Running head: ASSIGNMENT TWO (PART C)

Assignment: Assignment Two (Part C)

Name: Kate Morden
Instructor: Aurrora De Monte
Course: Case Management COUN 80
Date: Sunday, April 17th, 2016

Running head: ASSIGNMENT TWO (PART C)

Please note that in the following sections Review of Assessment, Review of Goals,
and Review of Treatment Planning, Programming, or Plan of Care the adjustments
that were made from Part B are highlighted in yellow.
Review of Assessment
The child whom I am (co-)case manager for will be referred to as MG. MG is
five years old and is currently in Senior Kindergarten at Prince of Wales Public School.
MG is developmentally delayed as a result of drug use during gestation. She has a strong
risk of having a Learning Disability and Attention Deficit Hyperactivity Disorder, though,
as yet has not been diagnosed. MG requires psychiatric medication (Antipsychotics) in
the morning and at night to assist her in: reducing some of the symptoms she experiences,
increasing her concentration, sleep and appetite, and balancing her emotions.
MG is developmentally delayed, and thus, has not been reaching the expected
developmental milestones within her age range. Physical signs, such as gross motor
skills, are one component that demonstrates MGs developmental delays. MG walks and
runs clumsily, often losing balance, tripping, falling, or bumping into furniture. In
addition, she experiences difficulty in changing positions, jumping, climbing stairs, and
throwing a ball. While gross motor skills is difficult for MG, fine motor skills such as
holding and manipulating objects, as well as completing daily activities such as eating,
(un)dressing, playing, writing and drawing, is proven to be less difficult; though, it is still
a challenge for her.
MG will have entire days in which she is very angry, upset and defiant, and does
not respond well to any redirection. She will also have good days, in which she requires
less redirection and prompting. Her moods play a big factor in how her day goes. MG

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experiences difficulty in regulating and expressing her emotions in an appropriate

manner. When MG first appears to be angry, upset or frustrated, she will fold her arms,
clench her fists, look down at the floor, growl, yell, or cry. She will often say phrases
such as, You make me angry/sad, Im angry/sad/scared, Im angry at you, I dont
like you, You hurt me, and so on. If the situation escalates, her emotions become more
intense, and her behaviour becomes more aggressive and unsafe. When MG is feeling
highly distressed, she presents behaviours that are of a safety concern, as she can become
verbally and physically aggressive towards self, staff and other students. This is
demonstrated through behaviours such as running away, crawling and hiding under
furniture, throwing objects (particularly shoes and class items), being unaware of
surroundings while moving and striking out, dropping and throwing herself to the ground,
hitting her head, growling, hissing, screaming, crying, stomping, hitting, punching,
kicking, biting and scratching. She may also spit and/or wipe/blow her nose mucus onto
staff when distraught. In addition to these behaviours, MG also frequently plays in mud
and urinates herself while outside during play. This happens, on average, a total of zero to
two times a day, requiring frequent changes of clothing. The frequency of these
behaviours occurs daily at varying degrees, though typically the durations last between
30 seconds to 15 minutes and the intensity is from moderate to severe. These behaviours
are often displayed when MG is triggered. Precipitating factors that trigger MG are
transitions (lining up, cleaning up, getting ready for outside and coming in from outside),
experiencing task frustration, feeling fatigue, and staying with a task/activity for any
length of time. During transitions, MG requires constant redirection and physical

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prompting. Despite these challenges, MG is usually able to calm down, become

emotionally stable, apologize for her behaviour, and transition back into class activities.
MG also requires support and redirection with her academics, as she has speech
and language delays, including a very short attention span. When working on a specific
task/activity, she experiences difficulty understanding and completing the task and/or
staying on task. Thus, she becomes frustrated, does not complete the task, or spends a
very short time on the task, quickly moving to another. MG is always eager to learn,
appears happy when completing tasks (unless tired or frustrated), and has a lively spirit.
Socially, MG struggles with interactive play. Typically, she will play alone or
parallel to someone else, rather than interact and socialize with her peers. Though this is
what she primarily does, upon further observation, MG is, in fact, able to interact and
socialize with her peers during play time on a limited basis, typically in the form of
make-believe play. MG also socializes with a friend outside of school. This friend attends
Prince of Wales P.S. as well. The two of them sometimes get together during recess, but
the majority of their time spent together occurs outside of school, at home, community
events, or activities within the community, such as swimming.
Due to confidentiality reasons, I was unable to complete a thorough family
assessment. From outside sources, however, I was able gain some information regarding
this aspect. It is said that MG lives with her father and does not see her mother. Her
father, however, is not supportive in advocating for her needs (i.e. does not consistently
provide MG with her prescribed medication, lacks cooperation with staff/the school in
regards to ensuring success for MG, etc.). It is also an assumption that poverty and

