Writing Wrting Reference Kit - SWD

© All rights reserved
Published by:
Advisory Committee on Social Work Training and Manpower Planning
c/o Social Welfare Department
Lady Trench Training Centre
44 Oi Kwan Road, Wanchai, Hong Kong
Publishing Date;
October 2001
ISBN 962-86384-2-4
Copies available from:
Staff Development and Training Section

Social Welfare Department
Lady Trench Training Centre
44 Oi Kwan Road, Wanchai, Hong Kong
Telephone No.: (852) 2575 4321
Fax No.: (852) 2573 9760
F o r e w o r d
After a year of hard work, the English Writing Reference Kit for Social Workers
has finally come into existence. I wish to thank all members concerned, in particular
the members of the Task Group as well as the Sub-groups for Internal Vetting and
the External Assessors, for their unfailing support and valuable contribution to this
Kit.
Hong Kong is an international city where East meets West, with its unique
geographical advantage and historical heritage. However, our success in today's
international scene lies in our ability to communicate, both in English and Chinese,
as well as our diligence and drive for continuous improvement. As stewards in
sustaining the development and prosperity of Hong Kong, it is important that social
workers internalize these skills and attributes.
As we enter the 21 bt century with information technology collapsing the
historical significance of geography, the ability to communicate in different cultural
settings will be a deciding factor in our ability to perform. This is especially important
for social workers as they encounter an increasingly diverse population. In view of
this, the Task Group on Improvement of Written Communication Skills of Social
Workers has been formed. This English Writing Reference Kit is just the beginning
in our efforts towards this end. Our hope is that the kit will serve as a handy reference
for colleagues, and will arouse their concern about the need for continuous
enhancement in their communication skills.
Last but not least, I would like to thank my predecessor, Professor LEE
Kam-hon, for setting up this Task Group and appointing excellent members to it.
Professor FAN Yiu-kwan

Chairman,
Advisory Committee on Social Work Training and Manpower Planning
P r e f a c e
Taking over an on-going task group with many tasks in the pipeline is not an
easy job. Fortunately, with the support of our Members, it has never been the case
for me as Convenor of this Task Group on Improvement of Written Communication
Skills of Social Workers. I am grateful for the hard work of all Members in the Task
Group, who voluntarily devote their time and talent to make the task a success.
They contribute a lot on the direction of the Task Group, and spend much time on
the production of this Kit, especially on leading the Sub-groups on internal vetting
of collected samples. I also thank Members of the Sub-groups, who are volunteers
from the Social Welfare Department (SWD)/Non-Governmental Organizations'
(NGOs) units and training institutions, and the External Assessors of course, for
their efforts in the selection and refinement of the samples.
Thanks also go to those SWD/NGOs' units that have contributed writing
samples. Without them, this Kit could never have been realized. Moreover, I am
indebted to the Civil Service Training and Development Institute for their generosity
in sharing the Five C's in written communication, and also their assistance in vetting
some categories of samples. I am also grateful for the contribution of Rev Paul R.
WEBB and Ms. Anne M. STOREY on the language editing of the Kit. Furthermore,
I thank Mrs. Anna LEUNG, the former Coordinator of Field Instruction of the
Department of Social Work and Social Administration, The University of Hong
Kong, who has kindly assisted in the overall editing of the Kit. Lastly, I want to
express gratitude to my predecessors, Mrs. Lily WONG and Mr. FUNG Pak-yan,
who did a lot of groundwork to enable the later part of the task to be carried out
easily.
I hope the Kit will be useful to fellow social workers in their everyday
practice, and look forward to the continuous support of all in our later tasks of
improving the written communication skills of social workers.
MAK CHOW Suk-har, Anna (Mrs.)

Convenor,
Task Group on Improvement of
Written Communication Skills of Social Workers
Table of Contents
Foreword i
Preface iii
Chapter I Introduction 1
Chapter II General Writing Principles 5
Chapter III Correspondence

Introduction 11
Points to Note 12
Examples 3.1 to 3.8 13
Chapter IV Referrals
Introduction 21
Types 21
Points to Note 22
Examples 4.1 and 4.2
Application for Compassionate Rehousing 23
Application for Financial Assistance 28
Example 4.5 Application for Follow-up Casework 32
Example 4.6 Application for Admission to a School 34
Application for Residential Child Care Services 35
Example 4.9 Application for Psychological Services 49
Chapter V Case Recordings 1:

After-session Records and Narrative Recordings
Introduction 55
What Purposes Recording Serves 55
Types of Recordings 56
Points to Note 57
Example 5.1 After-session Records 58
Example 5.2 Narrative or Process Recordings 62
Chapter VI Case Recordings 2: Summaries and Reports
Introduction 69
Summaries Required at Specific Points of Progress in Service
Delivery:
Example 6.1 Intake Record Form 71
Example 6.2 Transfer Summary 75
Example 63 Periodic Summary 78
Problem Oriented Summaries:
Example 6.4 Social Welfare Officer's Report 84
Example 6.5 Social Enquiry Report 89
Chapter VII Project Proposals

Introduction 93
Points to Note 94
Example 7.1 A Funding Proposal on Mutual Support Groups
for Dyslexic Children and their Parents 95
Example 7.2 A Funding Proposal on Public Education
Activities on Rehabilitation 100
Chapter VIII Reports

Introduction 105
Points to Note 105
Example 8 Evaluation Report of the Industrial Social
Work Project 107
Chapter IX Minutes of Meetings

Introduction 115
Points to Note 116
Example 9.1 Minutes of a Case Conference 117
Example 9.2 Minutes of a Task-force Meeting 121
References 125
Other Useful Readings 125
Useful Websites 127
Appendices I - /// 128
Acknowledgement 131
Feedback Form 132

Chapter /; Introduction
Skill in written communication is one of the crucial competencies for social

workers to perform their work effectively. Not only should they grasp every chance to
acquire and improve this skill while undergoing training, but they should also continue
to upgrade their skill as they engage in professional practice. As good practitioners,
social workers have to keep records of their work in various formats. This demands a
good mastery of writing. On the other hand, social workers very often have to refer
their clients to appropriate services, or convince or appeal to others for the benefits of
their clients. All these point to effective skill in written communication as a core
competency in good social work practice.
In the survey of Employers' Feedback on Practice among Local Social Work

Graduates by the Advisory Committee on Social Work Training and Manpower
Planning (ACSWTMP) and the Hong Kong Council of Social Service (HKCSS) in
1998, written communication was identified as one of the weaknesses that social work
graduates have to improve. There is also similar concern in other countries; for example,
the British Association of Social Workers commissioned an action research project on
improving social workers' skills in writing better records (0vretveit9 1986).
Formation of Task Group on Improvement of Written

Communication Skills of Social Workers
In order to examine the issue of social workers' language proficiency, a task

group was established at the 156th Meeting of ACSWTMP held on November 6,1998.
The task group, convened by the then Chief Social Work Officer (Training) of the
Social Welfare Department, Mrs. {Catherine SHIN, and comprising Mrs. Mary LEUNG,
Miss Gabriella WONG, Professor LAM Mong-chow, Dr Sandra TSANG, and Ms.
Sandra WONG, prepared a paper Improving the English Writing of Social Workers
which was tabled for discussion at the 157th Meeting of ACSWTMP held on February
5, 1999. The paper proposed recommendations to promote functional and purposeful
English written work and to support training by developing a reference kit of sample
writings.
At the 158th meeting held on June 16,1999, ACSWTMP endorsed the proposal to
rename the group the Task Group on Improvement of Written Communication
Skills of Social Workers (hereafter referred to as the Task Group), with a wider objective
to recommend strategies to improve the written communication skills of social workers
as a whole (membership and tasks shown at Appendix I).
Production of English Writing Reference Kit
Among the four specific tasks recommended by the Task Group, one is to pro-
duce an English writing reference kit for social workers. It is hoped that this reference
kit can provide social workers with a useful resource in preparing various forms of
written work commonly used in social work practice. More importantly, it is through
this work that improvement in written communication skills among the social work
professionals can be promoted and sustained.
Collection of Samples
In order to provide social workers (as well as social work students) with relevant
and useful references, the Task Group decided to collate modified samples from the
field for the Reference Kit. To this end, the Task Group wrote to the social welfare
agencies in the field, including the Social Welfare Department (SWD), non-
governmental organizations (NGOs), the special schools employing social workers,
and the local training institutions (TIs) with social work training programmes in early
August 1999 to appeal for their contribution. About 80 writing samples were received
from 13 NGOs and SWD.
Apart from requesting the contributing organizations to have the personal data of
the samples made anonymous during the collection process, the Sub-groups for Internal
Vetting have further changed the identifiable personal data, the locations of the events
and the dates of the happenings to protect the privacy of the persons involved.
Coverage
The samples collected for this Kit are categorized as follows:
(i) Case Recording and Referral;

(ii) Correspondence and Project Proposal; and
(iii) Report and Minutes of Meeting.
These are the categories social workers usually come across in their daily work.
Vetting of Samples
The Task Group adopted a two-tier vetting approach to vet the collected samples.
Three Sub-groups for Internal Vetting, each responsible for two categories of the
documents mentioned, were formed to select from an insider's perspective the best
samples in their categories and, where appropriate, modify part of the contents. Each
Sub-group is headed by a Member of the Task Group and attended by representatives
from the TIs and frontline officers from SWD (details see Appendix II).
The selected samples were sent to the External Assessors, who, apart from their
proficiency in English, have a basic understanding of social work and reputable standing
in the field. Their role is to polish the samples from the angle of professional writing
(for details of the External Assessors and their responsible categories of samples, please
see Appendix III).
i
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Chapter II: General Writing Principles
Contemporary job-related writing should be functional, purposeful, specific and

logical to facilitate easy and effective communication. It is functional and purposeful
because the writer has an objective or aim to achieve and so he/she observes contextual
requirements in the writing. Both the objectives and the contents should be clear,
simple and straightforward so that the reader can understand it easily without using too
much time.
In social welfare settings, despite various categories of writing in the social welfare
settings, e.g. recordings, referrals, correspondence, etc. serving different purposes and
needs, functionality and purposefulness are also the priority concerns of social workers
as writers. Faced with an immense workload and complex dealings with professionals
and clients every day, social workers have to ensure that their writing is simple, to the
point and clear in its message in order to communicate efficiently and effectively.
Logical and coherent presentation is, of course, a pre-requisite for effective written
communication. It is hardly possible for a piece of writing to be clear in message and
to the point if it is incoherent with a defect in the logic. As social workers, we very
often refer clients to other professionals or organizations for services. Illogical and
incoherent presentation of thoughts and messages in the referrals will weaken our
argument, invite queries for clarifications, or even delay action or affect the clients'
chances of securing the needed services.
In addition, communication is two-way. In order to get the message across in the

way the sender intends, the situation, needs or preparedness of readers are also crucial.
These should always be analysed and understood before writing. Very often
readers care much about the sympathy and understanding conveyed by the sender through
the writing (H. M. Stationery Office, 1987). As social workers with care and empathy,
we should remember to put ourselves into the readers' shoes and write in a way to
make readers receptive of our feelings.
Five C's to Effective Written Communication
To help writers have an easier grasp of some basic principles of effective writing,
the Task Group recommends the Five C's to Effective Written Communication
promoted by the Civil Service Training and Development Institute (CSTDI). The Five
C's are CLEAR, COMPLETE, CONCISE, CORRECT and CONSIDERATE.
Based on the materials provided by the CSTDI, below is some elaboration of the Five
C's:
Principle Explanation
CLEAR The entire message must be clear. When the reader

hasfinishedreading, he/she must have understood the
message the way the sender has intended. The writer
can use simple and specific words to avoid ambiguity
and vague references.
COMPLETE This means that the writing will provide all the
information the reader needs and wants to know.
There should be no need for the reader to contact the
writer for more information. It is important to know
the level of knowledge as well as the amount of
information desired by the reader. With this
knowledge, the writer can avoid under-
communicating or over-communicating.
Completeness also implies sound internal logic of the
issue. Appropriate use of external linking words will
help the reader follow a line of thinking.
Principle Explanation
CONCISE The written communication should be as short as

possible. This means that short words, phrases and
sentences should be used. Every word in it should count
and no words are redundant. It also means that the
writer should try to put actions in verbs, and avoid
irrelevant, unimportant information and officialese as
well as over-use of the passive voice.
CORRECT Writers must be careful in providing accurate

information. Spelling is also important because
misspelled words can change the meaning of the
message. Grammatically the writing must be correct.
The writer should follow rules of agreement and express
items of ideas using parallel structure.
CONSIDERATE The writer should consider the attitudes and feelings

of the reader in presenting his/her message, which
should be friendly, positive, helpful and tactful.
Emotionally charged words should be avoided. The
reader should feel good while reading the writing. If
the tone, choice of words or expressions cause negative
emotions, empathy and understanding from the reader
will probably be absent.
Other Concerns
Persona/ Data (Privacy) Ordinance
Apart from the aforementioned writing principles, social workers also have to
observe other issues which have an important bearing. Written communication is not
only a medium that we rely on to deliver our work, it is also a record of what we have
done, which can be retrieved or accessed by relevant parties. In this regard, in the
course of handling personal data in whatever format, we have to observe the Personal
Data (Privacy) Ordinance (PD(P)O) in completing our writing tasks.
The PD(P)O is to protect the privacy of individuals regarding personal data and
to provide for matters incidental to this. Under the provisions of this Ordinance, we
should give accurate and up-to-date personal information. The information presented
should also be the minimum amount required and relevant to the purpose of the writing.
Normally the consent of the data subject in relation to the purpose of collecting the
information should be obtained. Besides, facts and opinions should be distinguished
and the source of information or opinions should be specified. These principles are not
exhaustive. The reader is advised to refer to the PD(P)O and consult his/her supervisor
for more information.
Electronic Communication
With the extensive use of information technology, writing practices in the social
welfare setting are also undergoing changes. Electronic facilities provide, and also
demand, at the same time, fast communication. Computer or e-mail makes
communication in writing faster than before. Social workers should also learn to master
the electronic facilities to enhance their storage and management of information (Ames,
1999). Yet, they should ensure that the quality of writing is not sacrificed for speed.
Political Correctness
To be politically correct, writings must be free from racism, sexism, ageism, or

other "isms" potentially demeaning to selected groups (Ackley, 1998). These groups
are usually marginalized, such as the poor, disabled persons. To promote social inclusion
and eliminate discrimination, people in favour of political correctness object to language
that excludes, belittles, or demeans marginalized or underprivileged groups. They also
attempt to monitor language, both written and spoken, to avoid such derogatory elements.
For example, 'people with hearing problems' is preferred to 'dumb', 'visually impaired'
to 'blind'. As social workers, apart from the avoidance of being judgmental, we should
be alert to social expectations of communication and write in a socially acceptable
way.
C h a p t e r HI: C o r r e s p o n d e n c e
Introduction
Correspondence is usually the mostfrequentform of communication. The purpose,

intent, tone and format of correspondence can vary a great deal.
Any agency will have to produce both internal and external correspondence.
Internal correspondence usually takes the form of memoranda and follows a given
'agency specific' format. External correspondence usually takes the form of letters.
The following list, although hardly exhaustive, describes the variety of situations
when letters might be required:
> 'Thank you' letters to sponsors, volunteers and friends;

> Letters soliciting support of all kinds;
> Letters to set up or confirm appointments, visits, or other special occasions;
> Letters to explain points of view, or specific policy arrangements;
> Letters to introduce the agency, the agency's services, or the agency's
recent productions;
> Letters to handle complaints, explain the agency's views towards certain
events; and
> Letters to outgoing or incoming employees to confirm employment-related
matters.
Points to Note
• In writing a letter, it is most important to bear the purpose clearly in mind.
• Using a heading, or even underlining the heading of the letter, is a good

idea.
• It is also very important to consider providing the right amount of detail;

but because readers are always busy people, correspondence should generally
be short and precise.
• Using a table format for certain kinds of information, such as a schedule,

will maximize clarity.
• The writer should also pay special attention to being courteous and
considerate.
• Professional jargon and lengthy, round-about descriptions should be avoided.
• It is a good practice to use telephone calls, or other forms of verbal

communication to introduce, supplement or back up the written
communication.
• The 5-C principles recommended by the Civil Service, i.e. being clear,
complete, concise, correct and courteous, serve as good reference in handling
agency correspondence.
Example 3.1
10 July 2001
Mr. Jack LAM
789 Tai Chi Road
Wanchai
Hong Kong
Dear Jack,
Invitation to Attend Graduation Ceremony
After our telephone conversation, I am writing formally to thank you for

agreeing to come to the Graduation Ceremony of our Special School on 24 July
2001. (The programme is enclosed.)
As the school will be reprovisioned into two separate premises by the end
of the year, this Graduation Ceremony will be all the more meaningful to us all.
We have planned for maximum participation by the children; and the video-
show programme will recapture some historical moments of both the school and
the community.
Our colleagues and I are looking forward to welcoming you to this very
important occasion. Do give me a call if you require further details.
With good wishes,
Yours sincerely,
(FU Ying»lee)
School Principal
Yau Shing Special School
$^$J.j?5.\^ :V.-S^VJ.^
Example 3.2
16 March 2001
Dr YAN Hang-lum
Senior Medical Officer
Clinical Management Team
SAR Hospital
Sham Shui Po
Kowloon
Dear Dr YAN,
Assessment Team Consultant of Chuk Lam Halfway House
I would like to invite you to be one of the Consultants of the Assessment

Team for our Chuk Lam Halfway House. With your expertise and experience in
working with the mentally ill patients, your support will be most invaluable to
our staff.
This Assessment Team has been set up to review the effectiveness of our
service to meet the unique needs of our clients. The term of office for a Consultant
is two years with effect from 1 May 2001. I have enclosed an information leaflet
of the Halfway House for your reference. Mr. Lam, who is in charge of the
Halfway House, will contact you next week to explain further details of the Team's
work.
We will be extremely delighted to receive your positive reply because we

believe we will benefit from your valuable contribution.
Yours sincerely,
(YIU CHING Yee-kung) (Mrs.)

