Campbell Family and Client Interventions

QUESTION

Case Study, Campbell Family
Steven has three children: Michael, Tora and Madee Campbell. The family were living in Geelong and had been
referred to an agency in Geelong by ChildFIRST for family support following the death of the children’s mother, May,

three years ago. The family moved to Melbourne six months ago and have again been referred to Child FIRST, this
case has just been picked up by CityCare.
Steven has a mental illness that needs treatment. He hasn’t followed up treatment in Melbourne and has not been
taking his medication. You decide he is in a crisis, and he needs immediate medical attention; and emergency
services are called. Emergency services informs you that Steven needs intensive, inpatient treatment, followed by
outpatient care. May’s brother and his family live in Albury, and the extended family live in Myanmar.
You have worked with the Department and it has been determined that the children should be placed into a
voluntary out of home care placement with their aunt Shauna (Stephen’s sister), in their Melbourne home. Steven
had agreed to the voluntary out of home care for Michael, Madee, and Tora. It is expected that this will be required
for 6 months. This is your first visit to with Campbell family.

Michael
Michael is 13 years old, is neurodiverse and has a formal diagnosis of Autism. He is receiving NDIS support.
Michael is really good at computer games and has a special interest in maps. Michael attends a specialist school, he
can communicate effectively with tools such as bear cards and is an active participant at sports events.
Michael experiences some challenges with his social skills and can become anxious when meeting new people, or
when introduced to a new environment as he likes having known routines. Michael can’t tolerate loud sounds, such
as a ringing telephone or alarms.
Michael’s younger sisters constantly tell him he’s ‘weird’ and yell at him if he tries to go into the bathroom when
either one of them are in the bath or shower. Michael can get frustrated and upset when they don’t understand his
needs and has shoved his sisters in the past.
At school, the staff have reported that Michael occasionally demonstrates challenging behaviour when transitioning
from one activity to another. Michael can get frustrated if his routine is altered, recently he kicked another student
and damaged their artwork. Michael hasn’t been to school for a few weeks because Steven finds it difficult to get
him ready

Tora and Madee
Identical twins Tora and Madee are 11 years old.
They haven’t had medical or dental checks for at least 12 months. Tora and Madee have largely been caring for
themselves, Michael and Steven for several months. Because of Steven’s illness, they have been doing the shopping,
and cooking, and their diet is poor. The twins say Michael starts throwing things if he doesn’t get fed at 7:00 pm.
Even when Steven was feeling well, his focus was largely on Michel and his behaviour, and the twins have missed out
on guidance about things such as hygiene and coping with physical changes.
Michael is much taller than them and strong for his age and hurts Madee and Tora when he shoves them. They say
it’s creepy how he is always trying to come into the bathroom when they are bathing or showering. They spend a lot
of time in their bedroom listing to music. School attendance has been irregular, and they are just at developmental levels expected for their age. Tora , who is
much quieter than Madee, is experiencing bullying by two other children at school.
Tora and Madee have little contact with other children and adults outside of school. They have only met their aunt
Shauna once as Steven has been unwell and has been scared that Shauna would report him to Child Protection if she
saw how they lived.
Madee said she used to play soccer and would like to again. Tora likes to sing and dance but is lacking in confidence.
The family has not participated in any formal religious activities but they do celebrate Christmas and Easter. The
twins say they used to celebrate Buddhist holidays with their uncle when their mum was alive, but they haven’t seen
their uncle and cousins for a long time. The children only speak Englis

You have reviewed case notes, reports and results of assessments.
Michael, Tora and Madee are doing well.
Michael is getting the supports he needs from a disability agency, is regularly attending school, and his
behaviour at home and at school is manageable.
Tora and Madee are participating in after school activities, including soccer, singing and cultural programs,
and are in contact with their Mother’s family. They are doing well at school and they are in good health. The
bullying Tora experienced at school has settled but she is concerned the children will again target her.
Steven has recovered and is now caring for Michael, Tora and Madee, with support from Shauna. Shauna is
living in her own home.

Questions

1. 1 Analysing goals

A) Describe what type of information you would collect to analyse a client’s achievement in meeting their goals.

B) Describe how you analysed the clients’ achievements in meeting goals described in their Case Plans, with the information provided in the scenario for the task

C) What ongoing intervention is required for Michael and Tora?

2 Reasons for case closure

For each client, list the reasons why their case with City Care’s family services team are to be closed. Provide at least two (2) reasons for each client

3 Negotiating closure and relationships

Children can form strong attachment to case workers.

A) Identify how you can effectively negotiate case closure with Tora and Madee.  answer needs be 30 words or more.

B) If Tora was reluctant to end the relationship, what would you do? Record what you would say to her to respond to the situation and explain what would happen from this point.