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perhaps a lack of care may be an issue in this household due to MGs unkempt
appearance (i.e. stained clothing, lack of cleanliness, matted hair, etc.).
Overall, MGs challenges are attention skills, transitions, personal safety, gross
motor skills and expressive language skills. Some of her strengths include: that she is a
kinesthetic learner; musical/rhythmic skills; sensory play (water); and empathy.
Review of Goals
Based on the assessment above, the identified SMART goals to incorporate into
program and planning for MG are: 1) to increase her ability of appropriately expressing
and communicating her feelings prior to emotional outbursts, 2) to decrease the
frequency, duration and intensity of her emotional outbursts, and 3) to reduce the amount
of verbal/physical prompting needed to transition.
To increase MGs ability to appropriately express and communicate her feelings,
she will learn how to: recognize when she becomes triggered, communicate with
someone about it, and cope with her emotions. This will prevent her from having severe
emotional outbursts, and thus, lead to the accomplishment of the second goal, which is to
decrease the frequency, duration and intensity of her emotional outbursts. Lastly, as
transitions are difficult, stressful and anxiety provoking for MG, with the hope that she
will learn new healthy, positive coping skills and experience an increase in her ability to
regulate her emotions (from the first goal), transitions will then become easier. As
transitions become easier for MG, the amount of verbal/physical prompting from staff
needed to transition will thus be reduced.
Upon reviewing the goals identified above, I soon realized that these goals did not
follow the format of SMART goals; the goals that were set were not specific,

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measurable, attainable, realistic, nor timely. For example, I did not include levels for each
of the goals (to ensure that it was specific/measurable), nor did I account for how much
work this would be for a 5-year-old to accomplish (to ensure that it was
attainable/realistic), or the fact that I am there for a limited time (to ensure that it was
timely). Consequently, I changed the original goals to the following: 1) to increase her
ability of appropriately expressing and communicating her feelings (two times a day), 2)
to decrease the frequency, duration and intensity of her emotional outbursts (by ), and
3) to reduce the amount of verbal/physical prompting needed to transition (from 5 and up
times to under 5 times per transition). As you can see, I included levels for each of the
goals, as I had not done so previously. I also changed the wording of the first goal; for
example, I removed prior to emotional outbursts, as this was seemingly too much for
MG to accomplish. For instance, if MG was already struggling with expressing and
communicating her feelings in general, let alone appropriately, then it would be an
unrealistic goal to have her recognize when she becomes triggered, communicate with
someone about it, and cope with her emotions, in an attempt to prevent an emotional
outburst/escalation. Thus, I decided that any appropriate expression and communication
of her feelings was positive, whether this occurred before, during, or after an emotional
outburst, and that the goal was to get MG to accomplish this at least two times a day, one
time being during a check-in with myself.
Review of Treatment Planning, Programming, or Plan of Care
To work on achieving the SMART goals identified above, the plan is to create an
individualized booklet for MG. This booklet will contain the following: a reward system,

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handouts on the Emotional Regulation Zones, including moods and coping strategies,
visuals, and a day planner/schedule.
The plan is to install a reward system with stickers, wherein she earns a sticker for
successfully completing a task and/or transition. These stickers would accumulate until a
pre-determined number has been reached. When this number is reached, she will receive
praise and a desired item/activity, such as water play. There will not be consequences put
into place for this system, other than MG not receiving a sticker and/or prize. This reward
system will provide a sense of accomplishment for MG and help track her days/progress.
When planning this reward system, I was not specific in providing detail of what
was required for MG to earn a sticker; for example, although I stated she would earn a
sticker for successfully completing a task and/or transition, I did not define what this
success would look like. Thus, for the benefit of this child, staff and myself, I made note
of what was required to obtain a sticker no running, crawling or hiding away from
staff/throwing objects/hitting/kicking/punching/biting/scratching/screaming. Although
these arent all of the behaviours that MG partakes in, these are the most prominent
behaviours that she often presents and that are of the most safety concern. Seeing as this
was also a lot to expect of MG, I added another requirement listening to staff/able to
respond to redirection. If, for example, MG was partaking in any of the behaviours
mentioned above, but was able to stop after being instructed to, then this would still earn
a sticker. In addition, it was stated that the stickers would accumulate until a predetermined number has been reached and that when this number is reached, she would
receive praise and a desired item/activity; however, I did not determine this number.
Upon reflection, I decided that this number would be 5 (MG would need to obtain 5+