General Secretary
Mental Rehabilitation Association
Example 3.3
19 April 2001
Mr. WONG Pak-man

Tai Fat Trading Company
Rm. 401, Prosperous Commercial Building
456 Castle Peak Road
Kowloon
Dear Mr. WONG,
Request for Sponsorship in Fund Raising Concert
We understand many commercial organizations like yours are also inter-

ested in contributing to community work.
We are a non-profit-making organization working for the welfare of elders

in Hong Kong (Pamphlet enclosed). We axe now organizing afondraising concert
for the redevelopment of our Headquarters. There will be a lucky draw during
the concert as one of the highlights of the evening. We would like to ask if you
would donate some of your company's products as prizes for the lucky draw.
We thank you for considering our request and look forward to hearing
from you. If you need additional information, please contact me at telephone
number 3288 3288 or ewa@haha.com.
Yours sincerely,
(CHING Kai-long)
Chief Executive Officer
The Elders' Welfare Association
Example 3.4
27 April 2001
Mr. LEE Yau-wai

The Chairman
Support Community Foundation
Rm. 1808, Lik Shan Centre
Wanchai
Hong Kong
Dear Mr. LEE,
Training Package for Pre-School Children and Seminar
After nearly five years of dedicated work, the 'Training Package for Pre-
School Children' was published in March 2001. A seminar with workshops on
this training package will follow.
Thank you so much for your Foundation's generous donation to make all
this possible. To show our gratitude for your support, we are sending you a
package and inviting you to come to the seminar.
In the seminar and workshops on 12 May 2001 (Saturday), leading educators

in parenting will be our guest speakers. I shall provide you with other details
when we have finalized the arrangements.
We are excited about the publication, the seminar and the workshops, in
which fellow practitioners can share experiences. Thank you once again for
your support both in kind and with your presence.
Yours sincerely,
(TAI Chok-kar) (Ms.)

General Secretary
The Society for Early Childhood Development
Example 3.5
15 March 2001
Miss T. K. SHIN
The Financial Controller
Finance Office
The Hong Kong SAR University
Hung Horn
Kowloon
Dear Miss SHIN,
Request for Old Computers
I have learned from the Hong Kong Council of Social Service that your
University wishes to donate old computers to welfare agencies. We would like
to request 10 sets.
We, the Healthy Life Association, are a government-subvented agency,

which provides rehabilitation services for ex-mental patients and mentally
handicapped people.
Computer literacy is an essential element in modern living. Your donations

will enable us to offer proper training to our clients to better equip them for life.
If you need further information, please contact Miss A. CHOW, our

Executive Officer (Administration), at telephone number 2000 2001.
Yours sincerely,
(SHEUNG Wan-tung) (Miss)

Chief Executive Officer
The Healthy Life Association
Example 3,6
M E M O
DS(G) via DSWQ(C)

From SWO(SP) To
Ref. m SWD/C/12 Attn.
Tel. No. 20202120 Your Ref. in
Fax No. 2838 9000 Dated Fax. No.
Date 3 May 2001 Total Pages
Request for Call Forwarding Service
I wish to request call forwarding service for my telephone line (No.2020

2120) at Central District Social Welfare Office, 4/F, SAR Government Offices
Building, Central, Hong Kong.
2. As the Social Work Officer (Special Project) of the above office, I have to
assist the District Social Welfare Officer in administrative and operational matters.
Thus, it is frequently necessary for me to be away from the office for meetings,
district functions and other duties. During such times, it is essential to forward
telephone calls to the District Registry to ensure all incoming calls are not missed
or go unanswered.
3. I should be grateful for your prompt action. If you need additional

information, please contact me or Mr. HO Man-cheung, Ci/c Central District
Social Welfare Office, at 2020 2121.
(Danny CHAN)
SWO(SP)
Example 3.7
Mr.Y.Y. TSUI 15 March 2001

Program and Clinical Director
Multi-Services Inc.
San Francisco, CA94123
USA
Dear Mr. TSUI,
Programme of Visit to Hong Kong Well-Grown Children Agency
We at our Agency are looking forward to your visit to us on 4 April 2001,

and wish to extend our warmest welcome to your team.
We have scheduled the programme according to your request. The detailed

arrangements are:
• 2:15 p.m. - 2:30 p.m. Meeting with Mr. CHOI,

Counselling Service In-Charge
• 2:30 p.m. - 3:00 p.m. Tour the Agency
• 3:00 p.m. - 4:30 p.m. Exchange and Sharing
While I will be with you to tour the Agency, Mr. CHOI will join your team
to share experiences.
We look forward to meeting your team and to our mutual sharing during
this visit; we hope to maintain close contact in future.
Yours sincerely,
(MAN Sheung-kwan) (Ms.)

General Secretary
Hong Kong Well-Grown Children Agency
Example 3.8
13 March 2001
Mr. LI Tai-leung
Flat4B, 10 Ho Yan Street
Kowloon City
Kowloon
Dear Mr. LI,
Apologies for Mishandling of Case
Thank you for taking the time to write on behalf of your sister, Miss LI, to
complain about a swimming pool incident in our Club, involving your sister,
Miss LI, and one of our staff, Miss CHAN.
It was unfortunate that (add some general details about the incident).
As known to you, after I asked our management staff to investigate, our Mr. HO
has talked to your sister and has extended our apologies to her about the
unfortunate incident.
The incident occurred because of misunderstanding or misinformation on

our part, and indiscretion on the part of Miss CHAN. She is sorry about it and
has apologized to your sister. Miss CHAN is a good person and an excellent
worker. I am sure she did not purposefully hurt your sister's feelings.
We have learned a lot from this incident and will seek improvement
accordingly in future. In fact, Miss Chan has learned a lesson from this experience;
and I hope your sister will forgive her and the Club completely.
Thank you for expressing your concern to us. Please extend our sincere
apologies to your sister once again. We will continue to learn to serve people in
our Club better and better.
Yours sincerely,
(PO Hip)
Club Manager
Happy Valley Club
All
Chapter IV: Referrals
Introduction
"Referral" refers to the request made by a social worker on behalf of a client to

other agencies/bodies for their specialized assistance or services which the worker (or
his/her section/organization) is unable to provide or which, the worker believes, will
be more appropriate to meet the needs of the client than the services his/her section/
organization can offer.
Types
The format for referrals variesfromagency to agency. In some agencies (especially

the large ones with multiple services, within which referrals between their service
sections are common), referrals are made on a prescribed form. The form provides
space for the referrer to state the request, to provide data substantiating the request and
other relevant information, as well as the means of contact for both the client and the
referring worker. Many are, however, of free style, usually in the form of a covering
letter accompanying a referral summary, which may or may not be on a prescribed
form.
Points to note
Before making referrals, the referrer should first clarify if the service to be
requested is one that the receiving agency is able to deliver, and that the client belongs
to its target clientele.
If the referral is on a prescribed form, the request must be clear and specific.
When the referral is in free style, the covering letter takes the form of
correspondence and the writer needs to adopt a courteous tone. For details, readers
may refer to Chapter III: Correspondence and Chapter VII: Project Proposals. As to
the referral summary, please review Chapter VI: Case Recordings 2 - Summaries and
Reports. The points shown below may warrant readers' further attention:
• Necessity for the referred service;

• Client's readiness/views towards the referred service;
• Urgency for the needed service;
• Enclosure of supporting documents/expert report; and
• Means of contact for both the client and the referring worker.
Examples: Application for Compassionate Rehousing
Two examples of covering memoranda supporting applications for compassionate

re-housing are presented below. In the first one, emphasis is placed on the physical
characteristics of the present residence and its detrimental effect on the young client's
physical health. Relevant housing application records have been included to facilitate
the work of the receiving party, and to demonstrate the integrity of the applicants. The
second example represents a reference from an NGO and includes a covering letter signed
by the unit supervisor.
Example 4.1
MEMO
From: Director of Social Welfare To: Director of Housing

Ref: OH/PAED/OPD/7890 (Attn: C.H.M/Application)
Tel. No.: 2222-2222 Your Ref:
Date: 7.5.2001 Date:
COMPASSIONATE REHOUSING
Please find overleaf details of a case recommended to you for rehousing

under the Compassionate Quota.
Referring Caseworker/Officer : Ms. ON Kui-lok

Referring Office & Phone No. : Medical Social Services Unit,
the SAR Hospital, 2222-2222
Case Reference No. : QH/Paed/OPD/7890
Referring District Office : Central District
Remarks and Recommendations:
LEE Siu-tung, aged 4, has been suffering from chronic asthma since she
was six months old. Despite receiving regular treatment, she still has frequent
asthmatic attacks that require hospitalization.

Siu-tung is living with her parents and an elder sibling (M/6) in a rented
room of about 90 square feet in a private tenement flat in Shanghai Street,
Mongkok. It has one small window that opens to the main street, which has
heavy traffic all day long. The ventilation is poor. The family shares the kitchen,
toilet and a small common area with five other families in the flat. Some of the
co-tenants smoke cigarettes, and the common area is often filled with smoke
from cigarettes and the burning of incense. Such a living environment is not
favourable to Siu-tung's health condition, and the frequency of her asthmatic
attacks leading to hospitalization has increased from 5 times in one year to 9
times in six months since moving into the flat, despite her mother's careful
compliance with medical instructions. As Mr. Lee, Siu-tung's father, supports
the family with only $8,000 a month as an assistant cook in a nearby restaurant,
the family cannot afford better alternative accommodation.
In view of the above medical and social circumstances, I would like to
support the family's request for compassionate rehousing. A copy of the medical
officer's report is attached for your reference.
The family applied for public housing in 1997 (No. 123456). Mr. Lee
agrees to withdraw that application if compassionate rehousing is granted before
the public housing allocation.
(Ms. LEE Lai-ming)

for Director of Social Welfare
Example 4.2
Jor Yan Family Services Centre

44 Yan Kwan Road, Central
Hong Kong
OurRef: JY-12345
Tel. No.: 2556 7890
Fax No.: 2556 7891 3 April 2001
District Social Welfare Officer (Central)

(Attn: Miss WONG Sheung-sze
Oi/c, SAR Family Services Centre)
5/F, SAR Govt. Offices Building
Central, Hong Kong
Dear Miss WONG,
Re: CHANSiu4an ),F/40
With reference to our telephone conversation on 2 April 2001,1 write to

refer the above-named lady and her family for an application for compassionate
rehousing. The completed application form and the required documents are
enclosed for your reference.
For further information, please feel free to contact me at 2556 7890 during
office hours.
Thank you for your kind assistance.
Yours sincerely,
Centre-in-charge
Jor Yan Family Service Centre
End
MEMO
From Director of Social Welfare To Director of Housing
Ref. in C3333 Attn. C.H.M./Applications
Tel No. 2890 2890 Your Ref. in
Fax No. 2891 2891 Dated Fax. No.
Date 24.4. 2001 Total Pages
COMPASSIONATE REHOUSING
Please find overleaf details of a case recommended to you for rehousing
under the Compassionate Quota.
Referring Caseworker/Officer : LOKOn-kui

Referring Office & Phone No. : Jor Yan Family Services Centre 2556 7890
Case Reference No. : JY-12345
Referring District Office : Central District
Remarks and Recommendations
Madam CHAN Siu-lan is a 40-year-old widow who was legally granted

residence in Hong Kong in 1996. Owing to a very stormy relationship with her
in-laws, Madam CHAN moved away from their abode with her son in 1998 to
the reported address, at a monthly rental of $3,100. Her daughter and parents-in-
law were subsequently transferred to another district in 1999. At the moment,
Madam CHAN and her son have no public housing tenancy and are depending
on Comprehensive Social Security Assistance.
Madam CHAN, a newcomer from the mainland and now a single parent
with a dependent child, faces many difficulties, especially in having to share the
flat with four tenants. Since January 2000, she has been suffering from paranoid
schizophrenia, receiving regular psychiatric outpatient treatment at the SAR
Specialist Clinic. She is also receiving counselling regarding her relationship
with her daughter.
With reference to the attached medical certificate, compassionate rehousing

for Madam CHAN is recommended by the psychiatrist, so as to facilitate her
long-term rehabilitation. She and her son are therefore recommended for
compassionate rehousing on medical and social grounds, with her 7-year residency
requirement waived. To facilitate smooth adjustment to the community, Madam
CHAN's preference for living in Kowloon district is supported. She is also
certified to be mentally fit to be a householder.
(LEE Siu-ming)
for Director of Social Welfare
Examples: Application for Financial Assistance
Two samples are included, one in the form of a referral letter, and another in the
format of a standardized application form.
Example 43
Kwan Wai Rehabilitation Association

OurRef.: 24680 2000 Fuk Hong Road, Wanchai
Tel. No.: 2468 2468 Hong Kong
Fax No.: 2468 2467
11 April 2001
The Supervisor
SAR Social Security Field Unit
6/F, SAR Govt Offices Building
Central, Hong Kong
Dear Sir/Madam,
Application for Financial Assistance for Mr. CHAN Tin-san
I would like to refer the above-named client to you for your consideration
forfinancialassistance, to meet the payment for a 10-session course of Domiciliary
Occupational Therapy, so as to improve his physical functioning.
Mr. CHAN suffers from Wernicke's Encephalopathy and his daily physical
functioning is poor, e.g. walking, hand coordination. His wife passed away and
he is left alone when his two children go to school during the daytime. Training
is necessary so that he can be more independent. At present, Mr. CHAN and his
family are receiving Comprehensive Social Security Assistance from your Social
Security Field Unit under the reference 13579.
Enclosed please find a copy of the Domiciliary Occupational Therapist's

report and invoice for your perusal. Should there be further enquiries, please
feel free to contact me at 2234 5678 during office hours.
Thank you for your attention and I look forward to your early reply.
Yours sincerely,
(Mrs. KAU kau-li)

General Secretary
Kwan Wai Rehabilitation Association
Example 4*4
Li Po Chun Charitable Trust Fund (Application Form)
Section A: Referring agency
1. Name of agency
and office: SAR Family Services Centre
2. Reference number: SC - 123456
Section B: Particulars of applicant
1. Name: CHAN Tai-man
(In English ^ x ) (In Chinese
2. Sex/Age or date of birth: M/53
3. HKIC/Travcl Document no. (delete if not applicable): Z123456(6)
4. Home address: Flat A, 3/F, 2000 Oi Yan Street, Kowloon City
5. Telephone no.: 2345 2345
6. Reasons for making application
Mr CHAN Tai-man is a singleton who has few friends and relatives in Hong
Kong. He used to work as a construction site worker, restaurant waiter and
labourer to support himself. However, he has been unemployed for 4 months.
He has not been able to pay the rent and the household's miscellaneous
expenses for two months. He needs financial assistance while pending the
assessment of his eligibility for CSS A.
Section C : Recommendation and approval
1. Amount ofHK$ $1.421 is recommended in pursuance of Category (b) & (c)

of the Fund for the purpose of covering one month's rent ($1.000 under Cat.
(h))and maintenance ($421 under Cat. (c\) from the period of 25.4.2001 to
2.5.2001.
Recommending Officer:
(Signature H If)
Name: SHTJM LEE CHOI

(in Block Letters If J^j
Designation: ASWO
Date: 24.4.2001
2. (a) Amount of HK$ 1,421 (Dollars One thousand four hundred & twenty one) is
approved
Approving officer:
(Signature
Name: WONG SHEUNG SZE

(in Block Letters If Ji
Designation: Oi/c, SAR Family Services Centre
Date: 24.4.2001
Section D: Receipt of grant
This is to acknowledge receipt of a sum ofHKS I All being a grant from

the Li Po Chun Charitable Trust Fund.
Recipient: Witness to payment:

(Signature (Signature
Name: CHAN TAI MAN Name: POON KOON TSE

(in Block Letters If J^IEft MK (in Block Letters If l^
Date: 25.4.2001 Date: 25.4.2001
Paying officer:
(Signature
Name: WONG SHEUNG SZE

(in Block Letters ff&
S:
Note: This receipt is to be completed in quadruplicate for CSSA recipient, otherwise

in triplicate.
Original to be produced to the Finance Division of SWD as a supporting

voucher for reimbursement of imprest.
Duplicates to be kept in SWD office file and case file respectively.
The fourth copy, where applicable, to be passed to the responsible SSFU.

