailed but concise case notes and other requirements of data entry
Anne Adams and Bea Sweet

31. Anne Adams and Bea Sweet
RECORD KEEPING
If it is not recorded,
it did not happen!
Anne Adams and Bea Sweet

32. Anne Adams and Bea Sweet
Case Records
The case record is the primary focal point for accountability to the participant and to the organization
Anne Adams and Bea Sweet

33. Anne Adams and Bea Sweet
EFFECTIVE CASE NOTES
Accurate
Timely
Sequential
Tell a story
Anne Adams and Bea Sweet

34. MANAGEMENT INFORMATION SYSTEMS (MIS)
The nature and complexity of problems are anecdotal until there is sufficient evidence of quantity and similarity.
Social problems require systemic solutions or they will continually repeat and have the potential to escalate.
Anne Adams and Bea Sweet

35. MANAGEMENT INFORMATION SYSTEMS (MIS) (cont.)
Excellent aggregate data serves:
Participants
Case Managers
Organizations
Social Systems
Anne Adams and Bea Sweet

36. Partnership in Follow-up
If a partnership is established and maintained throughout the case management process, follow-up will be natural, personal, and can even be participant managed.
Anne Adams and Bea Sweet

37. Partnership in Follow-up (cont.)
Participants can and should assume leadership roles during the follow-up phase. When they do, it validates their growth and offers additional training for 21st century workforce expectations.
Anne Adams and Bea Sweet