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stickers out of the ten transitions throughout the day in order to receive praise and a
desired item/activity).
The handouts on the Emotional Regulation Zones will include sheets that
demonstrate pictures of facial expressions and words to describe feelings, and that will
help MG differentiate between the different mood zones blue, green, yellow, red. With
this, I will have MG choose on a daily basis in the morning, mid-day, and afternoon
facial expressions, words and zones that best describe how she is feeling at a particular
moment. This will increase her ability to recognize how she is feeling and become aware
of certain emotions. In addition, this section will include a list of healthy coping
strategies that MG can turn to when/if she is feeling distressed. This will assist her in
learning how to appropriately cope with and express her emotions.
In addition to the individualized booklet, the plan is also to take MG out of class
for 10 to 15 minutes a day to the resource room. Here, I will read social stories to her,
specifically those that emphasize how to deal with conflict, emotions, etc. In turn, this
will model healthy communication, friendships/relationships, coping strategies, problemsolving techniques, and so on; thus, increasing the likelihood of the goals being reached.
To reduce the amount of verbal/physical prompting needed for MG to transition, I
will provide MG with many verbal warnings, while also making use of specific timers, so
that she is well aware of how much time is left before moving onto another activity. I will
also create an individualized, visual day planner/schedule for MG; this will provide her
with a sense of consistency, predictability, safety and comfort.
To continue to evaluate the effectiveness of these goals and to assess MGs
progress, I will partake in observational documentation, such as note-taking of my own

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observations and experiences, and completing charts, such as an Antecedent-BehaviourConsequence (ABC) chart and an Intensity-Frequency-Duration (IFD) chart.
Progress Assessment Procedures
As mentioned above, in the section of Treatment Planning, Programming, or
Plan of Care, I stated that I would evaluate the effectiveness of these goals and assess
MGs progress through partaking in observational documentation, such as note-taking
and completing charts. Throughout my experience of being a (co-)case manager for this
child, I was able to partake in both forms of observational documentations; however, I
found it challenging to obtain accurate results, or a general synopsis of where she was
and the progress shes made thus far, due to the inconsistency of documenting my own
observations. This inconsistency was mainly due to not having enough time to document
what I was observing, as I was often working 1:1 with this child and/or other children
with high needs, and because the classroom ran off of a very busy and highly structured
routine. Thus, there is limited proof of MGs progress, relying solely on the daily/weekly
outcomes of the reward system, and objective observations from staff and myself.
Based on these observations, it was evident that my plan to create an
individualized booklet for MG that contained the following: a reward system, handouts
on the Emotional Regulation Zones, including moods and coping strategies, visuals, and
a day planner/schedule was far-fetched, meaning it was unlikely for MG, including
myself, to successfully complete the activities and goals of this booklet. As a result, I had
to make many changes to the overall plan/booklet.
Firstly, the implementation of the reward system underwent many changes after
experiencing trial and error. The first reward system included the following 10

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transitions: 1) morning transition (arrival into classroom from outside), 2) carpet

time/work, 3) centers, 4) nutrition break/recess, 5) mid-day transition (arrival into
classroom from outside), 6) carpet time/work, 7) centers/gym/library/math, 8) nutrition
break/recess, 9) afternoon transition (arrival into classroom from outside), and 10)
centers. After completing this specific reward system for a few days, I realized that I
needed to add in three more transitions (the transitions that occurred after center times,
numbered 3, 7 and 10, relating to MG cleaning up after an activity). This change only
lasted a couple of days, as staff and I realized that this was too much and too complicated
for MG to understand and follow, and because it was not working. Thus, we broke this
reward system down into three blocks morning block, middle block, and afternoon
block. In each block, there are three columns transition, carpet, and center time. MG is
now receiving either a smiley face or a sad face (as opposed to a sticker) depending on
how well she does during these times; if she obtains 6/9 smiley faces in a day, she
receives a sticker at the end of the day. Since this implementation, she has had both
successful and unsuccessful days, though recently (during the past week) there has been
an improvement of having successful days. This reward system, in addition to providing
MG with constant support, encouragement, recognition and positive reinforcement, is
proving to have somewhat of a positive influence on MGs behaviour. MG is aware of
when and why she should receive either a smiley face or a sad face, and appears to be
eager to receive positive reinforcements (i.e. smiley faces or stickers).
Secondly, after working on the Emotional Regulation Zones with MG, I realized
that this plan was unrealistic, too. For example, I had planned on MG choosing, three
times (in the morning, mid-day, and afternoon) on a daily basis, facial expressions, words