Example : Application for Follow-up Casework
Example 4.5
Name LEEMei-mei Sex JF Age/Date of Birth 5/1.7.1996
Address Rear Portion, 4/E 10 Tung Tai Street. Wanchai, Hong Kong
Telephone No. 2987 6543
Type of Accommodation & Rent Private /unknown HKIC/BC No. Y12345 A
Occupation/Education kindergarten Income/Tuition Fees CSSA
Native Place Shun Tak Year arrived in HK since birth
Dialect Used Cantonese Marital Status not applicable
Date of Marriage/Marriage Cert. No. nil Religion (any) nil

Disability or 111 Health, if any thalassaemia
Details of Parents/Guardians/Relatives (omit for clients over 21)
Name LEE Chi-chung ( ^ t t t ) Relationship putative father
Address (Residence) as shown above
(Correspondence) _ _ _
Type of Accommodation and Rent as shown above
Length of Stay in Hong Kong since birth Religion (if any) nil
Particulars of Family Members & Relatives Living with Applicant

Relationship Age/Date LC. No. Occupation/ Income/
Name Sex B.C. No. Education Tuition Fees
to Applicant of Birth
LEE Chi-chung
father M 33/1.1.1968 G123456(X) unemployed CSSA
(*.*t)
CHAN Miu-cheung
F
(m^) mother 31/unknown G234567(Y) unknown unknown
LEE Sum not not

brother M 4/1.4.1997 unknown
(**) applicable applicable
LEE Hong paternal M 64/unknown unknown unknown unknown
(**) grandfather
CHAN Ho paternal F 58/unknown A987654(4) housewife Nil
( *#•) grandmother
LEE Chi-kong paternal
M 32/unknown unknown unemployed Nil
(*.t*) uncle
LEE Chi-ka paternal studying in
M 24/unknown unknown unknown
(*&**) uncle Canada
Note: (a) All names & addresses to be in both English & Chinese
Monthly expenses according to client Patient's living expenses supported by CSSA
Assistance rendered by
a) S.W.D. Medical Social Services Unit the SAR Hospital - counselling
on acceptance of illness and financial assistance.
SAR Social Security Field Unit - CSSA (Ref. : S-1-0001)
b) other: non-governmental organizations Nil ___
For Referral to SAR Family Services Centre for family counselling and guidance to putative
father in claiming his paternal rights over his children
Reasons for referral:

Mei-mei, aged 5, was diagnosed at birth to suffer from a serious form of thalassaemia, an
inherited anaemia. She subsequently required regular blood transfusions every 4 weeks. A
placental cord blood transplant was performed on 9 December 2000 with her younger brother as
the donor and the procedure was successful. She has now largely recovered from the procedure
and no longer requires blood transfusions. She only attends regular outpatient follow-up sessions
at the SAR Hospital. She has been advised by the medical officer concerned that she could
participate in normal school activities, as other healthy children do.
Mei-mei is the child of her unmarried mother, Madam CHAN Miu-sheung, and her putative
father, Mr. LEE Chi-chung. Mr. LEE used to be a cook to support the family and Madam
CHAN was a housewife. They lived in a rented flat at Oi Yan Street, Wanchai. Due to the
incompatible relationship, the couple did not register their marriage and Madam CHAN deserted
the family many times. Madam CHAN deserted the family again in January 2001. Mr. LEE
could not locate her and did not know her whereabouts. Hence, since the children were left to
his care, Mr. LEE has been unable to work and has relied on CSSA. He moved to live in his
parents' flat so that his mother could assist with the childcare occasionally. Mr. LEE's application
for a public housing unit has been hindered because of his status of 'putative father' without
legal wedlock. As to his relationship with Madam CHAN and the welfare plans for his children,
he appears to be indecisive and lacking in motivation to work on them.
To facilitate proper welfare plans for the children, referral is made to you for family
counselling and for guidance to Mr. LEE about the legal procedures in claiming his paternal
rights over his children and other related family issues.
Prepared by Countersigned by
Name & Rank Ms. KWAN Wai-lee/ASWO Name Mr. SHEUNG Tai-yan
(Officer-m-charge)
Office & Tel. No. MSSU/SARH 2575 1234

Date 2nd April 2001 Date 2nd April 2001
Example: Application for Admission to a School
Example 4.6
Ourref: F001/AA/99-00 3 May 2001
The Principal,
Ivy League Secondary School
Kowloon City
Kowloon
Dear Sir,
Re: Referral for admission

Name of Student: HO Kan-lik
Sex/Age: M/13
I am writing to refer the above-named client to you for consideration for admission
into a F.2 class of your school, in the term beginning September 2001.
Enclosed please find the social summary for HO Kan-lik, which explains why
alternative school placement is needed. If further information is required, you are
most welcome to contact the undersigned at phone number 2233 5678 or Miss Chow,
the school social worker taking care of HO Kan-lik, at 2233 5680 during office hours.
Thank you for your kind consideration and I look forward to your favourable
reply.
Yours sincerely,
(KAM Mei-wah)
for Centre-in-charge
Jor Yan Family Services Centre
Examples: Application for Residential Child Care Services
Two examples are presented, with the second one

Example 4.7 depicting a client in need of urgent placement
A. Case Particulars
1. Name of Child:
LAM Chi-keung
(in English, surname first) (in Chinese)
2. Sex: \x\ Male D Female 3.Date of birth: 1.7.1989 (day/month/year)
4. Document type: D Birth Certificate \x\ HK Juvenile IC D Other documents (please specify)
5. Document No.: X345678(7)
6. Schooling/Occupation: [x] Studying D Non-attendance O No school placement

O Employment, (please specify) O Unemployment
7. Last class attended: • Kindergarten [x] Primary School D Secondary School

• Vocational Training • Others, (please specify)
Class Level: P.6
Family income: \x\ Recipient of CSSA
9. Year arrived in HK: \x\ since birth
10. Address of family or child:

(English) Room 123. Block 10. Fu Mei Estate, Central
(Chinese)
11. Telephone No.: 21112111 (home)_ Jparent/guardian, if different)
12. Type of accommodation: Public Housing Estate
13. Name of parent: MAMei-lin mmm )

(in English,, surname first) (in Chinese)
(HKICNo.: F654321(l) )
B. Particulars of family members and relatives significant to the child

(mark "#" before the names to indicate those who are living apart)
Name Relationship Age/Date of Occupation/

Sex
(in English & Chinese) to child birth schooling
MaMei-lin (JiUS) mother 38/unknown housewife
Lam Chi-chung stepbrother M 4/unknown K.2
* Delete where appropriate

Particulars of referrer
c.
1. Name of referring officer: *Mr./Mrs./Ms KWAN Wai-lee
2. Type of referring office: HSWD

Ixl SWD DNGO
n NGO DDEDED D Hospital Authority
• Others: (please specify)
3. Office name: SARFSC HFSC DCPSU DCCSU D P O D M S S Other:
4. Name of agency and address: SAR Family Services Centre

24/F, SAR Govt. Offices Building, Central
5. Tel. No.: 2575 5678 6. Fax No.: 2575 5677
7. File ref. in referring office: SAR 123460
D, Placement choice
1. Indicate 4 placement choices at most by entering the respective codes. Select cither type of
service e.g. C000 or specific home(s) e.g. C001, 002.
1st choice J000 2nd choice. 3rdchoice_ 4 th choice

(please refer to residential child care services codes on p.8)
2. Indicate district preference, if absolutely necessary, for small group homes service and foster care
service only:
EN01. EN06
(please refer to district codes on p.8. Please also note that district preference is not encouraged as this
may significantly slow down the referral process when there is no vacancy at the preferred district).
3.a. Please enter name(s) of sibling(s) residing/referred for residential child care services:
Name CRSRC No. Name of residential unit Admitted Referred

(if any) (if any) (please tick either)
a. • •
b. D •
c. • •
d. • •
3.b. Are sibling placements required? Q No [x] Yes LAM Chi-chung

(please enter name(s) ofsibling(s) involved)
4.a. Is urgent placement required? |x] No • Yes the reason(s) being:
4.b. If urgent placement could not be secured, please elaborate the possible outcome:

5. Place of child at time of referral: (tick one only)
Ha. At home Qb. At relative's home

• c. In hospital • d . U n d e r t h e c a r e of child-minder
• e. In remand home/place of reflige/emergency foster care/reception centre
• f. In residential creche • g . i n residential nursery
D h. In foster home Q j. In small group home
n
D j• I children' s home • k. In boys'/girls' home
D1. In boysV girls' hostel • z. Others
Please specify (for item e to z)
E. Family background
Nature of immediate family: (tick one only)

\x\ a. Single-parent (natural) family • b. Single-parent (not natural) family
• c. Two-parent (both natural) family • d. Two-parent (one natural) family
• e. Two-parent (both not natural) family • f. Adoptive family
• g. Grandparents'family Qh. Relatives' family
• i. Child is abandoned or an orphan • j. Split family (with 1 parent not in HK)
z. Others: (please specify)
2. Are the child's parents new arrivals (i.e. having stayed in HK for less than 1 year)?
• Yes, both • Yes, one of them \x\ No.
3. Is the child a new arrival? • Yes [x] No.
4. Is the child a ward? \x\ No.
• Yes, the child is • a. DSW's ward
• b. Ward of Court
O Pending application
5. Is the child a subject of Care or Protection Order? • Yes
HNo,
n Pending application
F. Circumstances leading to need for out-of-home care
1. Nature of child: (tick one only)
EU a. Behaviour problems 0 b. Emotional problems

D c. Health problems Q d. Indecent employment
• e. Mental problems O f. Missing from home
D g- Personality problems [x] h. Relationship problems with family members
D i- Sibling of victim of abuse/suspected abuse [x] j . Study/schooling problems
• k. Undesirable peer influence • 1. Victim of abuse/suspected abuse
• m. Being signed off D n. Child with limited intelligence
• x. No specific problem D z. Others: (please specify)
The main one being: (please enter code)

2. Parents '/oarers- conditions: (may tick more than one)
n a. Away from Hong Kong • b. Broken marriage
• c. Criminal background • d. Drug abuser
[x] e. Emotional problems H f- Health problems
• g. Hospitalization D h. In prison
[x] i. Inadequate parenting/care • j. Long working hours
H k. Mental problems • 1. Parental death
• m. Parents' whereabouts not known D n. Personality problems
• o. Victim of loan shark D P • Child abuser/suspected child abuser
• q. Marital problem D r. Unmarried mother
• s. Financial problem D t. Housing problem
• x. No specific problem D z. Others: (please specify)
The main one being: (please enter code) L_
3. Other conditions:
Is the request for placement a statutory requirement? • Yes [xj No
Is the child awaiting adoption? • Yes No
Is the request for placement related to breakdown of the family? • Yes No
Was the previous placement unsuccessful? • Yes • No
Is the child's health condition suitable for care in a home-like setting? • Yes No
G. Involvement of child
Has the child been involved in the decision-making process?

[x] Yes CH No, the reason being:(tick one only)
• a. Child is too young (under 4 years old)
• b. Child has not been seen because
Q z. Others: (please specify)
Child's reaction to the decision of out-of home care: (tick one only)
• a. Accepted readily
\x\ b. Accepted with counselling
• c. Cannot accept but counselling will be continued
O d. Cannot accept even with counseling
O x . Not known
• z. Others
— • (please specify)
H. Involvement of parents/carers (Name of carer: Ms. MA Mei-Iin

(Relationship with the child: Mother )
1. Have the *parents/-Ga¥©£& been involved in the decision-making process?
\x\ Yes D No, the reason being: (tick one only)
• a. DSW is the only legal guardian
D b. Parents/carers are not available for discussion because
• c. Parents/carers are unwilling to hold discussion because
z. Others: (please specify).

2. *Parents7Carcrs!>/Lcgal Guardian's reaction to the decision of out-of-home care; (tick one only)
[x]a. Accepted readily
• b. Accepted with counseling
• d. Cannot accept even with counselling
Q x . Not known
Q z . Others
- • (please specify)
I. Case details
1. Reasons for referral:
Owing to weak health and emotional problems, Ms. MA found it difficult to supervise
her elder son, Chi-keung, to ensure that he behaved properly. In order to provide proper
guidance and supervision to Chi-keung and to release Ms. MA from the burden of child-
care, Chi-keung is referred for residential service.
2. Significant events in the family history leading to the needfor placement:
Chi-keung was born as a result of Ms. MA's cohabitation with a male partner. This
man separated from her and took no responsibility for his son's maintenance. Ms. MA then
cohabited with another man and gave birth to another son. She used to take up employment
on and off, and hired a child-minder to take care of Chi-keung and the younger son. In
1997, Ms. MA quit her job and took on full responsibility for the care of the children. Since
then, the family has depended on CSSA for maintenance.
Ms. MA was diagnosed as having paranoid schizophrenia in 1991 and suffered from
emotional problems. She has been receiving intensive psychiatric treatment at a government
specialist clinic as well as clinical psychology service from the Social Welfare Department
However, Ms. MA claimed that, probably because of the medication, she often felt dizzy
and became impatient in child supervision. She was often frustrated by Chi-keung when he
was disobedient, refused to complete his homework, told lies to shirk his responsibilities,
etc. She therefore requested residential service for Chi-keung, so that her son would receive
proper guidance and she could be released from the burden of childcare.
3. Current family relationships:
Chi-keung showed concern for Ms. MA and his younger brother. However, owing to
his rebellious behaviour, mother and son were frequently in conflict.
4. Appearance of child
Tall, strongly built, of medium height and with curly hair.

Developmental history of child (please specify general physical, mental condition and any
disability in any aspect of the child's health. If relevant, please include family health histoiy):
a. indicate whether the child is:

• Mentally retarded ( specify IQ score/grading.
• Physically handicapped (specify details:
• Visually impaired (specify details:
b. medical assessment and/or psychological assessment report is:

Attached •
Not attached H
Not available D
c. state the health condition of the child
Chi-keung enjoys general good health, without any specific illnesses.
d. elaborate on the developmental history:

All along, Chi-keung has shown normal development. He is normal in
intelligence, with an IQ score of 113.
6. Social emotional or behavioural performance of the child:
Chi-keung enjoys satisfactory relationships with his peers. He enjoys playing "Game
Boy" and reading comics with his peers. He is emotionally stable. He maintains regular
school attendance but always fails to do his homework. He is rebellious towards his mother
and the teachers over doing homework and keeping his personal things in proper order.
Moreover, Chi-keung has a record of telling lies and stealing at home.
7. School history and adjustment:
a. latest school report is:

Attached D
Not attached \x\
Not available •
b. School history (in chronological order) and adjustment:
Chi-keung studied from P.I to P.5 at Ivy League Primary School in Tai Po. He always
failed to do his homework. Despite serious warnings from teachers, he failed to improve.
8. Work experience (if applicable)
Nil
9. Interests and activities:
Playing "Game Boy9' and reading comics.
10. Record of previous placement, if any
Name of Residential Unit Date of Admission Date of Discharge Reasons for Discharge
Not Applicable
11. History of absconding (if applicable):
Nil
12. Future plan for the child (please specify duration of placement, short-term and long-term goal):
Chi-keung is recommended for residential placement for 12 months.
Short-term goal: to assist Chi-keung to adjust to residential care.

