social work case study scenarios

Case studies in child welfare

About this guide, child welfare case studies, real-life stories, and scenarios, social services and organizational case studies, other case studies, using case studies.

This guide is intended as a supplementary resource for staff at Children's Aid Societies and Indigenous Well-being Agencies. It is not intended as an authority on social work or legal practice, nor is it meant to be representative of all perspectives in child welfare. Staff are encouraged to think critically when reviewing publications and other materials, and to always confirm practice and policy at their agency.

Case studies and real-life stories can be a powerful tool for teaching and learning about child welfare issues and practice applications. This guide provides access to a variety of sources of social work case studies and scenarios, with a specific focus on child welfare and child welfare organizations.

• Real cases project Three case studies, drawn from the New York City Administration for Children's Services. Website also includes teaching guides
• Protective factors in practice vignettes These vignettes illustrate how multiple protective factors support and strengthen families who are experiencing stress. From the National Child Abuse Prevention Month website
• Child welfare case studies and competencies Each of these cases was developed, in partnership, by a faculty representative from an Alabama college or university social work education program and a social worker, with child welfare experience, from the Alabama Department of Human Resources

• Immigration in the child welfare system: Case studies Case studies related to immigrant children and families in the U.S. from the American Bar Association
• White privilege and racism in child welfare scenarios From the Center for Advanced Studies in Child Welfare more... less... https://web.archive.org/web/20190131213630/https://cascw.umn.edu/wp-content/uploads/2013/12/WhitePrivilegeScenarios.pdf
• You decide: Would you remove these children from their families? Interactive piece from the Australian Broadcasting Corporation featuring cases based on real-life situations
• A case study involving complex trauma This case study complements a series of blog posts dedicated to the topic of complex trauma and how children learn to cope with complex trauma
• Fostering and adoption: Case studies Four case studies from Research in Practice (UK)
• Troubled families case studies This document describes how different families in the UK were helped through family intervention projects
• Parenting case studies From of the Pennsylvania Child Welfare Resource Center's training entitled "Understanding Reactive Attachment Disorder"
• Children’s Social Work Matters: Case studies Collections of narratives and case studies

• Race for Results case studies Series of case studies from the Annie E. Casey Foundation looking at ways of addressing racial inequities and supporting better outcomes for racialized children and communities
• Systems of care implementation case studies This report presents case studies that synthesize the findings, strategies, and approaches used by two grant communities to develop a principle-guided approach to child welfare service delivery for children and families more... less... https://web.archive.org/web/20190108153624/https://www.childwelfare.gov/pubPDFs/ImplementationCaseStudies.pdf
• Child Outcomes Research Consortium: Case studies Case studies from the Child Outcomes Research Consortium, a membership organization in the UK that collects and uses evidence to improve children and young people’s mental health and well-being
• Social work practice with carers: Case studies
• Social Care Institute for Excellence: Case studies
• Learning to address implicit bias towards LGBTQ patients: Case scenarios [2018] more... less... https://web.archive.org/web/20190212165359/https://www.lgbthealtheducation.org/wp-content/uploads/2018/10/Implicit-Bias-Guide-2018_Final.pdf
• Using case studies to teach
• Last Updated: Aug 12, 2022 11:21 AM
• URL: https://oacas.libguides.com/case-studies

Interactive Cases

Select any of the modules shown below to begin. Each case provides unique, realistic, nuanced, and in-depth situations for students to reinforce and apply their expanding skills and knowledge in an active "learning-by-doing" format.

Families and communities consider transitions.

Rape Incest and Abuse National Network

An Urban Community Affected by Disaster

Systems, Strengths, and Stressors

A Community Conundrum

Loss, Aging, and Social Support

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• CSWE Press Books

Case Scenarios for Teaching and Learning Social Work Practice

Case Presentations and the ASWB Exam (Including Templates!)

Agents of change.

• April 26, 2023

Welcome to our comprehensive guide on case presentations and their importance in the ASWB (Association of Social Work Boards) licensing exam! As a Social Worker, you’ll often find yourself presenting cases to your peers, supervisors, and other professionals to discuss and evaluate your client’s needs and progress. Mastering case presentations is not only essential for your day-to-day practice, but it also plays an important role in your journey to becoming a licensed Social Worker.

