Case Analysis Portfolio

Running head: CASE ANALYSIS PORTFOLIO
Welcome
To
Greenway
Elementary
CASE ANALYSIS PORTFOLIO 2
Case Analysis Portfolio
Dana Burch
Dr. Townsend
March 2, 2017
Johnston C. Smith University Metropolitan College

TABLE OF CONTENTS
PART 1 WORKER’S PROFILE
About our School
Mission Statement
Goal of the School
Service School Provides
Clientele School Serves
Position /Role of the Social Worker
Theoretical Framework Worker Utilize
PART 11/ CLIENT ASSESMENT
Client’s Identifying Information
Reason for Referral & Referral Source
Informed Consent
Client View of the Problem
Precipitating Factors
Clinical Diagnosis
Development stage
Strengths/ Limitations
Systems
Plan of Action
Social Work Values
Ethical Issues
Evaluation Plan
GENOGRAM
JOURNAL/PROGRESS NOTE #
TERMINATION
Agency
Greenway Elementary School staff knows that all children can learn and succeed. As
avenues to that success, we provide high-quality instruction while simultaneously
creating a classroom environment that engages students. We build a community of
learners with a passion for touching lives. You find true differentiation as we meet the
academic needs for all of our children. We welcome our students and their families
maximizing the opportunity to build relationships!
Mission Statement
The mission statement of the Greenway Elementary School is to promote opportunities
for all students to achieve to their maximum potential in all aspects of life- academic,
social, emotional and physical for the purpose of educating the whole child. To focus our
institution and resources to equip students with skills and character that will serve as
building blocks to become effective leaders. To promote instruction and support to meet
the needs of diverse learners in our school community. To educate every student with
respect-maximizing their strengths and talents, honoring their beliefs and working
collaboratively to overcome their challenges.
Goals of Greenway Elementary
All students will successfully complete rigorous and relevant coursework that will
prepare them for their future. Through increasing opportunities for choice, students will
be able to customize learning opportunities to meet their unique needs and develop
creative thinking. Provide a safe and supportive environment for all, with an emphasis on
positive, strong, healthy relationships. Empower families and the community to be full
partners in students’ educational success. Demonstrate accountability to our community
by providing a quality education based on local standards, while meeting state and federal
targets.
Service’s Greenway Elementary Provides
At Greenway Elementary School we provide high-quality instruction while
simultaneously creating a classroom environment that engages students.
Clientele Greenway Elementary Serves
Grade levels: K-6 Number of students: 410
Position/Role of Social Worker
At Greenway Elementary, the School Social Worker position is to provide extensive
social work services to students, school staff and parents. The role of the school social
worker as outlined in the SSWAA School Social Work National Practice Model includes:
• Group counseling
• Social skills
• Individual
(SSWAA, 2013)
Theoretical Framework
The Theoretical Framework the School Social Worker at Greenway Elementary
School will utilize is the Cognitive Behavior Theory also known as CBT. The CBT
is about recognizing how unhelpful behavior and patterns of thinking destroys ones
modes of thinking and seeks to replace them with helpful thinking patterns
(Phetrausuwan, Miles & Mesibov, 2009, p. 206).
This theory focuses on how negative thoughts results in negative feelings and
negative behaviors. The application of this theory can be seen in how a school
social worker tries to identify the thoughts that trigger certain behavior and feelings
in this client and how well they can replace those emotions with positive ones
(Phetrausuwan, Miles & Mesibov, 2009, p.206).
The CBT will be used to assess and intervene by the School Social Worker to work
together with the client to identify unhelpful patterns of thinking and behavior
(Phetrausuwan, Miles & Mesibov, 2009). For example, the client noticed the
negative things such as getting into his Aunt Jo face and screaming, “You’re the
meanest person in the world and I hate you! Client doesn’t notice the positive
things. Client has difficult sitting still, constantly moving around, by getting out of
his seat, talks excessively without permission during class, and often has a quick
temper. Client often hits and shove others when he become anger or frustrated.
Using CBT, the Social Worker and client will look at how thoughts and behaviors
impact his feelings. For example, the client believes that nothing will work out for
him in life, he withdraws from others which lead to feelings of anxiety and anger.
A technique used to help the client in CBT is to focus on changing the client’s
behavior by changing his thoughts and feelings. For example, deep breathing
relaxation techniques can significantly reduce feelings of anxiety/anger
(Phetrausuwan, Miles & Mesibov, 2009).