Long-term goal;
Chi-keung i) to help Chi-keung to develop good study habits, as well as social and
communication skills;
ii) to help Chi-keung to understand his mother's illness; and
iii) to improve the parent-child relationship.
Ms. MA i) to equip Ms. MA with proper parenting skills;

ii) to keep in view Ms. MA's psychiatric and emotional problems; and
iii) to help to strengthen Ms. MA's supportive network.
Signature of Referring Worker: KWAN Wai-lee Countersigned by:
Date: 1 April 2001 Name in BLOCK LETTERS: (WONG SHEUNG SZE )
Post Title/Rank: Officer-in-charge SAJR FSC/SWO
Date: 1 April 2001

Example 4,8
A. Case Particulars
1. Name of Child:
CHAN Wai-lin
(in English, surname first) (in Chinese)
2. Sex: QMale H Female 3. Date of birth: 1.7.1985 (day/month/year)
4. Document type: • Birth Certificate E HK Juvenile IC • Other documents (please specify)
5. Document No.: Y123456(l)
6. Schooling/Occupation: H Studying • Non-attendance • No school placement

n Employment, (please specify) • Unemployment
7. Last class attended: • Kindergarten • Primary School H Secondary School

• Vocational Training D Others, (please specify)
Class Level: F.3
8. Family income: CSSA • Recipient of CSSA
9. Year arrived in HK: 1999 • since birth
10. Address of family or child:

(English) G/F, No.400, Shan Bin Chuen, West Point
(Chinese) ffiillllM 400
11. Telephone No.: 2000 2000 (home) (parent/guardian, if different)
12. Type of accommodation: Village house
13. Name of parent/guardian*: SUEN Yee-man

(in English,, surname first) (in Chinese)
(HKICNo.: Y123456(7)
B. Particulars of family members and relatives significant to the child

(mark "#" before the names to indicate those who are living apart)
Name Relationship Age/Date of Occupation/

Sex
(in English & Chinese) to child birth schooling
CHANYim-fu (Rtifeft) father M 53/unknown unemployed

SUEN Yee-man mother 45/unknown part-time worker
( )
!
Delete where appropriate
C. Particulars of referrer
Name of referring officer: * Mr./Mrs./Ms PO Woon-yan
Type of referring office: \x\ SWD Q NGO • ED • Hospital Authority

• Others: (please specify)
Office name: SARFSC [x]FSC DCPSU DCCSU Q P O DMSS
Other:
4. Name of agency and address: SAR Family Services Centre

5/F, SAR Govt Offices Building, Central
5. Tel. No.: 2575 5679 6. Fax No.: 2575 2677
7. File ref. in referring office: SC 123480
D. Placement choice
1. Indicate 4 placement choices at most by entering the respective codes. Select either type of
service e.g. C000 or specific home(s) e.g. C001, 002.
1st choice COOS 2nd choice 3 rd choice 4th choice

(please rejer to residential child care services codes onp.8)
2. Indicate district preference, if absolutely necessary, for small group homes service and foster care
service only:
(please refer to district codes on p. 8. Please also note that district preference is not encouraged as this
may significantly slow down the referral process when there is no vacancy at the preferred district)
3.a. Please enter name(s) of sibling(s) residing/referred for residential child care services:
Name CRSRC No. Name of residential unit Admitted Referred

(please tick either)
a. • •
b." • •
c. • •
• •
d."
3.b. Are sibling placements required? @ N o D Yes

(please enter name(s) ofsibling(s) involved)
4.a. Is urgent placement required? D No H Yes the reason(s) being: highriskof domestic violence
4.b. If urgent placement could not be secured, please elaborate the possible outcome:
The family has no close relative or friend in the territory. If urgent placement cannot
be secured, Wai-lin can only be returned home and so be exposed to domestic violence
again.
:
I
Place of child at time of referral: (tick one onlv)
Qa. At home Db At relative9 s home

[x]c. In hospital • d. Under the care of child-minder
• e. In remand home/place of refuge/emergency foster care/reception centre
In residential creche • g. In residential nursery
In foster home Ch- In small group home
Dj. in children's home • k. In boys'/girls' home
• l. In boys7 girls' hostel z. Others
Please specify (for item e to z)
E. Family background
1. Nature of immediate family: (tick one only)

• a. Single-parent (natural) family D b. Single-parent (not natural) family
• c. Two-parent (both natural) family \K\ d. Two-parent (one natural) family
Adoptive family
De. Two-parent (both not natural) family D f
Grandparents' family Dh. Relatives' family
Child is abandoned or an orphan Q j• Split family (with 1 parent not in HK)
LJi.
• z. Others: (please specify)
2. Are the child's parents new arrivals (i.e. having stayed in HK for less than 1 year)?
n Yes, both H Yes, one of them DNo.
Is the child a new arrival? \x\ Yes C]No.
Is the child a ward? x]No.
I] Yes, the child is LJa. DSW'sward
G b . Ward of Court
O Pending application
Is the child a subject of Care or Protection Order? iYes
[x]No.
LH Pending application
F. Circumstances leading to need for out-of-home care
1. Nature of child: (may tick more than one)
Da. Behaviour problems O b . Emotional problems

Qc. Health problems D d. Indecent employment
• e. Mental problems C] f. Missing from home
• g- Personality problems • h. Relationship problems with family members
D i- Sibling of victim of abuse/suspected abuse D j . Study/schooling problems
• k. Undesirable peer influence \x\ 1. Victim of abuse/suspected abuse
• m.Being signed off • n. Child with limited intelligence
D x. No specific problem • z . Others: (please specify)
The main one being: (please enter code) I
2. Parents'/©a*©H^ conditions: (may tick more than one)
• a. Away from Hong Kong Q b. Broken marriage
• c. Criminal background [Jd. Drug abuser
• e. Emotional problems • f. Health problems
Ql g. Hospitalization Qh. In prison
Qi. Inadequate parenting/care Qj. Long working hours
• k. Mental problems Ql. Parental death
Q m. Parents" whereabouts not known []n. Personality problems
Q o. Victim of loan shark [x] p. Child abuser/suspected child abuser
\x}q. Marital problem Qr. Unmarried mother
[]s. Financial problem Qt. Housing problem
• x. No specific problem Q z. Others: (please specify)
The main one being: (please enter code) P_
3. Other conditions:
Is the request for placement a statutory requirement? • Yes HNo
Is the child awaiting adoption? • Yes SNo
Is the request for placement related to breakdown of the family? [x]Yes • No
Was the previous placement unsuccessful? • Yes • No IxlNA.
Is the child's health condition suitable for care in a home-like setting? |1Av 11 IVpc
Co • No
G. Involvement of child
1. Has the child been involved in the decision-making process?

[x] Yes [ J No, the reason being:f//c7c one only)
a. Child is too young (under 4 years old)
b. Child has not been seen because
z. Others: (please specify)
2. Child's reaction to the decision of out-of home care: (tick one only)
r_ I a. Accepted readily
|x| b. Accepted with counselling
— i ! c. Cannot accept but counselling will be continued
— i jd. Cannot accept even with counseling
— i ! x. Not known
— I jz. Others
k» (please specify)
H. Involvement of parents/carers (Name of rarer: Ms. SUEN Yee-man X.

(Relationship with the child: mother )
1. Have the *parents/eaFe*s been involved in the decision-making process?
S Yes LII No, the reason be'mg:(tick one only)
[J a. DSW is the only legal guardian
D b. Parents/carers are not available for discussion because
• c. Parents/carers are unwilling to hold discussion because.
• z. Others: (please specify)_
LDelete vyhere appropriate

2. *ParentsVGaraV/Lcgal Guardian's reaction to the decision of out-of-home care; (tick one only)
[x] a. Accepted readily
D b. Accepted with counseling
• d. Cannot accept even with counselling
O x . Not known
• z. Others
- • (please specify)
I. Case details
1. Reasons for referral:

CHAN Wai-Iin is a victim of physical abuse. She was beaten by her father at home.
As a result, many bruises were found on her lower limbs. Similar incidents have occurred
in the past. At present, Wai-lin is staying in the SAR Hospital. In order to provide a
desirable place for the girl's rehabilitation, the case is referred to CRSCR for urgent
placement. (The case has been discussed with the Superintendent of Oi Yee Children's
Home. She has agreed to provide emergency placement.)
2. Significant events in the family history leading to the need for placement:
Wai-lin immigrated to Hong Kong under a single-way permit on 1.3.1999. Her father
suffers from gout and has been unemployed for two years. Possibly owing to his
unemployment, the father has become emotionally unstable. Coupled with his drinking
problem, which causes him to be out of control at times, conflicts between him and his family
members are frequent. Since the mother is the breadwinner of the family, she can spare
little time at home. The mother said that fights between father and daughter were common.
On 11.1.2001, the school social worker found bruises on the girl's lower limbs and
reported the case to the Child Protection Service Unit. A child abuse case conference was
held on 2.2.2001 and the conference concluded that this was a genuine physical child abuse
case, and suggested urgent placement for the girl's welfare.
3. Current family relationships:

According to Mrs. CHAN, her husband is an alcoholic. He apparently wanted to
control the life of everyone in the family. After getting drunk, he would scold his family
members. Thus, the father-daughter relationship was tense. Although Mrs. CHAN had
marital problems with her husband, she was grateful to him for bringing her and Wai-lin to
the territory and refused to separate from him. This made Wai-lin feel very disappointed
with her mother. Apart from this, the mother-daughter relationship is regarded as
harmonious.
I 4. Appearance of child
Wai-lin is about 160 cm in height She has normal body weight and has no unusual features.
1
5. Developmental histoiy of child (please specify general physical mental condition and any
disability in any aspect of the child's health. If relevant, please include family health history).
a. indicate whether the child is:

• Mentally retarded (specify IQ score/grading )
• Physically handicapped (specify details: )
• Visually impaired (specify details: )
b. medical assessment and/or psychological assessment report is:

Attached •
Not attached O
Not available fxl
c. state the health condition of the child
Normal.
d. elaborate on the developmental history:
Normal upbringing and normal development.
6. Social emotional or behavioural performance of the child:
Apart from her family problem, Wai-lin has met no adjustment problems in her social
and school life. According to the school records, she was always first in school examinations.
The teachers commented that she was an active, hard working and responsible student. She
enjoyed harmonious relationships with her classmates.
7. School history and adjustment:
a. latest school report is:

Attached H
Not attached •
Not available Q
b. School history (in chronological order) and adjustment:

1999-2001 Schall High School F.2 - F.3
Types of Recordings
Recordings can be roughly divided into three broad categories:
1. Daily/after session entries can be brief, noting factual information emerging

in a session; or they can be detailed, recording any significant developments in
case progress, as well as any reduction or escalation in the problem situation,
client's struggles or coping skills, client's or worker's new Insights.
2. Narrative or process recordings are adopted generally In training and In research

and clinical practice, to highlight specifically significant developments in the
therapeutic process. Meaningful direct quotes are included; however, process
recording is not verbatim recording. The writer has to be selective, analytical,
and reflective in recording the process of the session.
3. Summary recordings are brief general summaries of Interview content, client's

perspectives, the worker's observations, actions undertaken, and any outcome
from the client-worker exchanges. The various forms of summary recordings
and their purposes will be described in detail in the next chapter, with examples.
(Summary and daily entry records may include parts in narrative form to highlight
notable developments or revelations in the helping process.)
The format of writing can be varied. Many agencies have prescribed their own
recording forms/sheets for staff to fill in the information under relevant headings or
columns. Others may just provide a plain and simple record sheet to meet this need.
Very often, essay is the most common style for presenting the material while some
workers may adopt a point-to-point form. Apart from the written text, sometimes
drawings/diagrams, e.g. genogram and home layout sketch, are required to complement
the richness of the recordings. Occasionally, rating scales and checklists may also be
employed to present measurable data.
Points to Note
Since recordings can be in various forms and serve many different purposes, it is
impossible to list all the concerns in writing case recordings. The following are just
some suggestions that should be taken into consideration. In writing records, one needs
to keep in mind the interest of the readers, the purpose of the record, and the requirements
of the employer agencies.
Apart from the five C's to effective written communication, the items below
should generally be considered when writing recordings:
• Date/time (preferably to be exact) & form (e.g. telephone contact, office

interview or home visit) of the recorded activities;
• Highlight of the purpose/focus of the activities undertaken or proposed;
• Clear identification of people involved/the source of information;
• Relevant information (especially factual data) pertaining to the purpose of
the activities or in substantiation of the client's claim or the worker's analysis/
action;
• Observation/assessment/opinion based on the evidence;
• Indication of interventions undertaken/outcomes achieved or otherwise;
• Client's/family's feedback, and response to intervention undertaken;
• Conclusion/resultant actions;
• Schedule/plan of next meeting or follow-up actions; and
• Name of recorder.
Example: After-session Records
After-session records recount proceedings of what transpired during counselling

sessions. They record clients' reports on developments in their situation at home, school
work or in their relationships, their attempts at coping with these, as well as the worker's
input in counselling during these sessions.
Example 5.1 m MM it ^
Recording Form
Name of Service User: Mrs. CHAN WONG Siu-wai Ref.No.: QH
Record of Contacts (include missed / cancelled appointment)
Record of Contacts Issues Discussed/ Interventions
19-3-2001/O.I./ 1. Marital Relationship

Mrs. CHAN a. Mrs. CHAN stated that her husband needed "space"
to think over their relationship.
b. Encouraged Mrs. CHAN to be patient and advised her
to control her emotions so as not to provoke her
husband's feelings. She showed understanding.
c. Helped Mrs. CHAN to reflect on their relationship
pattern, focusing on the use of leisure time and money.
She realized that she needed to be more thoughtful
and constructive in arranging her leisure time activities
and more frugal in her spending.
2. Handling of Emotions -
a. Mrs. CHAN accepted that she had a depressed mood
and agreed to make efforts to overcome it by sharing
with a friend (when ready), contacting worker, learning
a skill to kill time, etc.
b. Mrs. CHAN stated thai she had decided to attend a
computer course and had already enrolled.
3. Sons' Response towards Parents' Dispute
a. Sons were very supportive and encouraged mother to
be brave even though father might leave,
b. Mrs. CHAN felt good about their concern and
promised them that she would not commit suicide.
4. Supportive Network
Supportive network was weak as Mrs. CHAN dared not
tell her problems to anybody except her sons. She was
encouraged to talk to her siblings and friends.
Action
As Mrs. CHAN was quite emotional in facing the marital
disputes, worker would write a letter to invite the husband
forO.L
Next appointment: 24-3-2001 at 12:30 p.m.
*A letter was sent to Mr. CHAN on 20-3-2001.

Recording Form
Name of Service User: Mrs. CHAN WONG Siu-Wai Ref. No.: 013
Record of Contacts (include missed / cancelled appointment)
Record of Contacts Issues Discussed/ Interventions
24-3-2001/O.L/ Mrs. CHAN felt the marital relationship improved after

Mrs. CHAN husband had the letter from the worker. It seemed that he
was positive to her help-seeking behavior.
a. Communication skills were discussed,

b. Mrs. CHAN's daily routine was reviewed,
c. She agreed to tune in more in her role as a housewife,
e.g. learning cooking skills, engaging in some new
activities instead of playing mahjong.
d. She preferred to wait and see her husband's response
to the letter. Worker suggested to call up the husband
around mid-October if he showed no response. She
agreed.
12-4-2001/T.C./ 1. Review of Marital Relationship

Mrs. CHAN a. Mrs. CHAN reported that the relationship was greatly
improved after she had learnt to share more and showed
concern to husband's feelings of loneliness,
b. Husband was said to be responsive to her concern,
c. As Mrs. CHAN felt that she could handle the
relationship and had confidence that husband would
stay with the marriage, she preferred suspending the
office interview for the moment and she would contact
worker if needed. She also requested worker not to
call up her husband at the moment.
2. It was agreed that case would be reviewed in May
2001.
3-5-2001/O.I./ 1. Handling of Emotions

Mrs. CHAN a. Mrs. CHAN reported occasional depressive mood
whenever she wondered what "plan" her husband
might have. However, she realized that time was
needed to rebuild their trust and intimacy,
b. Ways of handling her emotions were discussed.
Relaxation exercise was introduced, but she did not
seem to have got much from the discussion.
2. Methods to rebuild intimacy and trust were discussed.