In this blog post, we’ll explore the ins and outs of case presentations, breaking down their significance in the field of Social Work and the components that make them effective. We’ll also offer practical tips and strategies for preparing and delivering a successful case presentation, as well as delve into how these presentations are tested on the ASWB licensing exam. By the end of this post, you’ll have a solid understanding of case presentations and their relevance to your exam preparation and professional growth. So, let’s get started!

Case Presentation Overview

Case presentations hold a significant place in the Social Work profession, as they serve multiple essential purposes in both clinical and non-clinical settings. Let’s explore some of the key reasons why case presentations are so important for Social Workers:

• Collaboration and Supervision: Case presentations provide a platform for Social Workers to discuss their clients’ cases with colleagues, supervisors, and other professionals. These discussions facilitate collaborative problem-solving, allowing the team to brainstorm and identify the most suitable interventions and resources for the client. Supervisors can also use case presentations as a tool to guide, mentor, and ensure the quality of practice among their supervisees.
• Assessment and Diagnosis: Presenting a case requires a thorough and accurate assessment of the client’s situation, including their strengths, challenges, and needs. This process helps Social Workers hone their assessment and diagnostic skills, enabling them to better understand their clients and provide appropriate services.
• Treatment Planning and Evaluation: Case presentations involve outlining the intervention and treatment plans for clients, as well as evaluating their progress. This encourages Social Workers to think critically about their approaches, assess the effectiveness of their interventions, and make adjustments as needed to ensure the best possible outcomes for their clients.
• Professional Development: Preparing and delivering case presentations allows Social Workers to practice their communication, organization, and critical thinking skills. These presentations also provide opportunities to receive feedback from peers and supervisors, fostering continuous learning and professional growth.
• Ethical Practice and Accountability: Presenting cases to others promotes transparency and accountability within the profession. It ensures that Social Workers adhere to the Code of Ethics, maintain confidentiality, and provide services in the best interest of their clients.
• Interdisciplinary Collaboration: Social Work often involves working with professionals from various disciplines, such as psychology, psychiatry, nursing, and education. Case presentations serve as an effective means of communication between different professionals, helping to coordinate care and ensure that the client’s needs are comprehensively addressed.

Key Components of Case Presentations

An effective case presentation in social work should be well-organized, concise, and focused on the most relevant information pertaining to the client’s situation. Here are the key components that should be included in a case presentation:

• Identifying Information: Begin by providing general, non-identifying information about the client, such as age, gender, race, ethnicity, and marital status. Remember to maintain confidentiality and adhere to the Code of Ethics when sharing this information.
• Presenting Problem: Describe the client’s primary concern or reason for seeking Social Work services. This may include specific symptoms, difficulties, or circumstances that the client is currently experiencing.
• History of the Problem: Provide a brief overview of the development and progression of the presenting problem. This should include any relevant events, experiences, or factors that may have contributed to the current situation.
• Relevant Social, Family, and Medical History: Discuss any significant social, family, or medical history that may be relevant to the presenting problem. This may include information about the client’s family structure, relationships, support systems, education, employment, housing, and physical or mental health history.
• Assessment and Diagnosis: Based on the information gathered, present your assessment of the client’s needs, strengths, and challenges. If applicable, provide a formal diagnosis according to the DSM (Diagnostic and Statistical Manual of Mental Disorders) or ICD (International Classification of Diseases) criteria.
• Intervention and Treatment Plan : Outline the proposed intervention and treatment plan for the client, including specific goals, objectives, and strategies. This may involve a combination of therapeutic approaches, referrals to additional services, or collaboration with other professionals.
• Progress and Evaluation: Discuss any progress that has been made since initiating the intervention or treatment plan, as well as any challenges or barriers that have arisen. Explain how you will evaluate the effectiveness of your interventions and determine the need for any adjustments or modifications to the plan.