Client Identifying Information:
Identification: 8 year old, African American, Male
Medical Conditions & History: Ct. was born at 37 weeks, weighed 6lbs, and
was born with jaundice.
Current Medications: Aunt Jo to email list
Substance Use: N/A However Biological Mom used
substance extensively.
Family History: Client has experienced a loss of his
Biological Mother & Grandmother
Social History: Client has been bullied extensively in
school.
Educational History: Currently on 3rd grade level in elementary
school but in self-contained classroom.
Client has documented learning disabilities
especially in reading. He has extensive peer
issues at school and seems to need
assistance in appropriate skills relating to
peers.
Legal History: N/A
Other Information: Client supposedly gets bullied extensively
by kids at school. Aunt Jo reports that kids

put salt in his food and milk. Symptoms
include: intermittent aggressiveness,
concentration problems, school problems,
peer problems, problems going to sleep, puts
nonfood items in mouth, issues with
socialization, doesn’t make good eye
contact, isolates in his room at home. Client
was adopted via DSS in a relative placement
situation due to his Biological Mom issues
with drugs while pregnant with this child.
Reasons for Referral:
Client was referred to school social worker by a DSS worker, Crystal Chambers. Client
was referred because he reportedly has behavioral issues at home and school. To
behaviors include: suspension for disrespecting the teacher by using profanity and being
disruptive in class, by talking out loud and getting out of his seat without permission.
Client often hits and shove others when he becomes anger or frustrated. Client is
interrupting others and has trouble waiting for his chance to undertake a task. Client
screams at Aunt Jo at home if he doesn’t get his way.