She would concentrate more on the daily routine and try
to have more open communication with husband.
3. Mrs. CHAN was helped to see the importance of regular

contacts so that she could discuss with worker her
problems and figure out some problem-solving strategies
at a time when she was in a stable mood. She accepted
the idea that monthly interviews would be arranged.
Signed by Social Worker:

Example; Narrative or Process Recordings •
Narrative or process recording analyses the process of a session which could he an
office interview, a home visit, or even an important telephone conversation. Besides noting
selected meaningful verbal or behavioural communication, their nuances, possible
emotional undertones, the response generated, the feedback exchange between those
present, the record also includes accounts of the social worker's interventions and
communication inputs, giving the rationale behind these moves. An example of this in
narrative recording of the home visit to Siu-keung\s family is the social worker \s account
that he "orchestrated" the interactive process within the family to generate positive
reciprocity. The rationale and intent behind any interventive moves, whether these have
been achieved or otherwise, are explored as part of the narrative.
In this family session, the writer included commentary on "reflection on the process"
and 'assessment of outcome' of what transpired during the session. Narrative recording
required reflection, self-scrutiny, and openness on the part of the social worker. They
therefore tend to be subjective. Thus, we need to look for evidence from the "process"
reported, whether these confirm the writer's observations and conclusions.
Narrative recording provides a useful document for supervision and consultation to
promote teaching and learning, and therapeutic review. They are however generally
lengthy, take a long time to prepare and to read, and therefore may not he an appropriate
form of recording for daily usage for social workers with heavy caseloads. They do however
promote the therapeutic purpose if used selectively and judicious Iv.

Example 5.2
Client: YEUNG Siu-keung
Narrative account of home interview on 29/3/2001
Purpose
1. To include Mr. Yeung (the father of Siu-keung) in the helping process for the first
time.
2. To build up a sense of cthe-family-as-a-whole9.
3. To encourage all the family members to voice their expectation of and concern for
each other.
A process account of the home interview
I met all the family members in the home visit. Mr. YEUNG avoided joining us in
the sitting room. He made the excuse that he was busy repairing things in the toilet. Mrs.
YEUNG (the mother) and I went to invite him to join us. He did not respond. I praised his
ability to repair things on his own. I then turned to Mrs. YEUNG and said, "It is very good
that he knows how to repair household equipment." Mrs. YEUNG smiled and replied,
"Yes, I also appreciate it." She then suggested starting off the conversation first, noting
that her husband could join later. She sounded a little angry with him. "I believe he will
finish the work within a short time and can join us shortly," I said as we settled down in the
sitting room. It was meant to be heard by her husband. I wanted to convey to him the
message that we would wait for his participation. Siu-keung was waiting for us in the
sitting room and we began to talk about his holiday. He said he had more time to play
computer games. Mrs. YEUNG told me that the father had allowed Siu-keung to play
computer games after we had made a contract with the son in the previous home visit. He
was allowed to play three times a week. Previously, he was allowed to play only once or
twice a week. Siu-keung used to play it secretly. Now, he could play openly.
Mr. YEUNG joined us at this point. He sat down and said, "Well, what subject are
we talking about?" "We were talking about computer games. I know that you have rewarded
Siu-keung with more time playing computer games," I replied. I tried to engage Siu-
keung to talk about it, and he did. "I want to play more. It'll be better if there is no
regulation or restriction." Mr. YEUNG didn't see it that way. He thought Siu-keung
wouldn't be able to control himself if there was no regulation. Mrs. YEUNG seemed to
support her husband's position. "You wouldn't find it valuable if you could get it easily,"
she tried to convince her son. "I like to have it any time I want. I don't like to be controlled,"
Siu-keung protested. Mrs. YEUNG turned to me and said she was worried about this kind
of personality. He was too greedy and lazy. Siu-keung began to argue about it. I changed
the focus by inviting Siu-keung to talk about his father's change (allowing him more time
to play computer games). I wanted to avoid dwelling on the subject of Siu-keung's
personality. In the last three interviews (the father was not present), we had discussed the
mother's concern about the son's "personality". It was not productive because it had
diverted the focus from the family system to the child.
I facilitated Mrs. YEUNG and Siu-keung to talk about the change in the father over
the issue of the computer game. She responded to my request, "I find Daddy showing
more concern about Siu-keung these days. He invited Siu-keung to sleep with him and
also go for a jog together. One day, he suddenly phoned home. He asked me to look after
Siu-keung closely because of therisein the suicidal rate among young people." I underlined
her words, "You say Daddy phoned back home suddenly. You were surprised." She
acknowledged this, and added that she was also delighted. She felt that he had become
more concerned about his son's development. As we were talking about him, Mr. YEUNG
was browsing through a computer reference book. However, I noticed that he wasn't
reading. Rather, he was listening to our conversation. I then asked, "Mr. YEUNG, do you
like sleeping and jogging with Siu-keung?" He laughed. I probed and encouraged him to
talk about this. "I want to communicate more with Siu-keung and shorten our distance,"
he said smilingly. I found that Siu-keung was a little embarrassed. I invited him to share
his feeling about it. "Daddy invited me to jog with him because he felt lonely. Also, I
could play the computer game after I went jogging with him." I summarized his feeling
and invited him to talk about his impression of his father. Some bad experiences were
recalled, such as when the father punished and lied to him. "The past experience of physical
punishment had a long lasting effect on Siu-keung. It was a good time for us to talk about
it. "Mr. YEUNG, do you have anything to say to Siu-keung?551 asked. Mr. YEUNG
remained silent for a moment and then spoke to Siu-keung, "I don't know whether you
still remember this history long time ago. I didn't know other kind of parenting methods in
the past." Past events were re-storied. I had the impression that it was his job pressure that
caused him to act inappropriately in parenting. I offered my observation to Mrs. YEUNG
and Siu-keung. All the family members remained silent for a while. It was Mrs. YEUNG
who broke the silence. "Daddy has had great improvement in his parenting style," she
told me. Siu-keung was encouraged to forget it after we had a long sharing over this. He
was a bit tearful when he recalled his feelings. I gave support to him. Mr. YEUNG said
jokingly, "I will invite you to have dinner at Pizza Hut, okay?" They all laughed. "You
don't lie this time," Siu-keung replied.
We then talked about Siu-keung's problem with his studies. Mrs. YEUNG was very
worried about the coming examination. We made a contract with Siu-keung on managing
his time for study. Siu-keung agreed to try the new arrangement in the Easter holidays.
However, I wasn't convinced that he would follow the contract because he showed little
concern about it in the discussion.
Reflecting on the process
It was the first time that the husband-father had been included in the interview. It
was planned rather than incidental. I adopted a family systems perspective and wished to
include all three members (wife-mother, son, husband-father) in the helping process, so as
to build up a sense of the family as a whole. Thus, Mr. YEUNG was included in this home
interview as a part of the whole, the part that is signified by his role as the husband-father
in the family. Before this home interview, I had several interviews with the wife and the
son, but not the father. What would he see as the purpose of being a participant in the
interview? Would he perceive himself as my client or as a legitimate participant by virtue
of his status in the family?
There are several ways of framing the husband-father's part in the helping process.
First, he is part of the problem. But this notion is counter-productive. It will be threatening
to one who is being included by a social worker at this point in the helping process. Second,
he is part of the solution. This is obviously a better part to play than the first one. Third,
he joins the rest of the family (wife-mother and son) to come up with a shared view of the
problem, or a shared vision for the family. This is most compatible with the systemic view
of family, hence the following orienting perspective — "to build up the sense of family"
and "to voice their expectation and concern for each other". Thus, in the home interview,
I had tried my best to invite Mr. YEUNG to participate in the conversation. I praised his
good points and sometimes clarified his attitude towards the family. I always reflected
and summarized people's feelings and worries. I kept in mind that I was a friend of the
family. I wasn't an authority figure to challenge the father. He would need my support
too. However, I found that he was a bit embarrassed when I encouraged him to talk about
his feelings. I kept in mind that I shouldn't criticize his parenting style. Rather, I tried to
reflect to him both the wife's and the son's expectation of him.
Right from the beginning, I had paid particular attention to the husband-father. I
noticed that he was busy (doing some handiwork) and did not prepare to join the interview
at this point. Was it a sign of "resistance"? I had this notion in mind. Also, I was aware
of the wife-mother's expression of annoyance. I tried to be "strategic' at this point, to
break down the father's resistance and convey to him that we would wait for his
participation. Then, I started off the interview with a review of the progress regarding the
contract made (the son's access to computer games) in the last interview. I thought it
would be a good way to begin the session - bridging between the two sessions and assessing
the change attempted and the progress made. So, early on in the interview, both the child
and the wife-mother told me about the progress. The husband-father tried to join the
conversation at this point. Probably, he was not resistant after all Clearly, he tried to be
included by me ("Well, what subject are we talking about?"). He did not wait to be included.
'•'••A
I made the deliberate attempt to engage Siu-keung in disclosing his feelings about
the father's control over his access to computer game. I wanted his voice to be heard by
the father. The father's reply was important. I had a glimpse of how he viewed the child
and his way of playing out his role as the father. The father's reply to the child's wish to
have free access (and that means removing the father's control) — that the child could not
control himself— revealed his conception of the child. The mother supported the father,
but put forward a different reason: "You would not find it valuable if it was easy to get it."
Here, the two parents differed in how they tried to influence the child or to justify parental
action, but the parental goal was the same. The child protested by expressing his wish: "I
don't like to be controlled." It is interesting to note that the mother seized on this instance
as another indication of the child's "personality" — being greedy and lazy. In this regard,
both the mother and the father converged on a negative evaluation of the child. The child
argued and the ensuing scene revealed a lot about the parent-child subsystem. I initiated a
topic shift as the parents had got into a heated argument with the child. I did not like to
dwell on this. It would position the child as the bearer of the problem, not a problem of the
family system. It would lead the ensuing interaction away from "the family as a whole".
Hence, I directed the focus back to the father's change.
Assessing the outcome
In retrospect (after completing the written account of the home interview), I think it
has been a rewarding experience for all three parties concerned. There has been a strong
focus on positive interaction — the wife-mother and the child giving feedback to the
father with a positive focus. I have tried to orchestrate this interactional process within the
family group. The wife could actually tell her husband "her delight" about the concern the
latter showed about the child. The husband reciprocated (he laughed) and went on to
explicitly tell his son his wish — "to shorten our distance". It was the son who found it
difficult to reciprocate positive communication. I need to help him to learn to do so.
One event stood out in the process, and that was when the child retold his "bad
experience" of the father. I framed the situation as revisiting past history of the father-son
relationship and linking it to the present — and invited the father to respond. It was a good
move. What took place then in that episode was a "re-writing" of history. The father
showed his repentance for his ignorance ("I didn't know other kind of parenting methods
in the past.'9) and his "bad attitude" was explained in terms of work stress. It was a moment
of reflection for the "whole" family, not just the husband-father. The wife-mother came
across to me as the source of strength for the family. She appreciated the "improvement"
in the husband-father's parenting style. Indeed, he had, even in the interview. He was a
gentler father. He "joked with the child". And taking the child out for a treat was interpreted
as a symbolic act — to make good for past wrongs.
After re-reading the practice account again, I have a strong impression that the family
had regained strength. There is positive communication between the husband and the
wife in the couple sub-system. The parent sub-system emerged stronger as the two parents
converged on a shared set of values about parenting. The father-son subsystem is stronger
now that the father has made the effort to reach out to the child — to "shorten the distance".
The child may well be the last one to learn to communicate positively in the family.
Name of worker:
Signature of worker;.
Date;
i ^ ^
C h a p t e r VI: Case Recordings 2
Summaries and Reports
Introduction
Summary recordings, including case summaries and case reports, are brief general
summaries of interview contents, client's perspectives, the worker's observations, actions
undertaken, and any outcome from the client-worker exchanges. These would be
recorded under various subject headings. Summary recordings cover a wide variety of
summarized and organized recordings to meet particular requirements in the process of
rendering service to clients. There are mainly three types of summary recordings,
namely:
• Summaries required at specific points of progress in service delivery, such as intake,

transfer, and termination;
• Periodic summaries covering a time period of services and activities in the service
delivery process; and
• Problem-oriented summaries to review the client's circumstances and case

development, with a focus on particular problems or issues.
In writing case reports and case summaries, the worker is often required to state
his/her opinions in analysing the case situations and making recommendations for action.
It is most important that he/she makes a clear distinction between "facts" and "opinions"
and does not present his/her "opinions" as "facts". Facts must be accurate and based on
evidence, while opinions should be presented tentatively, and based on facts and
objective observations.
In this chapter, examples of various types of case summaries and case reports are
presented, with a description of their purposes and suggestions on how to write them.
Examples: Summaries Required at
Specific Points of Progress in Service Delivery
examples are presented, an Intake Summary and a Transfer Summary.
An Intake Summary provides a briefpreliminary ovennew of the personal and family
circumstances leading to a person seeking help from a social service agency. Often,
intake interviews are highly charged emotionally, particularly if the client is facing a
marital crisis, as in the case of Mrs. LAM below. The information provided by the client
can be confusing and even contradictory. The Intake Worker has to make some sense of
this, and then to present relevant information and the unique characteristics of the client,
the spouse, the relationship, the presenting problem etc., in a summarized and organized
format Should the Intake Worker identify certain aspects which need further exploration,
but consider the intake session as inappropriate to attend to them (due to her/his assessment
of client's readiness, topic too painful or sensitive, relationship of trust not sufficiently
built up, limits of time, etc.), these unique characteristics of the client's situation should
be recorded for the consideration of the Follow-up Worker.
A Transfer Summary is required when the case has to be passed on to another Worker
for follow-up service due to various reasons. The summary has to he concise but
comprehensive, giving a clear account of the case development, client's utilization of
services, Worker's assessment of the on-going process and recommendations on future
direction and action.
•t ' '» ,\
Example 6.1 is M B u^mm
Intake Record Form
Name of Service User:Mrs. LAM LEE Suk-yin Ref. No.
Date of Intake Interview: 19.3.2001
I. ^StlPpiffl Presenting Problem
Mrs. LAM claimed that her husband was dissatisfied with their marital
relationship. He felt over-burdened in caring for his wife and suggested a separation in
July. Mrs. LAM was shocked at the decision and attempted suicide in front of the
husband. As she did not want to break-up with her husband, she approached us for
counselling (through the Extra Marital Affairs (EMA) hotline).
H Genogram
(
add names and dates
of significant events
4 3- ^J - 7 siblings
- many
siblings 42
Mr LAM
(C -HW
- garment
worker Mrs LAM
F4
16 13
F2
III. "mWM^ Background Information

According to Mrs. LAM, the marital relationship had been good. She felt that
her husband was very responsible in caring for and supporting the family, even arranging
leisure activity for her, e.g. playing mahjong. Mrs. LAM said that her husband was a
quiet man, while she herself was quite outgoing and stubborn. He used to spoil her and
seldom went against her view. Mrs. LAM admitted that she tended to use ambiguous
and dual-meaning language to interact with her husband in order not to "surrender" to
him. She knew that although sometimes her husband was well intentioned, she still
rejected him. However, her husband often forgave her.
IV Information Checklist
lff*I± "NA" if not applicable )
Intake Information Specify
Two months ago, her husband had to work in China, 1-2

Significant Event days a month. While he was in China, Mrs. LAM with
Leading to Presenting her two sons went on a 5-day trip to Japan. The husband
Problem/Help Seeking later told his wife that he felt lonely and lacking concern
Behaviour when he was alone in China and in Hong Kong. He thought
of what he was striving for in life and felt that he did too
much for the family. He suggested taking a "cooling ofT
period from the marriage, which would also give a chance
for his wife to be independent.
Bi Mrs. LAM learnt to change her communication pattern.