Case Presentation Template Examples

• Case Presentation Template from California State University
• Case Presentation Template from Sage Publications
• Case Presentation Template from Syracuse University
• Case Presentation Template from the University of North Carolina

Tips for Preparing and Delivering a Case Presentation

Preparing and delivering a successful case presentation requires organization, clarity, and practice. Here are some practical tips and strategies to help you effectively present your cases in a professional setting and on the ASWB licensing exam:

• Be concise and organized: Create an outline or a template that includes all the key components of a case presentation. This will help you present the information in a logical and structured manner. Make sure to be concise and focus on the most relevant details, avoiding unnecessary jargon or lengthy explanations.
• Focus on the most relevant information: When presenting a case, it’s crucial to prioritize the information that is most pertinent to the client’s situation and the questions being asked. Highlight the main issues, challenges, and concerns, as well as any significant findings or patterns in the client’s history.
• Use professional language : Ensure that your presentation is professional and respectful by using appropriate terminology and avoiding colloquial expressions or slang. Be sensitive to issues related to culture, race, and ethnicity, and always maintain client confidentiality.
• Anticipate potential questions: Consider the questions that your audience may ask about the case, and be prepared to provide additional information or clarifications. This will demonstrate your thorough understanding of the client’s situation and your ability to think critically about the case.
• Practice the presentation: Rehearse your case presentation several times, either alone or with a trusted colleague, to build your confidence and fluency. This will also help you identify any areas that may need clarification or improvement. Practicing with a timer can be helpful to ensure that your presentation stays within the allotted time.
• Engage your audience : During your presentation, maintain eye contact with your audience, speak clearly, and project your voice. Encourage questions and feedback, and be open to suggestions and alternative perspectives.
• Reflect on feedback and adjust accordingly: After presenting your case, take the time to reflect on the feedback you received from your audience. Consider how you can incorporate their suggestions and insights into your future presentations and practice.

Case Presentations on the ASWB Licensing Exam

The ASWB licensing exam is designed to assess your competency in various aspects of Social Work practice, including your ability to analyze and address case scenarios effectively. Case presentations are an important part of the exam, as they allow you to demonstrate your understanding of Social Work concepts, theories, and interventions in real-life situations. Here’s what you need to know about case presentation questions on the exam and how to approach them:

• Reading and understanding the case scenario: Each case presentation question will provide you with a brief case scenario that describes a client’s situation, background, and presenting problem. Carefully read the scenario, paying close attention to the most relevant details and issues. Make sure you have a clear understanding of the client’s needs, strengths, and challenges before attempting to answer the question.
• Identifying the key issues in the case: Once you have a thorough understanding of the case scenario, identify the main issues that need to be addressed in the context of Social Work practice. This may include ethical concerns, assessment and diagnosis, intervention and treatment planning, or evaluation and progress monitoring.
• Choosing the best response based on the available options: The exam question will typically present you with multiple-choice options that represent possible courses of action or decisions in response to the case scenario. Carefully consider each option, and select the one that best aligns with Social Work principles, ethics, and best practices. Keep in mind that there may be more than one “good” answer, but you need to choose the “best” option based on the information provided.
• Practicing with sample questions and case scenarios : To prepare for case presentation questions on the ASWB licensing exam, practice with sample questions and case scenarios that cover a wide range of topics and situations. This will help you familiarize yourself with the exam format, as well as refine your critical thinking and decision-making skills in the context of Social Work practice.

Practice ASWB Exam Questions on Case Presentations

Question 1: A Social Worker is presenting a case involving a 16-year-old female client who is experiencing difficulties at school, family conflicts, and symptoms of depression. The Social Worker wants to recommend an intervention that will address multiple aspects of the client’s life, including her relationships, communication, and emotional well-being. Which of the following interventions would be most appropriate?

A) Family therapy B) Group therapy for depression C) Individual psychoanalytic therapy D) Art therapy

Rationale: Family therapy is an intervention that focuses on improving communication, relationships, and problem-solving within the family system. Given the client’s difficulties with school and family conflicts, in addition to her depressive symptoms, family therapy would be the most comprehensive and appropriate intervention to address multiple aspects of her life. Options B, C, and D may be helpful in addressing some specific aspects of the client’s situation, but they do not provide the same level of holistic support and intervention as family therapy.