Confidentiality Guidelines
Your confidentiality as a student is important to us! In our school office, what is said
here, stays here, with the following exceptions, as required by law and/or ethical
standards:
1. Harm to self or others This could include things like a suicide attempt or plan, cutting
or other self-injury, eating disorders, addictions, fighting or other physical violence,
illegal behaviors, threats, etc. -- anything that puts your health or safety, or someone
else's health and safety, at risk.
2. Abuse or neglect If you talk with one of us about abuse (physical, emotional, verbal,
sexual, or other abuse), whether to yourself or to another minor, we are required by law
to report it to Child Protective Services, and possibly the police. If you tell us about an
abuse case that's already been addressed by CPS or the police, we still may need to make
a call to double check.
3. Court or other legal proceedings. By law, if we are subpoenaed (required by law to
attend a hearing or other court proceeding), we cannot guarantee that your information
will be kept confidential. We will always do our best to reveal as little as possible in a
legal setting, but we must cooperate with the police, CPS, and the courts.
If there is ever a need to reveal information, we will let you know in advance, and work
with you to handle the situation in a way that respects you, your feelings, and your needs.
I have read and I understand the department’s confidentiality guidelines and exceptions.
Student Signature ____________________________ Date
Parent/GuardianSignature___________________________Date _______
Confidentiality Guidelines
Your confidentiality as a student is important to us! In our school counseling office, what
is said here, stays here, with the following exceptions, as required by law and/or ethical
standards:
1. Harm to self or others
2. Abuse or neglect
3. Court or other legal proceedings
If there is ever a need to reveal information, we will let you know in advance, and work
with you to handle the situation in a way that respects you, your feelings, and your needs.
Client’s view of the Problem:
Client states it’s difficult at times to understand when things are explained to him because
it’s hard to focus in class because the other kids picks on him. He stated, that he is
embarrassed that he cannot read as well as other students or fully understand the teachers
when they speak to him so he just tunes them out and lose focus. Client stated he
becomes angry at home and school because no one listens to him.
Precipitating Factors:
Client is an 8 year old male, in the 3rd grade at Greenwood Elementary School. Client
reportedly has behavioral issues at home and school. For example, at school client is
disruptive, out of seat, lack of productivity, rudeness, and disrespect toward teachers. At
home the client fails to bring home homework, rarely initiated homework, client bit, hit
and kick’s his Uncle Lou. When Aunt Jo attempt to discipline him, client screams at his
Aunt Jo and then would do the opposite of what she told him to do. Client is reported to
make up stories about other kids and gets into fights with other students. Client is getting
bullied at school, has concertation problems, and doesn’t make good eye contact. Client
has difficult learning and would get frustrated easily. Client will say things like ‘I don’t
want to go to school because I don’t like it”.
The client’s problem have the potential to be long term as a result of his clinical diagnosis
of Attention-Deficit/Hyperactivity Disorder. In addition, the client has concertation
problems and don’t follow instructions and would get distracted easily. Client has a
supportive Aunt who is willing to provide both emotional and financial support.
Clinical Diagnosis:
314.01 Attention-Deficit/Hyperactivity Disorder (ADHD)
The most commonly diagnosed childhood disorder among students is Attention Deficit
Hyperactivity Disorder, also known as ADHD (Kronenberger & Meyer, 1996). ADHD is
marked by developmentally inappropriate inattention, impulsiveness and motor
hyperactivity (Rosenhan & Seligman, 1995). In general, ADHD is defined by the
presence of socially disruptive behaviors, either attentional or hyperactive, before the age
of seven, which persist for at least six months (Sue, Sue, & Sue, 1997). Characteristics of
children who suffer from ADHD primarily include inattention, impulsivity, and deficits
in rule-governed behavior, not the restlessness or squirminess that has often been the
focus of adults’ concern. Those identified as having ADHD may show difficulty in
focusing and sustaining attention, controlling impulsivity, and showing appropriate
motivation (Kauffman, 2001).
Client was first diagnosed with Attention Deficit Hyperactivity Disorder at the age of six
years old. Client often became overwhelmed and frustrated with others by hitting, kicking
and shoving others. The client is also easily distracted by irrelevant information when
undertaking tasks and is always forgetful when on instructions given within a short
duration of time. The client is interrupting class by not raising his hand to speak out loud
and has trouble waiting for his chance to undertake a task. Client’s current diagnosis of
Attention Deficit Hyperactivity Disorder seeks to explain client’s lack of interest and
inability to achieve the highest level of functioning.

Development Stage of Client
Client was born at 37 weeks and weighed 6 pounds 13 ounces via C-Section. When he
was born he had jaundice and was kept in the hospital for a week for treatment. Client
was breast fed until he was nine months old without issues. He first walked at 16 months,
talked at the age two and potty trained at age three. Client was not told by anyone
whether he was delayed or advanced in his development that he can remember. Client
thinks that his development is normal. During this stage of life, client express his
independence by talking back and being disobedient and rebellious. Client is able to
count to 30 and can read simple sentences. Client is still working on spelling and
grammar. Client is able to tie his shoe laces and enjoy playing his video games and
building Lego’s. Client development is not normal for an eight year old due to his
learning disabilities.
Strengths/Limitations:
Client enjoys his own company, and can spend time alone. Client is slow to warm up to
others and doesn’t feel comfortable interacting with new peers. Client is the fastest kids on
the playground when it’s time for recess! Client can run, jump, climb, and disappear quicker
than any kid in the 3rd grade. Client likes to play video games and build Lego’s. Client’s
limitations are being able to communicate/interact with others and eye contact.
Client Systems
Aunt Jo & Uncle Lou – Provide emotional and financial support for client.
Brother - Provide emotional support for client
Cousins - Provide emotional support for client
Teacher - Provide a safe and learning environment for the client
Pastor - Provide spiritual and emotional support for the client
School- Provide emotional support for client

