The client is a university student experiencing extreme anxiety and depression about her school life. The four case management tasks will be used to help the client. The case plan will include aiding the client to identify her aspirations, which will involve critical thinking about what she is enthusiastic about, creating a service plan on how to accomplish her tasks and goals on time, linking the client to all necessary services, and monitoring the client’s progress by regularly checking on her.
The first step in any case plan is to assess the client’s needs. The client may want to stay in school and get good grades, or she may decide that she needs to take a break from school. Either way, a counselor will help the client identify her goals and develop a plan to achieve them. In this case, the client is experiencing extreme anxiety and depression about her school life. It is critical to identify the source of anxiety and depression and assist the student in developing a support system through family, peers, or a consultant.
Additionally, assess the severity of the client’s symptoms and identify any factors contributing to the client’s distress (Hoge, 2020). The counselor will also want to assess the client’s support system and resources. The client’s needs will be assessed using various methods, including a clinical interview, psychological testing, and self-report measures. Based on this assessment, it would be identified that the client needs help, minimizing her distress, adjusting to her school routine, and adopting a positive mindset in life.
The second step in the case plan is to develop a service plan which will include the client’s goals, the services the client will need to achieve those goals, and the timeline for achieving those goals. In this case, the client’s goals may include staying in school, getting good grades, or managing her anxiety and depression. The client’s services to achieve these goals may include individual therapy, group therapy, medication management, and academic support. The timeline for achieving these goals will be based on the severity of the client’s symptoms and the client’s ability to cope with her school life accordingly. The student can be advised to set attainable goals and consider taking steps toward accomplishing them.
The third step in the case plan is to link the client to services. This may include referrals to mental health providers, academic support services, and community resources (Snell & Morris, 2018). The case manager will also provide the client with information about the services and resources available to her. In this case, the client may be linked to individual therapy, group therapy, medication management, and academic support. The counselor will also provide the client with information on local facilities, such as support groups and crisis services. Linking the client to services and resources will give her an opportunity to get the help she needs to assist her in concentrating on her academics hence, improving her grades in school.
The fourth and final step in the case plan is to monitor the client’s progress. This step may include meeting with the client regularly, checking in with the client’s therapist or psychiatrist, and reviewing the client’s progress in therapy (Karl & Weed, 2018). In this case, the case manager will meet with the client regularly to check in on her progress and ensure she gets the help she needs. The case manager will also check in with the client’s therapist or psychiatrist to review her progress in therapy. Monitoring the client’s progress will help the case manager make sure the client is getting the help she needs and make sure she is making progress in therapy.
Hoge, R. D. (2020). The youth level of service/case management inventory. In Handbook of violence risk assessment (pp. 191-205). Routledge.
Karl, J., & Weed, R. O. (2018). Home assessment in life care planning. In Life Care Planning and Case Management Handbook (pp. 787-798). Routledge.
Snell, S., & Morris, S. (2018). Managing human resources. Cengage Learning.