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and zones that best described how she was feeling at a particular moment. To make this
more realistic for her and myself, I changed this to occur once a day. I also had to modify
(decrease) the amount of facial expressions, words and zones that were shown to her, as it
was overwhelming and difficult for MG to understand. For example, we focused
primarily on simple facial expressions/words such as tired, happy, sad and mad, and on
the zones green (feeling and doing well) and red (not feeling and doing well). As well, the
Emotional Regulation Zones provided a section that included a list of healthy coping
strategies. Because there were so many, MG and I focused solely on one healthy coping
strategy to take deep breaths when feeling distressed. While completing this activity,
MG is able to distinguish what mood she is in (out of the ones to choose from), whether
she is in the green or red zone, and why. Furthermore, she needs intermittent reminders to
take deep breaths when feeling distressed, but it has been observed that she has
successfully used this healthy coping strategy on her own.
Throughout my programming for MG, as shown above, I had also planned on
taking MG out of class for 10 to 15 minutes a day to the resource room to read social
stories to her that emphasized how to deal with conflict, emotions, etc. However, after
doing so for about a week, based on my observations and MGs lack of focus, and due to
her developmental delays, I realized that she did not understand the content that was
being read to her. Thus, instead, I used this time to implement educational activities that
would assist her in her academics, such as literacy, writing and math. This occurred for
10 minutes on a daily basis five minutes being dedicated to an educational activity and
two minutes dedicated to a desired item/activity (i.e. a puzzle or sensory toy to play
with), with verbal reminders and the use of a timer. Upon reflection, it appears that this

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work is quite challenging for MG to complete, perhaps due to her developmental delays
and extremely short attention span. She will often lose focus and experience task
frustration; this is demonstrated through sighs, deep breaths, the folding of her arms,
looking down at the floor, or stating, I cant do this. In these times, support and
encouragement is essential, as well as modeling healthy communication that
demonstrates to MG that during these frustrating times, she can ask for help and receive
it. Despite these challenges, with each passing day, MG is becoming familiar with this
specific routine. She is aware that she has the privilege of going to the resource room on a
daily basis (though she is unaware of when this occurs), and that she needs to listen to
staff/myself and complete an educational activity prior to playing. Again, she appears to
be eager just before going to the resource room and happy when she is working 1:1 with
staff, especially when it is time for her reward to play.
Lastly, to reduce the amount of verbal/physical prompting needed for MG to
transition, I stated that I would provide MG with many verbal warnings, while also
making use of specific timers, so that she is well aware of how much time is left before
moving onto another activity. This has proven to be successful, as she often states how
much time we have or how much time we have left, and thus, is more prepared in moving
onto another activity; albeit, transitions are still proven to be of difficulty. I also stated
that I would create an individualized, visual day planner/schedule for MG to provide her
with a sense of consistency, predictability, safety and comfort. This was not done, as the
class already had a large visual day planner/schedule on the chalkboard, and I did not
want to conflict with this, or complicate things further for MG. What I found that

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did/does work for MG is using first-then language (i.e. first, we need to finish this
activity, then, we can play), whether this was done verbally or in the form of visuals.
Case Review Case Presentation Procedures
During the process of my (co-)case-management experience, I was able to
complete and present a case review of my client, MG, to the staff that work directly with
this child (the teacher, Educational Assistant, Early Childhood Educator, and the Primary
SERT of the school). During this case review, I reflected upon my experience as taking
on the role of a case-manager; for example, the challenges that MG and I encountered,
and the strengths that assisted MG and I in overcoming these challenges. I also included a
summary of MGs progress to date based on observations, as well as what has proven to
be both effective and ineffective while working 1:1 with her. Lastly, I presented my ideal
plan to implement in the future in order to continue to support and meet MGs needs, and
asked for further feedback to implement into my own practice (presently or in the future).
While I presented this case review, although I felt anxious, I felt proud of the
work that I had completed with MG, and the contribution I have made to the team thus
far. Reflecting back on previous placements, my communication and engagement skills
were extremely low, and because of this, I was never truly able to fully engage and
intervene with children/youth, or contribute to a team, let alone implement on my own
intervention plan of a child/youth. As a result, I felt a sense of belonging and connection,
a sense of accomplishment, and experienced an increase of confidence in my skills and
abilities as a CYC student and soon-to-be practitioner.
Transition Planning
Transition planning is one of the most critical parts of the case management