Action Plan
Social Worker and client have identified the following problems and have determined that
these were the areas that we need to address in order to empower the client to achieve his
highest level of following:
Client Problems
1. Interaction with others
2. Behavior issues at home and school, examples such as screaming at Aunt Jo when not
getting his way, being disruptive in class, getting out of seat without permission.
Needs
1. Client needs to learn healthy social skills.
2. Client needs anger management.
Pros Cons Strengths
Mico Patterns of Can be treated Inability to Good physical

behavior, over a period adjust to health
interaction with of time. others.
peers.
Mezzo Support group Emotional Willingness to Aunt Jo

of support assist. involved in the
teachers/family. treatment.
Macro Advocate for Passion for Fewer Attend school

more special each student resources daily and client
need teachers. with behavioral like’s recess.
issues.
Goal # 1
1. Client will decrease anger outburst
Objective: Client will count to 10 before reacting, Client will take deep breaths when
he feels himself getting angry. Client will follow directions and listen.
Goal #2
Client will learn and use social skills to improve communication with others
Objective: Client will provide eye contact to others, Client will initiate
communicative interactions with others by asking questions. Client will engage in
conversational turn taking with others.
Action Steps
Who Will do What By When Evidenced by
Client Decrease weekly Not yelling, screaming at home, ask
anger for permission to get out of seat at
outburst school, and will not be disruptive in
behavior class.
Client Lean healthy Weekly Provide eye contact to others in
social skills conversations, ask questions when
needed, client will engage in turn
taking with others.

Social Work Values
As a Social Worker at Greenway Elementary School, we provide social justice to the
client by empowering, motivating and providing free resources. Social justice is the view
that everyone deserves equal economic, political and social rights and opportunities
(NASW, 2008).
Integrity means acting honesty, responsibly and ethically at all times (NASW, 2008).
Integrity relates to social work because as a social worker this value will make the social
worker capable to establish a good rapport with the client. The client will trust and be
more likely to divulge information that can be helpful towards his assessment. Also it
will facilitate the process of properly following and implementing privacy and
confidentiality in the NSAW Code of Ethics.
Competence means that you're continually striving to improve your knowledge and to
make meaningful contributions to the profession (NASW, 2008). Competence is an
important personal value that is congruent as it relates to social work and the NASW
Code of Ethics. The Social Worker strive to be competent by absorbing and sharing
important information. Competence allows the social worker to provide appropriate
services by exercising careful judgment and making responsible measures to ensure
competence and protect the client from any harm.

Ethical Issue
Possible ethical issue that may arise in this case is the school social worker being aware
of their cultural biases and values and not imposing them on the client. Social worker
should develop an understanding of how cultural biases can impact the client and his
family. Also, another ethical issue that may arise is confidentiality. The school social
worker need to develop trusting relationships with clients, and an understanding of
confidentiality in communications and discussions helps built trust. However, school
social workers are sometimes obligated to break confidentiality under circumstances
where the law or professional ethics require it. They may also breach confidentiality to
family members or appropriate third parties in instances where it would ultimately be in
the best interests of the client or when they are required to do so by law. For instance, if
the client is threatening to harm him or others medical authorities may have to be
notified.
Evaluation Plan
Task-Achievement Scale
Task Degree of Achievement Rating
Decrease anger behavior Client has been completing 3

deep breath techniques and
counting to 10.
Client has been keeping a 2

diary (journal) and writing
about negative emotions.
Learn healthy social skills Client has been providing 3

eye contact to others, client
has been asking question
when needed.
Attend Social skills training Client has been attending 4

group at Greenway social skills group training
Elementary School for one hour on a weekly
provided by Social Worker basis for six weeks, to
reduce disruptive and
negative behaviors.
Total Points =12
Percent = 90%
Key
4= Completely Achieve
3=Somewhat Achieve
2=Somewhat Achieved
1=Not likely Achieved