Question 2: A Social Worker is preparing a case presentation on a 45-year-old male client experiencing job-related stress, relationship issues, and symptoms of depression. The Social Worker wants to ensure that their presentation is comprehensive and informative for their colleagues. What should the Social Worker prioritize when presenting the case?

A) Focus on the client’s job-related stress, as it is the primary concern. B) Provide an in-depth analysis of the client’s relationship issues to uncover the root causes. C) Present a detailed timeline of the client’s life events to establish context. D) Provide an overview of the client’s presenting issues, relevant history, and proposed interventions.

Correct Answer: D.

Rationale: When presenting a case, it is important to provide a comprehensive and balanced overview of the client’s situation. This includes discussing their presenting issues, relevant history, and proposed interventions. By doing so, the Social Worker ensures that their colleagues have enough information to contribute to the discussion and offer valuable insights. Options A, B, and C are more narrowly focused on specific aspects of the case, which may not provide a complete picture of the client’s situation and needs.

Master Your Understanding of Case Presentations

Case presentations play a vital role in the field of Social Work, both in practice and in preparing for the ASWB licensing exam. They allow Social Workers to demonstrate their understanding of client situations, apply their knowledge of Social Work principles and interventions, and engage in meaningful collaboration with their colleagues.

By understanding the importance of case presentations, incorporating the key components, following tips for preparing and delivering effective presentations, and practicing with case scenarios, Social Workers can enhance their skills and improve their performance on the ASWB licensing exam.

Remember to utilize case presentation templates to create a structured and organized approach when presenting cases to your peers or supervisors. These templates can be tailored to suit individual preferences and case requirements, ensuring that you effectively convey the most pertinent information about your client’s situation. By honing your case presentation skills, you not only contribute to your professional development but also become better equipped to advocate for and support your clients in their journey toward well-being.

For more content, resources, and practice questions like the ones discussed in this blog post, visit www.agentsofchangeprep.com . With our comprehensive materials and expert guidance, you’ll be well-prepared for the ASWB exam and ready to excel in your Social Work practice!

————————————————————————————————————————————————

► Learn more about the Agents of Change course here: https://agentsofchangeprep.com

About the Instructor, Meagan Mitchell: Meagan is a Licensed Clinical Social Worker and has been providing individualized and group test prep for the ASWB for over five years. From all of this experience helping others pass their exams, she created the Agents of Change course to help you prepare for and pass the ASWB exam!

Find more from Agents of Change here:

► Facebook Group: https://www.facebook.com/groups/aswbtestprep

► Podcast: https://anchor.fm/agents-of-change-sw

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Disclaimer: This content has been made available for informational and educational purposes only. This content is not intended to be a substitute for professional medical or clinical advice, diagnosis, or treatment

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Social Work: An Introduction

Student resources, case studies / activities.

Case Study 1 with Activity

Julie is 19 years old and lives in a third floor flat with her daughter Samantha, aged 3. Julie has had contact with social work services for a number of years as she was looked after between the ages of 9 and 13. Although there has been the occasional time when Julie has found it difficult to engage with social work staff, contact has generally gone very well. Julie is a likeable and warm person who has shown remarkable resilience in the face of childhood adversity. In recent years Julie has requested support on a number of occasions to assist with the care of Samantha. These requests have not amounted to any ongoing involvement as Julie was generally looking for some moral support and reassurance; particularly as to whether she was caring for Samantha to a good enough standard. Julie has no contact with Samantha’s father and she has a limited social support network. Julie has presented to her local social work office in a distressed state saying that she owes a ‘loan shark’ money. She alleges that on three different occasions two men have called at her flat and demanded repayment of the money – approximately £150 – and that she now fears for her and Samantha’s safety. Julie requests that the duty social worker does something to help her; specifically she wants a loan from the social work office. She indicates that if no help is forthcoming she is not sure how she can go on and that it would be better for both her and Samantha to be gone for good.

• Identify the power that Julie holds within this exchange.
• Identify the power that the duty social worker holds within this exchange.
• In what aspect(s) might both Julie and the duty social worker be said to be powerless?
• How could the duty social worker assist Julie to resolve her current difficulties?

To download commentary on this case study, click here.