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process. This can take form by the (co-)case manager providing resources that would
benefit the client and their family, steps to ensure access to these resources, a relapseprevention plan (if applicable), preparation for an upcoming transition, or a review of
how previous transitions have gone in the past.
In an attempt to plan for MGs transition, I, along with the staff that work directly
with this child, have completed a Transition Checklist. This checklist highlights many of
the daily roles and responsibilities that a student is expected to follow within a school
setting, with the option of checking either, always, sometimes, never, and/or
assistance required. The goal of completing this Transition Checklist is so that MGs
teacher of next years class (Grade 1) is well aware of what she is or is not successful
with regarding transitions (her strengths and challenges), and whether or not assistance is
required to perform specific tasks.
Additionally, after speaking with my supervisor, there has been much discussion
around planning a day that MG can/will meet with her soon-to-be Grade 1 teacher and
visit the classroom that she will be working in. Although there is no set date as of yet,
staff and I believe this is highly important to facilitate for MG in order to ease her
anxiety, and provide a sense of predictability, safety and comfort. Thus, my plan is to
ensure that this idea is followed through with, as well as to partake in this occurrence, by
the end of the school year.
To further prepare MG for this transition, staff and I plan to continue
implementing educational activities with MG on a daily basis (as demonstrated above) to
assist her in her academics. The intent of doing this is to work on improving her literacy,
writing and math skills, including her ability to stay focused, so that she is better

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equipped to begin and be successful in Grade 1.

Lastly, staff and I are also continuing to partake in observational documentation
(note-taking and charts) of MG on a daily basis, to highlight her needs and challenges,
and to demonstrate the intensity, frequency and duration of her troubling behaviours, as
we attempt to advocate for 1:1 support for this child.
Demission/Discharge/Separation Plan
Child and Youth Care work is often time limited and temporary (Mann-Feder &
Garfat, 2006). This is especially true for students, such as myself, completing field
practicums, as we work with children/youth on a limited and temporary basis. Thus,
given the fact that discharge is a critical, distinct phase of the treatment process, it is
essential that CYC practitioners and students begin reflecting and planning ahead of time
with their client(s) to anticipate the end of placement (Mann-Feder & Garfat, 2006).
Fortunately, this time to reflect and plan is not urgent for me to do, as I have been granted
the privilege and opportunity to continue volunteering at my placement until the end of
the school year (in June). It is my belief that this will make my Separation Plan easier to
implement for the students, staff and myself, as we will be separating at the same time.
In the article, Leaving residential placement: A guide to intervention, written
by Mann-Feder and Garfat (2006), stated are three vital aspects of intervention, three
major tasks to accomplish in the process of intervention, and many other intervention
strategies, in working with young people leaving care. Out of the aspects, tasks and
strategies listed throughout the article, I have chosen to complete the following in my
Separation Plan: 1) plan, 2) help youth to review their experience, 3) give large
reinforcements for small steps in expressing themselves appropriately, 4) help the youth

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get connected to support structures, 5) use separation rituals, and 6) use transitional
objects (Mann-Feder & Garfat, 2006). Before I go into detail about these steps that I plan
to follow, it is important to take into consideration the age and developmental status of
the child(ren) I am working with; for example, MG and a few other children are
developmentally delayed, and the majority of the children whom I work with are between
the ages four and six (Mann-Feder & Garfat, 2006). Therefore, my plan is going to look
different then it would for children/youth who are older.
Firstly, I plan on having a discussion with the staff I work with surrounding the
creation and implementation of a Separation Plan. An idea that I have, as also suggested
in the article mentioned above, is to mark days off of a calendar, while highlighting the
very last day of school. Doing this ahead of time (say, a month before) would create a
visual for the students in the classroom to ensure that they know and understand that after
this specific day, school has ended until the Fall. This would also prepare the students
with the knowledge and understanding that they would no longer see staff and myself on
a daily basis. We could augment this with the excitement that summer is about to start. In
addition, it is my hope to facilitate a discussion around this, using language that the
students would comprehend.
Secondly, to help youth to review their experience, I will attempt to facilitate a
discussion with MG, asking her take on her experience in working with me on a daily
basis, both positive and negative aspects (i.e. sharing one thing that she liked about me
and one thing that she didnt like about me). This knowledge will be beneficial for my
future practice, and it will also benefit MG, so that she is able to be aware of and express
her feelings in an appropriate manner.