Genogram
Grandparents Grandparents
Peter died Kathy

Billy Joe Mary died in
in 2000
died in Ann Died 1998
2010 2016
Mother Aunt
Ann
Aunts/Uncles Father Aunt
Died 2016 Betty
living
Aunt Jo Uncle Barry
Lou died
Living Living unknown
Living
L
Cousins Patient Sibling
Cousin
Jeffrey
living Brother
Cousin Joseph (Client) Antonio
Tommy
living living living
Genogram Key Symbol Relationship is Poor/Distant

Relationship is Close/Best Friends
Male
Female
Dead
Alive
Client Information Provider Information
Name: Joseph Perry Name: Greenway Elementary School
Record Number: 9805552212 Worker Name: Dana Burch
Worker Role: Social Worker
Date: 1/23/17
Time: 11:00am- 11:45am
Progress Notes
Social Worker met with client Joseph Perry for intake assessment. Client is an 8 year old
African American, male in the 3rd grade. Client was referred to Greenway Elementary
School Social Worker, by DSS worker, Crystal Chambers. Referral was initiated because
client is having behavioral issues at home and school, such as yelling, screaming, being
disruptive in class, hitting and shoving others.
Social worker discussed agency services with client and it was decided that the social
worker could meet client’s needs. Social worker discussed client expectations of services
and agency expectations with client. Client was informed of confidentiality policy and all
required paper work was signed by client and Aunt Jo. Client will return on 1/30/2017, at
12pm for a full assessment.

Journal Note
Before the conversation with the client, I was nervous. However, shortly into the first
conversation I realized that this would be much easier than expected. I learned how to
effectively interact with the client. I discovered that the most important aspect of the
conversation was not what I had to tell the client, but rather it was to listen carefully to
what the client had to say. During the first session, I wondered how I was supposed to
empathize with the client whose situation I could not relate to, but I found that it was easy
to do if I just listened to client.
.
Date: 1/30/17
Time: 11:00am- 11:45am
Progress Note
Client and social worker met and discussed client current needs such as behavior issues
displaying at home and school. Social worker worked with client to identify the problems
such as, screaming at home when not getting his way, getting out of his seat in class,
being disruptive in class problems. Together client and social worker devised a plan of
action to address these needs.
Social worker and client decided that the client needed to decrease anger by counting to
10. Client and Social worker also decided that the client needed to work on healthy social
skills by providing eye contact to others and to ask questions when needed.
Journal Note
I feel more relaxed than the first meeting. I was anxious to get the session over because I
was hungry and ready to go home to relax.

Date: 2/6/17
Time: 11:00am- 11:45am
Progress Note
Client made significant gains during the course of each session and reported being
satisfied with his progress. Early on, he came to appreciate and value his capacity to
express his behavioral thoughts and feelings when feeling entitled to do so. The client
was also able to use the space of the CBT to explore the factors that had been preventing
him from making decisions in this regard. The behavioral and cognitive interventions
appeared to adequately address the client’s difficulties with anger management and social
interactions with peers, both of which were fully resolved by the end of treatment.
Overall, the client’s behavior and social skills appeared to improve over the course of
sessions.
Journal Note
I was feeling a sense of pride and accomplishment over a “job well done,” as well as
some sadness over the fact that the client and I, were no longer going to be working
together.
Date: 2/13/17
Time: 11:00am- 11:45am
Progress Note
The client experienced significant improvement and gains throughout each session. He
expressed the wish to terminate treatment based on feeling satisfied with his level of
improvement. A termination date was set for February, 13 2017. The client express his
appreciation for our work together and said good-bye as he walked out the office door.
Social worker will follow-up in 6 months, the client was informed he is free to contact
the social worker in the future if needed.
Journal Note
I had the feelings of peace and happiness while completing this session. Satisfaction is
the feeling!
Termination
Based on the Task Achievement Scale client has achieved 90% of objectives as outlined
in action plan. Client a social worker discussed at beginning of plan implementation that
they would meet for at least 6 weeks as long as the client had accomplished at least 85%
of stated goal tasks and service will be terminated.
Client has demonstrated success by decreasing anger outbursts. Client stated his anger
has improved, he was no longer scream at his aunt when didn’t get his way. Client stated
he was much calmer. Client is able to interact with peers by using healthy social skills
such as eye contact, and able to communicate with others positively by using verbal and
nonverbal communication, such as waving his hand, nodding his head and saying uh
hmm when someone speaks to him.
Social worker will follow up with client in six months to identify the areas of continuous
growth.
References
Carlson, N. R. (2007). Physiology of Behavior (9th ed.). United States of America:
Pearson Education, Inc.
Kronenberger, W.G., & Meyer, R.G. (1996). The child clinician’s handbook. Needham
Heights, MA: Allyn & Bacon.
National Association of Social workers. (2008). Retrieved March 2, 2008, from
http:www.socialworkers.org/pubs/code/code.asp
Phetrasuwan, S., Miles, M., Mesibov, G., & Robinson, C. (2009). Defining autism
spectrum disorders. Journal for Specialists in Pediatric Nursing, 14(3), 206-209.
Rosenhan, D.L., & Seligman, M.E.P. (1995). Abnormal psychology (3rd. ed.). New
York, NY: Norton.
School Social Work Association of America. (2013). SSWAA’s organizational mission
statement. Retrieved February 5, 2017 from http://www.sswaa.org/