4 Closure notification and ongoing support

A) Develop an email to the School Counsellor, notifying her of the decision to close Tora and Madee’s cases and asking for guidance on how to ensure the School Counsellor will continue to work with twins when not part of focused care team. Include the email content in the space provided below.

5 Client reflection

A) Identify at least one (1) method for Michael and Madee to get them to reflect on past interventions and their achievements.

B) Develop two (2) open questions to ask Tora to reflect on past interventions and her achievements.

ANSWER

 Case Study Analysis: Campbell Family and Client Interventions

Introduction

The case study of the Campbell family presents a complex situation involving the children Michael, Tora, and Madee, who have faced significant challenges following the death of their mother and their father’s mental illness. In this essay, we will address several key questions related to the analysis of client achievements in meeting goals, reasons for case closure for each client, negotiating case closure with Tora and Madee, notifying the school counselor about case closure, and promoting client reflection.

Analysing Goals

To analyse a client’s achievement in meeting their goals, various types of information need to be collected. This includes reviewing case plans, progress notes, and assessment results. Additionally, conducting interviews or discussions with the clients and relevant stakeholders such as teachers, therapists, and family members can provide valuable insights. Observations of the clients’ behavior, participation in activities, and overall progress are also essential.

In the scenario, the information provided indicates that Michael, Tora, and Madee are doing well. They are receiving appropriate support from disability agencies, attending school regularly, participating in after-school activities, and maintaining contact with their mother’s family. Their achievements in meeting goals can be analysed by comparing their current status with the goals set in their case plans, considering improvements in their physical and mental well-being, educational progress, social engagement, and overall stability.

Ongoing intervention is required for Michael to support his neurodiversity and ensure his continued progress in managing social challenges and maintaining routine. Tora, on the other hand, may benefit from ongoing support to address any remaining concerns related to bullying and building self-confidence.

Reasons for Case Closure

For each client, two reasons for case closure can be identified based on the information provided:

Michael

Michael’s behavior at home and school is manageable, indicating improved emotional regulation and social skills.
He is receiving the necessary support from a disability agency, attending school regularly, and engaging in activities aligned with his interests.

Tora and Madee

Tora and Madee are doing well academically, participating in after-school activities, and maintaining contact with their mother’s family, demonstrating increased stability and support networks.
The bullying issue has settled, indicating improved social interactions and a safer school environment for Tora.

Negotiating Closure and Relationships

To effectively negotiate case closure with Tora and Madee, it is essential to establish a trusting and supportive relationship with open communication. Assure them that closure does not mean the end of support but rather a shift towards more independent functioning and continued access to resources if needed. Discuss their progress, achievements, and future plans, emphasizing their strengths and resilience.

If Tora was reluctant to end the relationship, it would be crucial to validate her feelings and address any concerns she may have. Engage in an open dialogue to understand her perspective and explore ways to maintain a supportive connection, such as periodic check-ins, referrals to community resources, or arranging occasional meetings to ensure ongoing support and guidance.

Closure Notification and Ongoing Support

[Email to School Counselor]
Subject: Closure of Tora and Madee’s Case – Request for Guidance

Dear [School Counselor’s Name],

I hope this email finds you well. I am writing to inform you that we have made the decision to close the case of Tora and Madee Campbell, effective [date]. Over the past few months, they have made significant progress and demonstrated positive outcomes in various areas of their lives.

We greatly appreciate your support and collaboration in providing guidance to Tora and Madee during their time with our family services team. As we move forward, we recognize the value of maintaining their connection to the school community and ensuring their continued growth and well-being.

We kindly request your guidance on how we can ensure that Tora and Madee receive ongoing support from the school, even though they will no longer be part of our focused care team. Your insights and suggestions on strategies to promote their educational success, social integration, and emotional well-being would be highly appreciated.

Thank you for your continued commitment to the well-being of our students, and we look forward to your valuable input in facilitating a smooth transition for Tora and Madee.

Warm regards,

[Your Name]
[Your Designation/Role]
[Contact Information]

 Client Reflection

To facilitate reflection in Michael and Madee, engaging them in activities such as journaling, artwork, or creating visual timelines can provide an opportunity for self-reflection and exploration of their past interventions and achievements. Encouraging them to identify and express their feelings, challenges, and successes can enhance their self-awareness and promote a sense of accomplishment.

Open-ended questions to ask Tora for reflection

“As you look back on the support and interventions you received, what are some positive changes or improvements you have noticed in yourself?”
“How have your experiences and interactions with others influenced your personal growth and development?”

By posing these questions, Tora can reflect on her journey, acknowledge her progress, and gain insight into the ways she has overcome challenges and developed resilience.

Conclusion

The case study of the Campbell family highlights the importance of analysing client achievements, negotiating case closure, and maintaining ongoing support. Through comprehensive assessment, effective communication, and collaboration with various stakeholders, professionals can ensure positive outcomes and promote the well-being and growth of individuals and families in need of support.