Coping & Effectiveness She was open & direct in interacting with her husband.
She tried to comfort him and not to argue with him.
Husband seemed to understand her good intention and
assured her that he would take care of her forever even
though he might leave the family (e.g. go back to his
paternal family). He still had not made up his mind. He
told her that he needed time, but determined not to make a
decision until the end of this year. Mrs. LAM felt that she
had time to prove her "goodness17 to the husband. Her
emotions were calmer than before.
Mrs. LAM had attended an English class and had recently

enrolled for a job-training programme. She felt better
going out to learn something instead of staying at home.
Mrs. LAM said that she was very emotional after being
Emotional State told by her husband of his decision. She slashed her wrist
with a cutter in front of her husband. Finally, she was
persuaded not to hurt herself further. She had been
depressed since then. Her 2 sons were very supportive to
her & comforted her a lot. However, she still believed
that if her husband left her, she would kill herself.
Nil
Mental Illness Record
Mrs. LAM reported that she seemed to have recovered

Health Condition after a month. She had learnt to let go the impulsive
behaviour. She could sleep better than before.
The family seemed quite well off. Husband handed over

Financial Situation enough to support them. He even assured Mrs. LAM
that he would support the family even if he were to leave
the family at some later date.
Nil
History of Violence/Abuse
Client was well supported by her 2 sons. They comforted

Support Network her a lot. As to other support networks, further exploration
was needed.
For emergency contact person :
Relationship with service recipient:
Telephone:
1. Reports of suicidal attempts pose risks of possible

impulsive actions. The teenage sons' support is
Intake Worker's important; however, a safety net of adult support is
Commentary - Risk Areas also vital. Explore further if she has confided in any
Requiring Further relatives, friends, in-laws, regarding her marital crisis
Exploration or her suicide attempt, to find out if such a safety net
is available.
2. Significant event leading to the presenting problem

needs further in-depth analysis. Is Mr. LAM
experiencing an existential crisis in questioning
himself "what he was striving for in life?" Or does
his lonely time in China allow him time for reflection
over the emotional detachment in his marriage? Or
does Mrs. LAM's approach through the EMA hotline
indicate she may suspect some EMA possibility? Or
does Mr. LAM "might leave family eg. go back to
paternal family" reflect intent of gradual
disengagement?
3. It is important to engage Mr. LAM in counselling to

work on the marriage. Since change in
communication has been referred to during the intake
session, the Follow-Up Worker can focus on
"coaching" and practising with Mrs. LAM how to
communicate with Mr. LAM in inviting him for the
interview. Mr. LAM's feedback on this would reveal
the couple's communication pattern as well as permit
the Social Worker some input to affect this exchange.
Sftfe
Others
I I f i l l ^ Referrals to be made
N.A.
fiffe Others
N.A.
Signed by Social Worker: FU To-yuen Signed by Supervisor: CHAN li-chun
Date: 20 March 2001 Date: 21 March 2001

Example 6.2
Transfer Summary
Ref. No.: _345_
Date of Intake: 4 December 2000

Period of Service: 4 December 2000 to 20 June 2001
Name of School: I w League Secondary School
Name of Client: (Chinese) $^Bfl (English) LI Tai-ming
Class: F.1B Age: 14 lA Sex: Male
(1) Situation and Problem of the Client at Intake:
The Client's stepmother initially approached client's Form Master

about their problem and had subsequently come to receive help from the
worker through the referral of the client's Form Master. The presenting
problem was that the client had a habit of stealing his parents' money and
telling lies. According to the client's stepmother, the client had already
shown such behaviours when he was in primary four. The client's stepmother
also complained that the client would return home late after school (around
6 p.m.) and that he had little concern over his personal hygiene.
(2) Background Information:
The client's father, Mr. LI, and stepmother, Mrs. LI, are both working.
The client ranks second in the family. He has three brothers and one younger
sister. His grandmother took care of him until he was four years old. He
had been referred to Jor Yan Family Services Centre when he was in primary
four as a result of stealing money from his father.
14.6.2001 Ran away again
16.6.2001 Located by police
18.6.2001 Application to Juvenile Court for Care or
Protection Order (CPO); remanded at Ma Tau
Wei Girls' Home (MTWGH)
30.7.2001 CPO issued; admitted to Po Leung Kuk (PLK)
Service Activities :
17.5.2001 T.C. Miss HO of YOH
T.C. Mei-ling
T.C. Mr. HUI
22.5.2001 Visit Mei-ling at YOH
30.5.2001 O.I. Mr. HUI
3.6.2001 Visit Mei-ling at YOH
4.6.2001 T.C. DCP/CPU3
15.6.2001 H.V. Mr. HUI
20.6.2001 Visit Mei-ling at MTWGH
27.6.2001 Joint interview with Mei-ling and father at MTWGH
6.7.2001 T.C. Ms. WONG of PLK
17.7.2001 Visit Mei-ling at MTWGH
30.7.2001 Escort Mei-ling to PLK for admission
Summaries of Contacts:
Presenting Problem
Mei-ling, aged 13 , ran away from home after a heated quarrel with her
father in May 2001. She was subsequently brought back home by the father
from the police station, but she was reluctant to live with him. A caseworker of
CPSU visited the family for social enquiry. The case was considered not a child
abuse case and was referred to Oi Sum Family Services Centre (OSFSC) for
follow-up services. However, Mei-ling soon had conflict with her father and ran
away from home again. She approached YOH and was admitted to its hostel on
13.5.2001.
Family Background
Mei-ling came from a broken family. Her father Mr. HUI was a Chinese
whereas her mother was an Indonesian. The couple got married in 1987 and
Mei-ling was bom in Indonesia in 1988. She was brought back to Hong Kong
when she was 1-year old. As reported by Mr. HUI, the mother indulged in
gambling and had a lot of conflicts with him. The marital relationship deteriorated
and the couple divorced in 1990. The mother had been out of contact since then.
She had neither visited Mei-ling nor phoned her thereafter. The father married a
second time in China in 1992, and 2 sons were born in 1994 and 1996 respectively.
He went to China and stayed with his family there quite frequently.
Financial Situation
Mr. HUI worked as a renovation worker. Owing to rheumatism, he worked
only several days a month. He had an average monthly income of about $7,000.
Besides supporting himself and Mei-ling, he had to support his family in China
financially.
Living Conditions
Mr. HUI and Mei-ling used to reside at a self-owned flat, which measured
about 500 sq. ft. with 2 bedrooms and a sitting-room. The father and Mei-ling
occupied a bedroom each. The flat was old and simply furnished. The living
conditions were satisfactory despite the fact that the place was quite untidy.
Child Care History

Mei-ling was taken care of by her mother before the lattcr's departure.
Since the age of 2, she was entrusted to the care of the paternal uncle and aunt.
At the age of 7, she was placed in the care of the paternal grandmother in China.
After several months, she returned to Hong Kong and lived with the family of
her paternal uncle again. The uncle was a businessman with a good income.
Living with his family, Mei-ling led a comfortable life. She was not required to
do any household chore because a Filipino maid was employed. Mei-ling was
said to have a good relationship with her uncle's family and she regarded her
uncle and aunt as her parents and the cousins as her siblings. Her father took her
home to live for a few days occasionally, and she could get along with him at
those times.
Mei-ling began to misbehave in 1999. She lost her temper easily and lied
about her homework. Hence she was returned to her father for care and
supervision. She was placed in her paternal uncle's home at times when her
father visited his family in China.
3
Schooling
During those years when she lived in her paternal uncle's home in Tai Po,
she studied in a primary school in Tai Po till P. 5. After moving to live with her
father in September 1999, she attended P. 6 at Lok Man Primary School. In the
beginning, her academic performance was satisfactory. She was quite active
and had made a lot of friends at school. However, she never disclosed her history
and family background to anybody. Later she was found to be very curious
about sex. She sometimes wrote pornographic words on her homework and
drew sex pictures on the walls.
Parent-child Relationship
After she returned home, her relationship with her father gradually
deteriorated again. She felt loved by her father as he provided her with sufficient
daily expenses. However, she was dissatisfied with life with him. As the father
was preoccupied with work, Mei-ling was often left alone at home. She was
required to do a lot of household chores including preparing dinner. The father
was critical and Mei-ling felt she was picked on for trifles. They often lost their
tempers when they talked with each other. Mei-ling usually answered back and
she even dared to fight with her father. Their heated quarrels resulted in Mei-
ling's repeated absconding in May 2001.
Condition of Mei-ling in YOH

On 13.5.2001, after a quarrel with her father because of conflict over
household chores, Mei-ling left home again and sought assistance from YOH.
She took shelter at its hostel from 13.5.2001 to 12.6.2001. In the Hostel, she
managed to follow rules and instructions but had difficulty in getting along with
other girls. She sometimes isolated herself from them. A few roommates lodged
complaints to the staff for they suspected that Mei-ling had stolen their clothes.
Besides, it was found that Mei-ling had a lot of misconceptions about sex. She
was then referred to the Clinical Psychology Unit for services in early June 2001.
Application for CPO

Mei-ling was discharged from YOH on 12.6.2001. On 14.6.2001, Mei-
iing quarrelled with her father and ran awayfromhome again. The father reported
her missing to the police. She was subsequently located by the police on
16.6.2001. In view of her repeated absconding from home, which exposed her
to moral and physical danger, the police made an application to the Juvenile
Court on 18.6.2001 for a CPO for her. The case was adjourned for formulation
of a welfare plan. She was remanded at MTWGH during the adjournment period.
Welfare Plan:
Mei-ling found her father unreasonable and intolerable. She claimed that
their frequent conflicts were all her father's fault. She regarded herself as a
victim in the family. She refused to live with her father and preferred residential
child care placement.
The father was quite disappointed that Mei-ling exhibited misbehaviours

and was disobedient to him. On the other hand, he was aware that he lacked
parenting skills, and he agreed that he should receive counselling so as to improve
his relationship with Mei-ling. He also preferred residential care for Mei-ling to
allow both of them time to re-foster a better relationship.
Eventually a placement at PLK was arranged for Mei-ling. She was made
subject of a CPO on 30.7.2001, by virtue of which she was placed under the
supervision of a Social Welfare Officer for 1 year and committed to the care of
PLK with immediate effect. Accordingly she was admitted to PLK on
30.7.2001.
Assessment on the Family:

The unsatisfactory parent-child relationship stemmed from the long
separation between the father and Mei-ling. After a separation of 10 years, the
father and Mei-ling had difficulty in living together and communicating with
each other because of their different living habits and expectations. Since Mei-
ling was not required to do household chores at her uncle's home, she took it for
granted that everything should be prepared for her. She had negative feelings
against her father, who expected her to do so much housework. Their different
expectations of housework distribution were a direct cause of their conflicts.
Besides, Mei-ling had not developed emotional bonding with her father as
she used to regard her uncle and aunt as her parents. Mei-ling's resentment
towards her father may reflect a continuing deep-rooted anger towards him because
she felt that it was he who had made her lose her mother. She also had a strong
feeling of being abandoned not only by her parents but also by the different
carers whom she considered had also rejected her. Therefore, she had developed
very low self-esteem and had a lot of anger inside.
Counselling needs to be rendered continuously to help Mei-ling resolve

her negative feelings. To re-foster a better parent-child relationship, a counsellmg
service should also be provided for the father. He should be encouraged to show
more concern for Mei-ling by paying frequent visits to her and arranging home
leave for her regularly.
Treatment Goals:
— To pursue family reunion
— To achieve a better parent-child relationship
Treatment Plans:
The Family's Tasks

— The father should pay visits to Mei-ling and arrange home leave for Mei-
ling regularly
— The father and Mei-ling should attend joint interviews

— Both the father and Mei-ling should learn better communication skills
— The father should learn better parenting skills
— Mei-ling should receive psychological treatment to resolve her negative
feelings towards her father and to develop self control
The Worker's Tasks

— To arrange joint interviews for the father and Mei-ling for working on their
feelings towards each other and their mutual communication
— To render counselling to the father and Mei-ling regarding their individual
needs
— To keep in view Mei-ling's adjustment at PLK
— To keep in view the arrangement of home leave for Mei-ling
— To provide sex education for Mei-ling
Services rendered during this period

— Counselling for both the father and Mei-ling
— Referral to YOH
— Referral to Clinical Psychology Unit for psychological services for Mei-ling
— Referral to PLK for residential service for Mei-ling
— Social Welfare Officer's Reports to Court
— Statutory supervision for Mei-ling after the issue of the CPO
Signed by Social Worker:
Date: 31 July 2001

Examples: Problem Oriented Summaries
Problem oriented summaries generally review the client's circumstances and case
development, with a focus on particular problems, crisis, or decisions confronting the
client orfamily or the social worker. The review is conducted to guide future direction
in service provision and therapy. Very often, the Worker is required to write a problem
oriented summary when he/she refers the client to another agency or unitfor a particular
sendee. Sometimes, he/she may be asked to do so for a statutory reason, for example,
when a client is being recommended to the Court for a Care or Protection Order.
Two examples of problem oriented summaries are presented below. The first one
is a Social Welfare Officer's Report to support an application for a Care or Protection
Order. The other is a Social Enquiry Report into a case of suspected child abuse.
Example 6.4
Social Welfare Officer's Report s^X
Court : SAR Juvenile Court
Court Case No. : SARJ123/2001
SWD Ref. No. : SWD 2345XXX
Case Nature : Care or Protection Order
Name : CHAN Bo-bo
Sex/Age : Female/15 years and 4 months
Date of Birth : 12.1.1986
Address : Room 1007, Fu Chuk House, Tai Fu Estate,

Central, Hong Kong
B.U. Date : 14.5.2001

Case Background
Owing to being missing from home repeatedly, CHAN Bo-bo, the girl-in-
question, was brought to SAR Juvenile Court by the police for an application of
a Care or Protection Order on 21.4.2001. The case was adjourned to 14.5.2001
for a Social Welfare Officer's Report. Meanwhile, Bo-bo was restored home.
Family Composition
Relationship to Education /
Name (Alias) the girl-in-question Sex/Age Employment
CHANTai-man Father M/39 Unemployed

WONGLai-lai Mother F/37 Housewife
CHAN Siu-bo Younger brother M/10 P.4 student
CHAN Tim Grandfather M/72 Fortuneteller
LEE Tai-mui Grandmother F/68 Retired
Family Background
Bo-bo was brought up in an intact family. Her parents were married in
Hong Kong in 1984 and the marital relationship was said to be satisfactory. Bo-
bo is the eldest child in the family. As a toddler, she was entrusted to the care of
her paternal grandparents. She was restored to the care of her parents after
completing kindergarten. The family used to be supported by the father who
worked as a private detective. In early 2000, owing to the closure of the company,
the father became unemployed. The family has been depending on Comprehensive
Social Security Assistance since June 2000. Currently, her mother is six months'
pregnant.
Family Relationship
The parents love and care for Bo-bo very much. The family relationship is
harmonious and both grandparents are also concerned about Bo-bo. The mother
gave up work in order to take better care of the children after the birth of the
second child. However, Bo-bo said she was unwilling to share her ups and downs
with the family. Though the parents took an active role in initiating
communication with Bo-bo, she showed reluctance to share her inner feelings
with them. Yet, Bo-bo admitted that she was the apple of her parents' eyes.
Living Condition
The family resides in a public housing unit at Tai Fu Estate. There are three
bedrooms, a living room, a kitchen and a toilet with a total area of about 50 sq.
metres. Bo-bo shares a bedroom with her younger brother while her parents and
grandparents have their own bedroom. The flat is tidily kept with satisfactory
ventilation and lighting.
Education
Bo-bo received primary education at On Tak Primary School. Owing to a
change of residence, she opted to study at Kei Wan Primary School when she
was promoted to P.3. Her performance in the primary schools was satisfactory.
She continued her studies at Po Ling Secondary School, a girls' school, in

1998. Her scholastic performance was fair and her conduct was graded C. Her
academic performance deteriorated when she was promoted to F.2 and her conduct
in school also got worse. She had records of minor demerits and a major demerit
for her misbehaviour and eleven truancy records in the first school term of Form
3. Worse still, she did not attend school after the Christmas holiday in 2000.
Urged by the school, the girl formally gave up the school placement with her
father's consent on 21.1.2001.
General Behaviour of the Girl-in-question

The parents said that Bo-bo was tame and obedient in her childhood. Though
she was described as a strong-minded girl, she behaved well in her early school
years. However, she turned wayward when she was promoted to Form 2. During
that time, she started an intimate relationship with a female schoolmate. At first,
she returned home late or just ran away from home for one to two days. Gradually,
she stayed outside overnight more often and sometimes even went missing for a
month. During the missing period, Bo-bo usually stayed at her girlfriend's home
in Shamshuipo and fooled around with her. Worse still, she was later involved
in a complex relationship with two girls but she denied having been engaged in
any indecent acts with them. Out of frustration in handling the relationship, she
attempted suicide by taking sleeping pills on 20.8.2000. Subsequently, she was
hospitalized for 3 days.
Circumstances Leading to the Present Incident

Bo-bo went missing from home again on 15.12.2000. The following day
she went to Guangzhou with a 17-year-old girlfriend named WONG Lai-lai,
who was her ex-schoolmate, and stayed in a flat belonging to a relative of WONG.
They returned to Hong Kong two weeks later and stayed at WONG's home. On
17.1.2001, the two girls went to Guangzhou again and her friend's mother joined
themlater. They returned to Hong Kong on 7.4.2001. Bo-bo said that her friend's
relative provided her with food and shelter during her stay in Guangzhou. Bo-bo
said they just wandered around and killed time by watching television there.
On 16.3.2001, the parents made a report to the police when they found Bo-
bo's behaviour beyond control. On 20.4.2001, the police located Bo-bo at her
girlfriend's home. As a result, Bo-bo was brought to SAR Juvenile Court on
21.4.2001 and she was restored to her home after the court hearing.
During the case adjournment period, Bo-bo went missing again despite a
serious warning from the investigating officer. She ran away from home on
4.5.2001 without leaving any contact details with her parents and the undersigned.
As a last resort, the father reported to the police again on 6.5.2001. Finally, she
returned home of her own accord at 7:30 p.m. on 6.5.2001. She disclosed that
she had stayed at a friend's home because her friend was in a depressed mood.
Attitude of the Girl-in-question