• To find out more about your resilience consider undertaking the free i-resilience survey at:  http://www.robertsoncooper.com/iresilience/ As noted on the site you need to register first; however, the test is useful and the report generated can be informative. These kinds of psychometric tests are becoming routine in many employee recruitment processes so are perhaps a format you have encountered previously or will do so in the future. If you undertake the test and receive the report think about what you can take from this to improve your personal and professional resilience.
• The Scottish Social Services Council have produced an e-learning resource ‘Making better decisions’. This can be accessed from the link below:  http://learningzone.workforcesolutions.sssc.uk.com/course/view.php?id=68 From this web page you can open the course simulator in your web browser. Initially you may choose to look at the ‘Social Worker’ scenarios but it is also worth exploring those presented for ‘Adult Care’ and ‘Child Care’, as all will broaden your understanding of practice issues. The instructions for the learning resource are provided and involve you making a series of decisions about the scenario presented. As you progress through each scenario you will eventually reach a reflective activity page. It would be useful to complete the activity as described, but if you choose not to do this you can still access the feedback page by clicking on the statement ‘When you are ready to continue to read the feedback on your decision, click on this link.’ The activity will provide you with feedback on the decisions you made. This feedback will indicate whether you made the correct or wrong decisions. In either case you should work through the same scenario a number of times choosing different decision combinations. This will enable you to see how the consequences of different decisions play out and enable you to access feedback about different responses.
• For an example decision tree see the following reproduced from:  Munro, E. (2008)  Effective Child Protection , 2nd ed. London: SAGE, p.68, Tree Diagram.

• General & Introductory Social Policy & Welfare
• Social Work

Case Studies in Social Work Practice, 3rd Edition

ISBN: 978-1-118-12834-3

February 2014

Digital Evaluation Copy

Craig W. LeCroy

A practical approach to understanding social work concepts in action that integrates theory and practice

In this updated edition of the classic social work text, students and instructors have access to real-world demonstrations of how social work theories and concepts can be applied in practice. The case studies in this book bridge the gap between the classroom and the field by allowing students to discover the when, why, and how of social work principles. Brief but comprehensive topic overviews are brought to life by case studies that apply general theories to the work of social work.

• Each of the book's nine sections cover an essential area of social work, encompassing the micro, mezzo, and macro levels
• Highly readable explanations are followed by 3-5 case studies relating theory to the living practice of real social workers
• Topics include Generalist Practice; Family Therapy, Treatment of Adults; and Diversity

Approaching each topic from a variety of different theoretical bases, this essential text allow students to learn by concrete example, experiencing social work concepts as they are applied in the profession today.

Craig Winston LeCroy , PhD, is Professor in the School of Social Work at Arizona State University. Dr. LeCroy has directed several projects for children and adolescents, including a National Institue of Mental Health Training Grant for emotionally disturbed children and adolescents. He has published widely in the areas of children's mental health, social skills training, risk and needs assessment with juvenile offenders, and adolescent treatment and program evaluation.

Social Work Practice with Carers

Example exercises

Download Example exercise (PDF file).

Supporting CPD

• Barriers and Enablers

Case study role play

Top tips for practice, critical reflection, action planning.

• Create a tree on a flip chart with: roots that are entitled: law, policy, research, experience, carers’ voices: a trunk that says ‘capabilities’
• Ask people to add branches for the knowledge, skills and values that their team has around working with carers
• Have a discussion about the strengths in the team and the areas that need to be developed using the
• Capabilities resource

Barriers and enablers

• Write ‘stop, start, stay’ as three headings on a flip chart
• Ask people to identify:
• What needs to stop happening to help them work better with carers
• What needs to start happening to help them work better with carers
• What is working well and needs to stay

Use a quiz to help people think about core knowledge, for example:

Q What does ‘parity of esteem’ mean?

Q What is a ‘sandwich carer’?

Q What are the three elements which support training transfer?

Q What is the website link?

Q Who was involved in the creation of the website?

Q Where on the Homepage would you find the link to the action planning tool?

Q Name one organisational enabler and one team enabler to improving social work practice with carers

And a tough one to end on to invite discussion:

Q What constitutes ‘necessary care’?