Sue, Sue, & Sue. (1997). Understanding abnormal behavior (5th ed.). Boston, MA:
Houghton Mifflin.
Thies, K. M., & Travers, J. F. (2009). Growth and development through the lifespan (2nd
ed.). Sudbury, Massachusetts: Jones and Bartlett.
.

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Running head: CASE ANALYSIS PORTFOLIO

Case Analysis Portfolio

Johnston C. Smith University Metropolitan College

PART 1 WORKER’S PROFILE

About our School

Goal of the School

Service School Provides

Clientele School Serves

Position /Role of the Social Worker

Theoretical Framework Worker Utilize

PART 11/ CLIENT ASSESMENT

Client’s Identifying Information

Reason for Referral & Referral Source

Client View of the Problem

Social Work Values

avenues to that success, we provide high-quality instruction while simultaneously

creating a classroom environment that engages students. We build a community of

maximizing the opportunity to build relationships!

The mission statement of the Greenway Elementary School is to promote opportunities

collaboratively to overcome their challenges.

Goals of Greenway Elementary

partners in students’ educational success. Demonstrate accountability to our community

Service’s Greenway Elementary Provides

At Greenway Elementary School we provide high-quality instruction while

simultaneously creating a classroom environment that engages students.

Clientele Greenway Elementary Serves

Grade levels: K-6 Number of students: 410

Position/Role of Social Worker

At Greenway Elementary, the School Social Worker position is to provide extensive

The Theoretical Framework the School Social Worker at Greenway Elementary

(Phetrausuwan, Miles & Mesibov, 2009, p. 206).

(Phetrausuwan, Miles & Mesibov, 2009, p.206).

relaxation techniques can significantly reduce feelings of anxiety/anger

(Phetrausuwan, Miles & Mesibov, 2009).

Client Identifying Information:

Identification: 8 year old, African American, Male

was born with jaundice.

Current Medications: Aunt Jo to email list

Substance Use: N/A However Biological Mom used

Family History: Client has experienced a loss of his

Biological Mother & Grandmother

Social History: Client has been bullied extensively in

Educational History: Currently on 3rd grade level in elementary

school but in self-contained classroom.

Client has documented learning disabilities

especially in reading. He has extensive peer

issues at school and seems to need

assistance in appropriate skills relating to

Legal History: N/A

Other Information: Client supposedly gets bullied extensively

by kids at school. Aunt Jo reports that kids

put salt in his food and milk. Symptoms

include: intermittent aggressiveness,

concentration problems, school problems,

peer problems, problems going to sleep, puts

nonfood items in mouth, issues with

socialization, doesn’t make good eye

contact, isolates in his room at home. Client

was adopted via DSS in a relative placement

situation due to his Biological Mom issues

with drugs while pregnant with this child.

Reasons for Referral:

screams at Aunt Jo at home if he doesn’t get his way.