Bo-bo showed no remorse towards her misbehaviour though she promised
to start anew by terminating the relationship with her girlfriend and resuming
studies. Despite the sincere advice and warning given by the investigating officer
and the parents, Bo-bo still ran away from home without realizing the
consequences of her wayward behaviour. She was not sincere in committing
herself to rectify her behaviour and failed to show a determined attitude to change
her lax lifestyle.
Attitude of the Parents

The parents said that they had tried every effort, from scolding to reasoning,
to disciplining Bo-bo to help her change. Yet the girl seemed to have no insight
at all. Initially, they intended to let the girl receive open supervision and they
had actively looked for a school placement for her. However, they were
disappointed at Bo-bo's repeated missing incidents, especially the latest event
during the adjournment period. In view of the irresponsible behaviour and limited
insight of Bo-bo, the parents had no confidence in placing her under open
supervision at this stage.
Conclusion and Recommendation

To sum up, Bo-bo is a loose and rebellious girl with weak self-control. She
is not aware of the consequences of her misdeeds. At her age, she is going
through a stormy stage struggling for autonomy from the family and for peer
identification. In doing so, however, she has placed her future prospects in danger
because her wayward behaviour may easily drive her onto the wrong track.
Although the parents have made much effort to compromise with her and
discipline her, she still pays little heed to their advice. She cannot resist temptation
from undesirable peers and continues to stay away from home. The parents are
at their wits' end in trying to keep her under control They hope that the girl can
have more time to reflect on her misdeeds in a safe and confined environment.
There is no doubt that the girl is now at high risk of moral danger in view of her
repeated missing and deviant behaviour. As more time is required to formulate
a welfare plan for Bo-bo, I would like to suggest Your Worship to adjourn the
case for 3 weeks and remand the girl at Ma Tau Wei Girls' Home pending a
Further Social Welfare Officer's Report.
Respectfully submitted.
(Miss Helen HO)

Assistant Social Work Officer
SAR Family Services Centre
Tel No.: 2575 5672
Date: 9.5.2001

5F., SAR Government Offices Building
Harbour Road, Central
Example 6*5
SOCIAL ENQUIRY REPORT
Suspected Child Abuse Case
Name of Child CHAN Siu-mui

Sex / Age F/10 months
Date of Birth 29.7.2000
Mother's Last Known Address Room C, 4/F, 186 Kam Wah Street,
Shamshuipo
Mother's Present Address 6/F., 194A Tai Tung Street, Mongkok
Case Background
A couple living in Tung Tau Estate called the police on 21.5.2001 when
they heard a baby girl cry and saw their neighbour Mr. TSUI shaking and hitting
her. The baby was then admitted to United Christian Hospital for medical
treatment; she was later found to be called CHAN Siu-mui.
Family Background
Name Relationship Sex / Age Occupation Remarks
Mr. C.K.CHAN Putative Father M/26 Unemployed Imprisoned

since 11.2000
Madam Mother F/22 Casual worker

HO Kit-ching in nightclub
Mr. C.K. CHAN, CHAN Siu-mui's putative father, is the only child from a
broken family. He used to live with his father, grandmother and aunt since his
birth but also maintained occasional contact with his mother. At the age of 18,
&.'••••
0.v
Mr. CHAN became addicted to drugs and was imprisoned from 1993 to 1996
and then in 1998. In November 2000, he was imprisoned again due to possession
of dangerous drugs and burglary. The expected discharge date is November
2001.
CHAN Siu-mui's mother, Madam HO Kit-ching, is also a drug addict from

a broken family. She lived with her father, step-mother and step-siblings soon
after her natural mother deserted the family when she was 3. The family
relationship remained distant. At 18, Madam HO married a drug addict. At 20,
she was imprisoned due to possession of dangerous drugs. Upon discharge in
1999, she cohabited with Mr. C.K. CHAN and gave birth to CHAN Siu-mui on
29.7.2000 before her arrival at the hospital. After receiving treatment for drug
withdrawal symptoms and bronchitis, CHAN Siu-mui was discharged and restored
to Madam HO's care on 26.11.2000.
Financial Condition
Madam Ho used to work in nightclubs. Upon confinement of Mr. CHAN,
the family depends on Comprehensive Social Security Assistance (CSSA).
Child Caring Condition

The casefirstbecame known to our centre in December 2000 when a medical
social worker referred the family to the centre for child care service. At that
time, Madam HO had applied for the in-patient detoxification programme at the
SAR Hospital while her daughter was waitlisted for residential placement upon
the mother's admission to hospital for detoxification. However, Madam HO
declined the services later as she preferred to receive methadone treatment. She
insisted on taking care of her daughter on her own.
As observed during the interviews on 6.1.2001, 16.2.2001 and 21.2.2001,

CHAN Siu-mui was being taken care of and was attached to the mother. In order
to strengthen Madam HO's child caring skills, the family aide service was
introduced. However, Madam HO rejected the service. After the last interview,
the social worker had lost contact with both Madam HO and CHAN Siu-mui.
•>*"
« 4". '• ,.'" f • '

Circumstances Leading to the Present Incident
At mid-night 21.5.2001, a Mr. TSUI, who was alleged to be Madam HO's
sworn grandfather, was found shaking and hitting CHAN Siu-mui inside a public
housing unit in Tung Tau Estate. The neighbour reported the incident to the
police and CHAN Siu-mui was admitted to United Christian Hospital for medical
treatment. Multiple bruises and fractures in the ribs and the right forearm were
found.
Upon enquiry, Mr. TSUI reported that Madam HO moved into the unit with
CHAN Siu-mui about 2 weeks ago. She worked in a nightclub at night and
would return home to take care of the baby girl after work. Four days before the
present incident, Madam HO had disappeared and had not returned to the unit.
Mr. TSUI then helped to take care of the girl. He denied having abused the girl
physically and alleged that the wounds were caused when the girl accidentally
fell from the bed. As it was alleged that he had abused the child, Mr. TSUI felt
stressed and refused to be interviewed by the worker.
Attitude of Putative Father

Mr. CHAN was shocked to hear of the incident and blamed Madam HO for
irresponsible child care arrangements. He seriously doubted Madam HO's
determination to withdraw from drags and regarded residential placement for
his daughter as more appropriate.
Attitude of the Mother

Initially, Madam HO remained untraceable until the evening of 29.5.2001.
She approached Shek Kip Mei Police Station on her own and visited her daughter
in hospital She claimed that she had been ignorant of the present incident until
informed by her stepmother that afternoon.
Madam Ho revealed that she had given up CSSA and had started working in
a nightclub in March 2001. She and her daughterfirstmoved in with her girlfriend
who took good care of CHAN Siu-mui. However, as her girlfriend's abode was
under refurbishment, they then moved to Mr. TSUI's abode in May as Mr. TSUI
agreed to take care of the girl. Though bruises were found on the girl, Madam
HO believed Mr. TSUFs explanation of an accidental fall from the bed and made
no alternative child care plan. Since meeting her new boyfriend, a Mr. MOK,
who was a 15-year-old boy studying in F.2, Madam HO had not returned to Mr.
TSUFs abode since 19.5.2001.
Concerning the girl's future, Madam HO expressed strong wishes to take

care of the girl continuously. However, after much consideration of her own
problems and Mr. CHAN's opinion, Madam HO agreed to place the girl in
residential care for one year. Meanwhile, she planned to settle her affairs with
her ex-husband, withdraw from drugs through Methadone treatment, and secure
a stable job so as to start life anew.
Recommendation
CHAN Siu-mui comes from a family whose parents show genuine concern
for her but lack a structured life pattern. The father has been frequently engaged
in criminal activity while the mother behaves irresponsibly and has no concrete
plan for both herself and the girl. As they are both inadequate in rendering
proper care to the girl, statutory supervision and protection are deemed necessary
to safeguard CHAN Siu-mui's welfare. Meanwhile, residential placement is
recommended for CHAN Siu-mui.
Besides, counselling and assistance to the parents are recommended to help

them start anew and prepare for the girl's home restoration.
(Ms. K.K. BUT)

Assistant Social Worker Officer
30.5.2001
C h a p t e r VII: P r o j e c t Proposals
Introduction
With the growing emphasis on accountability, output measurement (or

deliverables), and financial support from the community, writing project proposals is
becoming increasingly important in social workers' daily work.
As in correspondence, the length or the amount of details varies a great deal in

project proposals. Many proposals are prepared to solicit funding support while others
are written as follow-up reports for an on-going project. Whatever the case may be,
proposals should be developed with a clear view and understanding for the preference
and mindset of the readers. The style of writing should be clear, concise, and to-the-
point. Instead of focusing on presenting the "grand vision" of the project workers (or
the agency) with a great deal of social work jargon, the proposal should be user-friendly,
concrete, down to earth, giving a clear account of what the project aims to achieve.
Specificity in defining objectives and target groups is preferred to vague, ambitious
elaboration. Local researches, additional reference material, and other project detail
could be included as appendices to serve as back-up. In the preparation process, the
writer of the proposal should attempt to provide answers to all the possible questions
which may be raised by the readers. These answers should then be carefully (and
appropriately) incorporated into various parts of the proposal. In general, funding
proposals should be introduced by a short cover letter or cover note in which specific
aspects of the project could be highlighted.
Points to Note:
Usually, major funding sources provide the agency with specific formats for
writing; otherwise, workers may use the following guidelines to write project proposals.
• Description of the need including the "service gap" of current services;
• How this project has come into being (optional);
• Obj ective or purpose of the proj ect;
• Implementation schedule;
• Deliverables: number of people served, impact on the community....;
• Budget, including support needed and money already raised and fees
schedule;
• Means and method for evaluation of the project's effectiveness/efficiency;
• Innovation or creative use of resources in the project;
• Agency's previous experience, achievement and readiness to take on this
project;
• Long term plan for funding and follow-up for the project; and
• Ways in which sponsorship could be acknowledged (optional).

Example 7.1
A Feeding Proposal on
Mutual Support Groups for Dyslexic Children and their Parents
Introduction
Dyslexia (also described as specific learning difficulties or minimal brain
dysfunction) affects 5-10% of the population according to estimates formulated
overseas. It is a neurological based brain abnormality, which mainly retards the
reading and writing ability of children. Dyslexic children have great difficulty
in copying words, remembering words, making associations between the outlook,
the pronunciation, and the meaning of words, and therefore usually under-achieve
academically. However, research findings indicate that many of them are indeed
gifted in intelligence. They are deprived of opportunities to realize their full
potential because our education system over-emphasizes reading and writing
ability as measures to evaluate performance.
Moreover, unlike the situation in the U.S., dyslexia is not well known by
parents, teachers, school counsellors, and other related professionals in Hong
Kong. Dyslexic children are often thought to be lazy, inattentive, unmotivated,
or disruptive in class. They suffer from very low self-esteem. Every day, their
parents push them to complete a long list of copying-type homework. The parent-
child relationship usually becomes very tense.
Research indicates that when dyslexic children are properly trained, they
can develop their own strategies to by-pass their weakness. However, it is equally
important to help these children regain their self-esteem, so that they will have
the energy to work through their weakness. It is also important to help their
parents, mostly mothers, get support from each other, and re-build a good parent-
child relationship.
Objectives
1. To help dyslexic children build up their self-esteem; and

2. To help parents with dyslexic children get support from each other, and
re-build a good parent-child relationship with their dyslexic children.
Targets
Primary school children who have been diagnosed as dyslexic and their
parents.
Contents
1. Children group:
Dyslexic children are to be recruited into small groups of 8 members for
6 sessions to give them an opportunity to share their feelings about their
life in schools and in their families. Experiential exercises will let them
realize their own strengths and merits. Through the group they also can
make new friends who are understanding and empathetic.
2. Parents' support group:

Parents are to be recruited into small groups corresponding to their
respective children for 6 sessions. In the group, they will be able to support
each other and share the daily heavy burden of having to push their children
to finish their homework. They can also share the difficulty in dealing
with some teachers who do not know about "dyslexia". They can also
exchange usefol practical tips to help dyslexic children remember better.
3. Parent-child joint activity:

Day camps or picnics will be organized for both the children and their
parents so that they can enjoy time "just being together and have fun".
Date and Time

Children group, parents' support group, and parent-child joint activities
will be run in packages during long school vacations at Christmas (December
2001), the Ching-ming Festival (April 2002), and in the summer (July to August
2002).
No* 0f Groups and Activities, and Amount of People Served

Altogether 7 of our centres, including Tsz Wan Shan (South), Tai Hing
Gardens, Lai Tak, Wah Fu, Growth and Development (in Wanchai), Counselling
Centre (in Wanchai, too), and Cho Yiu will run such groups and activities.
means to cultivate the employees' sense of belonging to the
company and their relationship with management. Fifteen of the
employers who responded to the studies indicated interest in
working with voluntary agencies to provide social work services
in their factories.
2.2.4 In July 1988, the Association obtained funding support from the
Community Trust Fund to implement the Factory Social Work
Project for a three-year period with the main objective to support
and coordinate voluntary agencies' efforts in this area. The name
of the project was later changed to Industrial Social Work Project
as the service gradually expanded to non-factory work settings.
2.2.5 At present there are approximately nine voluntary agencies

involved in industrial social work service (Appendix I). The
approach and pace of development of the service varies among
agencies according to their resources, service direction and
philosophy.
3. Overall Achievements of the Project
3.1 The obj ectives of the proj ect are:
a) To develop a feasible practice model of industrial social work

service in Hong Kong;
b) To develop resources for the development and expansion of the
service; and
c) To promote the service to the community, in particular the
employers.
3.2 The project has been successful in attaining the above objectives to a
large extent as evidenced by the tasks accomplished (Appendix II). The
achievements of the project can be summarized as follows:
3.2.1 The Development of an Integrated Model of Industrial Social

Work:
This is perceived as one of the most important accomplishments
of the project. An integrated model was established based on local
and overseas experiences (see Appendix III). It clearly defines
the rationale and philosophy, objectives, service scope, boundary
and future direction of industrial social work service in Hong Kong.
It helps to establish industrial social work as an independent and
new area of social work practice instead of a mere extension of
existing social services to the workplace as perceived previously.
3.2.2 The Expansion of the Scale and Scope of Service:
The Association has facilitated agencies to develop industrial social

work services through its coordination efforts and through giving
them consultation and advice. Since the commencement of the
pilot project in 1988, the number of voluntary agencies involved
in industrial social work service has more than doubled (from 4 to
9) with each delivering programmes to 3 - 4 companies at various
points in time over the period. <The services provided ranged
from educational programmes, including classes and seminars on
occupational safety and health, interpersonal relationships,
parenting, child care, stress management etc., social and
recreational activities, leadership training programmes, personal
counselling service and information and referral service> This
substantial increase of factory-based industrial social work
programmes was partly due to the successful promotion campaigns
and the collective marketing activities directed at the employers
organized by the Association through the project.
The interests of employers in starting social services for their

employees in conjunction with voluntary agencies were explored
through mailed questionnaires. Over 7,000 copies of pamphlets
on industrial social work were distributed to the employers through
the major employers/business associations, and the chambers of
commerce. The project has referred approximately 40 employers
who had indicated interests in starting the service to voluntary
agencies over the period. At present, employers involved in the
service include large corporations, small to medium size
manufacturing companies as well as companies from the service
industries.
3.2.3 The Increase in Employers' Recognition and Support
Because of the gradual expansion of the factory-based industrial

social work service and the promotion efforts of the Association,
employers began to recognize the contributions of the service in
improving employee welfare and employee relations in their
companies. The Association and a social work training institute
jointly conducted a review on industrial social work services in
Hong Kong recently. Social workers from 5 voluntary agencies
involved in the service and management personnel of 12 companies
using the service were interviewed. The employers responded
positively to the services offered by the voluntary agencies and
regarded the provision of social services for employees at the
workplace as an innovative and effective means in meeting the
needs of the workers as well as enhancing the employees' sense of
belonging to the company.
3.2.4 The Strengthening of Support and Coordination Among

Voluntary Agencies in Service Provision
The coordination among voluntary agencies involved in industrial

social work service was strengthened with the establishment of
the Joint Committee on Industrial Social Work in August, 1989
which replaced the Working Group on Labour Development. The
joint committee comprises representatives from all of the 9 agencies
involved in the service as well as interested academics. It has
become the primary driving force for the promotion and
development of industrial social work service in Hong Kong.
The Joint Committee meets on a regular basis. It provides an

invaluable forum and an effective channel of communication for
agencies to share their experiences and discuss their common
concerns. An information paper and a programme manual have
been produced to provide agencies with more resources in
designing and implementing the service. Seminars and training
workshops for social workers were also organized by the
Committee.
3.2.5 The Facilitation of Training Initiatives and Overseas