Back to contents

The facilitator asks for volunteer(s) to be the carer(s) in one of the five case study situations, and someone to be the assessor. Practice tool: Vignette, ecogram and chronology

Role play: Assessment

• Participants then role play the first meeting of the assessor and the carer. Practice tools: One page Profile and Carer’s Assessment.
• The facilitator pauses the role play at different points asking what is and isn’t working at that point in time.
• The facilitator asks for suggestions from participants to improve the communication between the assessor, the carer and the cared for person.
• Observers of the role play can take the place of any of the players at any point by gently touching them on the shoulder and then taking their seat.

Role play: Sculpting

• The facilitator asks for volunteers to ‘stand in’ for all relevant figures in the case study. Practice tool: Ecogram.
• The facilitator then literally places the ‘stand-ins’ around the room, leading them by the shoulder to the most ‘right’ or ‘true’ spot.
• Important variables in the creation of a picture representing the case scenario include proximity/distance, inside/outside the group, and orientation with respect to others.
• Participants can be chosen to represent absent people (previous network, bereavement, former self), groups of people (departments, organisations), abstract concepts (the future, ambitions, hoped for connections). Practice tools: Vignette, Chronology.
• Once a 3D picture or ‘sculpt’ has been created the facilitator asks each stand-in to say how it feels to stand where they have been placed, to be in that position.
• The facilitator now invites the person who is the carer to change the sculpt, moving people (individuals, organisations, concepts) to where he or she would like them to be. Practice tools: One page Profile, Carers Assessment.
• Changes may be aimed at improvements or simply at ‘trying something out ’. The facilitator can sound out the stand-ins first to see to what extent they want to change position.
• Each player is then invited to explain how it feels to be in this new position.
• Finally the facilitator helps everyone to de-role (by inviting them to say who they were and who they really are) and for key people in the scenario, particularly the person playing the carer, to say what they have learned from the exercise.
• Watch the video of carers talking about what is important to them
• Ask people to identify how they would want to be treated as carers
• Share the Top tips for practice resource and ask people to identify how they can make this happen in their team
• Use the Critical reflection tool to talk about a case.
• In a small group, one person volunteers to talk about a situation of social work with carers
• The others listen and ask questions for five minutes to gather information on the following areas:
• Think about a recent event or situation that involved a dilemma. Take each point of the reflective cycle in turn so that you can learn from what happened.

Experience – what happened: before; during; and after the event or situation?

Emotion – how did you feel and how did others feel at the time; how do you feel now?

Analysis – what did this event or situation mean to you and to others; what did it remind you of and what was unusual about it?

Action – what do you need to do in order to understand your role and others’ roles in the event or situation; how can you make progress; how can you use what you have learnt with others?

• Use the Action planning tool to identify how you will move from reflection into action so that learning you have gained from our experience can be transferred into your practice.
• On your own or with a colleague, use the tool to think through what you have learned and what you will do.

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social work

Resources for FSCs

Cross sector attachments, the national social work competency framework, useful tips,  case studies, case studies.

Social Work ethics is an essential component of social work practice. Often we are confronted with situations where we wonder what we should do. We should discuss such situations with our colleagues and seniors or bring them for discussion at clinical supervision sessions.

If our agencies have case discussions, common ethical scenarios can be one of the possible discussion topics.

Boundaries of Self Disclosure

How much do we tell our clients about our personal lives, limits of professional competence, how do we advise our clients when it impinges on areas beyond our professional training, balancing our lives, how do we manage the intersection of our professional and personal lives, spirit of giving, what are the considerations involved when accepting or declining a gift, social networking, what are some considerations when using social networking sites , unethical agency practices, what do we do if we witness unethical agency practices, limits to self determination, how far should one be allowed to make his/ her own decisions, special needs setting/ defining our roles, are we clear on the roles we play in our client's life, self determination, what happens if a client's refusal for intervention affect the lives of others, breaking confidentiality with minors, when do we break confidentiality when working with minors, ethics and technology, what are the ethical issues that comes with the use of technology, documentation, what happens when one does not document decisions, saying sorry, when do social workers have to apologise.