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In regards to the third step to give large reinforcements for small steps in
expressing themselves appropriately I plan to review, highlight and acknowledge, with
MG, her growth and development in the program thus far. While doing so, I will provide
her with proof of her accomplishments, as well as positive reinforcement to encourage
the continuing effort and growth she has displayed over this period of time.
Additionally, regarding the fourth step to help the youth get connected to
support structures I plan to facilitate a discussion with the staff I work with, including
my supervisor, who is the Primary SERT of Prince of Wales Public School, about
possible supports that are available and would be of benefit to MG. As mentioned
previously, I, along with staff, also plan to advocate for 1:1 support for MG.
Lastly, I will use separation rituals, such as an end of year party. This will allow
for an easier, light-hearted separation. As well, I will use transitional objects, such as a
card or gift that will demonstrate a connection, the impact that theyve made on me,
including my care and appreciation towards each individual (staff and students).
Reflection on Case Management Experience
Being a (co-)case manager in Child and Youth Care practice involves many roles
and responsibilities that need to be followed. As mentioned in the article, Team
leadership or case management, a portion of these duties are: responsibility for the
supervision of the intended plan, keeps other team members accountable to the agreed to
plans, contributes to the setting of short-term goals, is aware of and acknowledges the
skills and contributions from other team members, ensures the saving of time and effort,
is involved with interpretations of theory and practice, ensures that team members are
prepared for their tasks and roles, shoulders part of the responsibility in making educated

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guesses and calculated risks, and ensures that there is no mismanagement with any
child/youth (International Child and Youth Care Network, 2000).
Specifically, the steps of being a (co-)case-manager include intake, assessment,
treatment or program planning, reviewing progress, to planning for transition and
discharge or demission from an agency (A. De Monte, January, 2016). These steps are
often performed by the role of a CYC practitioner the primary worker of a client (A. De
Monte, January, 2016). Additionally, offered primarily by the case-management worker,
is the aspect of accountability, which is crucial for providing exemplary care of a
child/youth (A. De Monte, January, 2016). Furthermore, when being a (co-)case-manager
for a client in CYC practice, the whole child/youth is considered, as opposed to focusing
solely on the presenting issues; thus, it provides a holistic approach in assessing and
treating a client, as the systems that exist within their lives (i.e. family, friends, school,
community, etc.) are also addressed (A. De Monte, January, 2016). As (co-)casemanagers consider and plan for the whole child/youth, they also include the clients
current and future needs (A. De Monte, January, 2016). In doing so, interventions are
identified and planned in order for the presenting issues to subside, and to ensure the
healthy development and success of the client; this includes providing references and
referrals to additional supports that would be of benefit to their client (A. De Monte,
January, 2016). Lastly, as a core component of CYC practice, it is imperative that during
the (co-)case-management process, the strengths of a client are identified and built on (A.
De Monte, January, 2016).
Case management can certainly improve the lives of children/youth in care due to
the unique and effective approach of CYC practice. As CYC practitioners, we act as a

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liaison between children/youth and the staff within a specific agency. Additionally, as
advocacy is a core component in the field of CYC, it is our responsibility to advocate for
the rights and needs of the clients we work with. When doing so, we always have their
best interests at heart. CYC practitioners also use relationships as an intervention.
Because we are able to develop meaningful connections and relationships with the clients
we work with, we provide a safe, sounding board for them to express their feelings and
be themselves. Our ongoing support and encouragement continually builds on their
strengths and promotes improvement in their areas of need/development, ensuring the
healthy development and success of our clients.
In conclusion, completing this case-management assignment has been an
enlightening experience, as it has provided burgeoning knowledge and understanding of
some of the roles and responsibilities of a CYC case manager. It has also afforded a level
of confidence in assessing and developing an intervention plan for a child/youth that only
experience can provide. This gained experience will assist in the growth and development
of becoming a successful and effective CYC practitioner in the future.

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References
De Monte, A. (2016). Case Management COUN 80: Case Management for CYCs
(Week One). Lecture conducted from Fleming College, Peterborough, ON.
Harper, P. (1986). Principles of case management. The Child Care Worker, 4(10), 5-8.
International Child and Youth Care Network. (2000). Team leadership or case
management. International Child and Youth Care Network.
Krueger, M., Fox, R., Friedman, J. & Sampson, J. (1987). The generic team approach.
Child and Youth Care Quarterly, 16(2), 131-144.
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