Exchanges
The coordination effort of the Association through the Joint

Committee has enhanced the agencies' commitment and interests
in the service, and indirectly raised the interests of academics and
training institutes on the subject. In this connection, one social
work institute has started a training programme in this area in the
bachelor of social work training programme under which 11
fieldwork placements have been started in 6 agencies.
Given that the development of industrial social work service is

relatively new in Hong Kong, the exposure of service providers to
overseas experience and practice models is considered important
to its further development. In this respect, the project facilitated
local social workers to participate in the occupational social work
conference organized by the National Association of Social
Workers (NASW) in 1989. This was followed by a study tour to
the United States on industrial social work organized by the
Association with assistance from NASW. Participants visited over
30 agencies involved in industrial social work and met many
prominent academics in this field. Based on ideas gathered during
the tour, a local pilot project with ABC Corporation is being
considered.
4. Conclusion anil Recommendation
4,1 The 3-year project of the Association has had a significant impact on the
development of industrial social work service in Hong Kong as evidenced
by the achievements of the project outlined above. The project facilitated
the expansion of the scope of industrial social work service as more
voluntary agencies began to adopt an integrated approach by providing
factory-based, community-based and centre-based services for workers.
4.2 The experience of the project reflects a definite need and potential for
growth and development of industrial social work service in Hong Kong.
As more companies begin to place greater emphasis on employee welfare
and take up the responsibility to provide social services for employees
and their families, the demand for the service is likely to grow.
4.3 Despite the termination of this project, the Association will continue to
coordinate the efforts of voluntary agencies in developing the service
and promote the service among voluntary agencies and employers through
the Joint Committee on Industrial Social Work. The exchange of practice
experience and service directions among social workers and agencies
will also be facilitated with the view of developing feasible local service
delivery models and resource packages. Training workshops and
seminars for social workers on the subject will be emphasized to equip
them with the necessary skills.
4.4 In order to help sustain voluntary agencies' commitment and efforts in

the development of the service, stable funding support for the service
becomes fundamental. The lack of regular and sufficient funding for
the service is one of the major difficulties experienced by voluntary
agencies in developing the service. At present, most agencies cannot
launch the service in full swing and meet the needs of the community
due to inadequate manpower and resources. While employers may be
willing to contribute towards part of the costs of programmes designed
for their employees, funds are needed for agencies to set up the service
at the initial stage and for community-based and centre-based
programmes. Thus, it is highly recommended that funding bodies such
as the Community Trust Fund should provide funding support to
voluntary agencies for the development of the service at least in the
early stages.
Chapter IX: Minutes of Meetings
Introduction
Meeting minutes is an essential form of written record, without which businesses,
proceedings and decisions of meetings cannot be complete.
The puiposes of keeping meeting minutes are to record clearly:
> the process of discussions;
> the decision for each agendum; and
> the follow-up action.
The written format and the length of the record will differ, depending on the
purposes of meetings, which could be regular routine progress sharing, task-oriented
discussion on specific projects for completion, or negotiation meetings. In the last
case, detailed records of the proceedings must be maintained.
A complete record of meeting minutes usually includes the name of the meeting,
date, time and place of the meeting, names of the chairperson and members that were
either present or absent and the time of adjournment of the meeting. In the body, the
issues, the discussions, the proposals, the decisions and the person to follow up are
recorded.
; r
Points to Note
To produce quality work for this type of written document, the following points are
suggested:
• Setting out a precise and clear agenda for a meeting is a pre-requisite for a
good piece of meeting minutes;
• Short but clear headings and sub-headings are provided for easy identification
of issues;
• Relevant information under corresponding headings and sub-headings is
presented in readable, manageable paragraphs with a paragraph number, starting
from paragraph two;
• If necessary, heavy but important information is presented in appendices, which
are mentioned in the relevant places in the minutes;
• For clarity, the logic/reasons are quoted to support the conclusions and
recommendations;
• The 'Action' column is provided to indicate the follow-up action required and
the person responsible for the action;
• Jargon and abbreviations are avoided unless the document is only for insiders
and they are presented together with the long form the first time they appear;
• The neutral tone is adopted to avoid any biased opinions; and
• The Personal Data (Privacy) Ordinance is observed.
Examples
Only two samples of minutes of meetings are included in this section. The first
document is a recording of the discussions of a case conference involving many parties.
In this piece, the verbal report of each party has to be presented very clearly and concisely.
It also includes information to account for the reasons behind the conclusions made. The
second one is a record of a task force meeting to prepare for an international conference.
In many items, this written record has not recorded/repeated the reasons behind the
decisions, because the essential information for this meeting is the final proposal for the
conference.
8. Madam HO remarked that since the whereabouts of Siu-tung's father
were unknown, actions had been taken to locate him. However, the
Immigration Department could not provide any information about him
so far.
9. Madam HO reported that results of the forensic pathologist's examination

showed Siu-tung's hymen was still intact; her pregnancy test was
negative; and no injury was found on her.
10. Madam HO considered that, because of lack of sufficient evidence to

support Siu-tung's allegation of her father's raping her, no further action
would be taken to proceed with the criminal prosecution of Mr. TONG.
11. Regarding the sexually transmitted disease that Siu-tung had been
infected with, Dr TUNG asked whether Mr. TONG could be requested
to take a medical examination to confirm the source of the disease.
Madam HO explained that under principles of human rights, the medical
examination could be conducted only with Mr. TONG's consent.
Report by Dr FAN, SMO and Dr TUNG, COS/SAR Child Psychiatric Centre
12. Dr FAN commented that the emotional response manifested by Siu-

tung during the interview (described in detail in the report para, xx) was
known as 'Post-Traumatic Stress Disorder'. Yet, Dr TUNG remarked
that the way Siu-tung gave a spontaneous description of the abuse incident
and used the term 'rape' to describe the incident was uncommon
compared to other cases.
II. Conclusion
13. As some information given by Siu-tung was doubtful, Members had

difficulty in reaching a definite conclusion on the nature of the case.
Finally, all Members agreed that it was a highly suspicious case, and
classified it as a child abuse case with suspicion.
III. Welfare Plan for the Child-in-Question
14. Since it was suspected that the sworn father inflicted sexual abuse on
Siu-tung, to safeguard her welfare, all Members unanimously agreed
that statutory intervention was necessary. Thus, a residential placement
would be arranged for Siu-tung to provide her with adequate care and
guidance.
15. In addition, the following were also recommended:
a) Siu-tung should be referred to a Clinical Psychologist for treatment;

b) The case would be followed up by CPSU and registered in CPR;
and
c) Further psychiatric treatment would not be necessary because of
Siu-tung's stable emotional and mental conditions.
IV. Any Other Business
16. There being no other business, the conference was adjourned at 6:20 p.m.
{Post-meeting note: After the conference, Siu-tung was informed of the outcome. The
Director of Social Welfare was appointed by the Court as her legal guardian; and she
was admitted to Po Leung Kuk New Comers' Ward on the same day.}
'
Example: Minutes of a Task-force Meeting
The following is a record of a task force meeting to prepare for an international

conference. In many items, this written record has not recorded/repeated the reasons behind
the decisions, because the essential information for this meeting is the final proposal for the
conference.
Example 9.2
Minutes of 4th Programme Committee Meeting

of
nd
2 Asian Regional Conference on Social Security
in Room 507, HQ at 5:00 p.m. on 7 September 2000
Present
Professor Y K CHAN Chairperson
Professor T L TAM Committee Member
Professor S S Wong Committee Member
Mrs. W K SIU Committee Member
Mrs. T S SO Committee Member
Mr. W W Lee Secretary
I. Confirmation of Minutes of Last Meeting Action
Minutes of the last meeting were confirmed without any

amendments.
II. Report on Progress
Collaborating Organizations
2. The Secretary reported that both the International

Council on "Social Welfare" and the
International Labour Organization Regional
Office for Asia and the Pacific accepted the role
as collaborating organizations of the Conference.
3. They would mainly contribute to the Conference
Programme, and provide grants to support their own
members' attendance at the Conference.
Guest Invitation
4. The Secretary also reported that the Committee had

successfully invited Professor T GLADSTONE from
(country name) to be the Keynote Speaker, whereas
Professor S JOHNSON from (country name), Professor
T Y AU from (country name) and Dr T T ONG from
Singapore would be plenary speakers.
First Announcement and Call for Papers
5. Conference announcements and call for papers for Secretariat

presentations in concurrent symposia would be sent out
in late September. The deadline for submission of
abstracts would be on 12 November 2000.
6. Members were encouraged to distribute Conference Members

announcements individually, and provide mailing lists
to the Secretariat as well.
Budget Review of Sponsorship for Speakers
7. Although the Committee generally wished to provide

airfare and accommodation for all speakers, a review
of the budget showed that priority would be given to
only those from developing countries, such as Thailand,
Indonesia, the Philippines and Vietnam.
III. Discussions
Keynote Speech
8. Members considered that the keynote speech should focus

on global trends versus regional trends on social security
development. It should include analyses of issues such
as Asian culture and work ethics.
9. Professor S S Wong agreed to contact Professor Justice, Professor

(Title, Post), to seek advice on the above, as the latter Wong
had a great deal of experience in this area.
Plenary Sessions
10. The following topics were decided for the respective

speakers :
Speakers Topics
Professor S JOHNSON Social Security Financing in North America:

Implications for Asia
Professor T Y AU Shifting Responsibilities for Social

Security Provision: Asian Experience in a Global
Setting
DrTTONG Central Provident Fund in Singapore
11. Members requested the Secretary to follow up with Secretary

overseas speakers to ask them to share their western
experiences, and discuss the possibility of application to
Asian countries.
12. For local speakers, Members suggested inviting Professor Secretariat

S W LING to talk about the Mandatory Provident Fund,
and Dr C T WU to talk about unemployment insurance,
since they were experts in these fields.
Concurrent Symposia
13. Members agreed to review the submitted papers first

before deciding on speakers and topics for the concurrent
symposia. This would also help to strike a balance
between choices of country origins, interest areas and
speaker backgrounds, e.g. government, union, NGO,
politician, etc.
Field Visits
14. The Secretary informed Members that he had started

planning for field visits for overseas delegates. Such
information would be provided in the Conference
announcements.
Publicity
15. To publicize the event more, Members requested the Secretariat

Secretary to send Conference announcements to
participants of the UN Poverty Summit, the ICTU and
the World Bank.
IV, Date of Next Meeting
16. The meeting was adjourned at 6:30 p.m. The next

meeting was scheduled on 28 October 2000 at 9:30 a.m.
in Room 507, HQ.
(Post Meeting Note: The time of the next meeting was postponed to 10:00 a.m.)
R e f e r e n c e s
Ackley, K. A. (ed.) (1998). Essays from contemporary culture. Fort Worth: Harcourt
College Publishers.
Ames, N. (1999). Social work recording: A new look at an old issue. Journal of Social
Work Education, 35, 227-237.
Gowers, E. (1986). The complete plain words. London: Her Majesty's Stationery Office.
0vretveit, J. (1986). Improving social work records and practice. Birmingham: British
Association of Social Workers.
Other Useful Readings
Berman, P.S. (1997). Case conceptualization and treatment planning: exercises for
integrating theory with clinical practice. Thousand Oaks, CA: Sage.
Booher, D. (1999). Ten writing principles to improve your training. Training &
Development, January 1999, 17-18.
Cutts, M. (1995). The plain English guide. Oxford: Oxford University Press.
Gebremedhin, T., & Tweeten, L. G. (1994). Research methods and communication in the
social sciences. Westport, Connecticut: Prager.
Hong Kong Economic Times. (2001). Common business writing errors in HK. Hong
Kong: Hong Kong Economic Times.
Ip, I. K. C , Chow, E. O. W.? & Chou, J. W. C. (1999). Language enhancement kit for
social work students - English version. Hong Kong: Division of Language Studies
& Division of Social Studies, City University of Hong Kong.
Lee, C. F. K., & Tsang, S. K. M. (1999). English for social work: Developing a professional
writing course for social work students. Hong Kong: Department of Social Work
and Social Administration, The University of Hong Kong,
Milner, J., & O'Byrne, P. (1998). Assessment in social work. London: Macmillan.
Murphy, H.A., Hildebrandt, H.W., & Thomas, J.P. (1997). Effective business
th
communication (7 Ed.). New York: McGraw-Hill.
Piotrowski, M.V. (1996). Effective business writing: A guide for those who write on the
job. (2nd Ed.). New York: Harper Perennial.
Strunk, W. Jr., & White E. B. (2000). The elements of style (4th Ed.). Boston: Allyn and
Bacon.
Swan, M. (1995). Practical English usage (new edition). Oxford: Oxford University
Press.
Wilson, S. J. (1980). Recording - guidelines for social workers. New York: The Free
Press.
Zuckerman, EX. (2000). Clinician's thesaurus: The guidebook for writing psychological
reports (5th Ed.). New York: Guilford Press.
Useful Websites
A.Word.A.Day at http://wordsmith.org
English4us.com of Hong Kong Education Limited at http://www.english4us.com
English language teaching and learning link of the British Council at

http://www.britishcouncil.org.hk/english/eltsites.htm
English Net, Cyber Learning Centre of Civil Service Training and Development Institute at
http://www.info.gov.hk/cstdi/clc (for civil servants only)
Learning English of the BBC at http://www.bbc.co.uk/worldservice
SpeakEasy, English Centre, the University of Hong Kong at

http://ecourse.hku.hk:8900/public/xvocab/
The Collins Cobuild website at http://titania.cobuild.collins.co.uk
The Hongkong and Shanghai Banking Corporation's Write for Results at

http://www.hsbc.com.cn/cn/about/wfr.htm
Virtual English Centre, the University of Hong Kong at http://ec.hku.hk/vec/
Words on the Web, English Centre, the University of Hong Kong at

httD://ecourse.hku.hk:8900/public/xoral/

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Staff Development and Training Section

geographical advantage and historical heritage. However, our success in today's

as well as our diligence and drive for continuous improvement. As stewards in

workers internalize these skills and attributes.

As we enter the 21 bt century with information technology collapsing the

historical significance of geography, the ability to communicate in different cultural

this, the Task Group on Improvement of Written Communication Skills of Social

enhancement in their communication skills.

Professor FAN Yiu-kwan

for me as Convenor of this Task Group on Improvement of Written Communication

from the Social Welfare Department (SWD)/Non-Governmental Organizations'

their efforts in the selection and refinement of the samples.

Thanks also go to those SWD/NGOs' units that have contributed writing

Department of Social Work and Social Administration, The University of Hong

improving the written communication skills of social workers.

MAK CHOW Suk-har, Anna (Mrs.)

Chapter II General Writing Principles 5

Chapter III Correspondence

Chapter V Case Recordings 1:

Chapter VII Project Proposals

Chapter VIII Reports

Chapter IX Minutes of Meetings

Other Useful Readings 125

Useful Websites 127

Appendices I - /// 128

Feedback Form 132

Skill in written communication is one of the crucial competencies for social

In the survey of Employers' Feedback on Practice among Local Social Work

Formation of Task Group on Improvement of Written

In order to examine the issue of social workers' language proficiency, a task

Production of English Writing Reference Kit

The samples collected for this Kit are categorized as follows:

(i) Case Recording and Referral;

Contemporary job-related writing should be functional, purposeful, specific and

In addition, communication is two-way. In order to get the message across in the

Five C's to Effective Written Communication

CLEAR The entire message must be clear. When the reader

CONCISE The written communication should be as short as

CORRECT Writers must be careful in providing accurate

CONSIDERATE The writer should consider the attitudes and feelings

Persona/ Data (Privacy) Ordinance

To be politically correct, writings must be free from racism, sexism, ageism, or

Correspondence is usually the mostfrequentform of communication. The purpose,

> 'Thank you' letters to sponsors, volunteers and friends;

• In writing a letter, it is most important to bear the purpose clearly in mind.

• Using a heading, or even underlining the heading of the letter, is a good

• It is also very important to consider providing the right amount of detail;

• Using a table format for certain kinds of information, such as a schedule,

• Professional jargon and lengthy, round-about descriptions should be avoided.

• It is a good practice to use telephone calls, or other forms of verbal

Invitation to Attend Graduation Ceremony

After our telephone conversation, I am writing formally to thank you for

With good wishes,

Assessment Team Consultant of Chuk Lam Halfway House

I would like to invite you to be one of the Consultants of the Assessment

We will be extremely delighted to receive your positive reply because we

(YIU CHING Yee-kung) (Mrs.)

Mr. WONG Pak-man

Dear Mr. WONG,

Request for Sponsorship in Fund Raising Concert

We understand many commercial organizations like yours are also inter-