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Case work presentation By Ahmed Nuri Musa (3rd year)

Roda Mistry College of Social Work and Research Centre (ICSW-AP)

Placed at Ashray-AkrutiA voluntary organization working for hearing impaired childrenSri Nagar Hyderabad.

contents• Acknowledgment• Introduction of Case Work • Introduction of Agency (Ashray-Akruti)• Definition of concepts• Case work process .Identification .Social Study .Social Assessment .Strategy for Intervention .Intervention .Termination • Evaluation of The Case• Learning from the Case Work• Evaluation of The Self of The worker• Follow up• Conclusion

Acknowledgement

First and foremost I would like to extend my sincere thanks to my honorable faculty supervisor, Dr. B.V Jagdish, for his guidance and support in the field work process and also for compiling this case work presentation.

Secondly, I want to give my special thanks to my client for his cooperation and understandings.

I also would like to thank my coworker who helped a lot to carry out my field work activities.

Lastly, I thank my agency supervisor, Miss Shilpa and other staffs for their kind support.

Introduction of social case work process Social case work is a method of helping

people individually through a- one-to-one relationship. It is used by professionally trained social workers in social work agencies or organizations to help people with their problems of social functioning. Problems of social functioning refer to situations concerned with social roles and their performance.

From the book of Grace Mathew

Definition of Case Work

“Social Case Work Practice with

individuals is a method of Social Work and is a personal service provided by trained and qualified workers for individuals who require skill assistance in resolving some emotional, psychological and social problem”

Skidemore and Thackery“Introduction of Social Work”

Introduction Ashray-Akruti Introduction Ashray-Akruti

Ashray Akruti is a registered non-profit, non-religious organization working for hearing-impaired children and school dropouts (children without hearing impairment) from slums in Hyderabad,A.P.,

India. In India, every year 25,000 children are born with hearing impairment, which, being an unseen disability is difficult to recognize and doesn’t evoke much support. Recognizing the need to provide fruitful special education facilities to children with hearing impairment, “Little Angels School for the Deaf” was founded by Ashray Akruti in 1996. The school started with five children and now caters to the educational needs of 153 children. Since the inception of the school, in 1996, more than 75 hearing-impaired children have been integrated into mainstream schools and colleges. Hearing-impaired children from outside Hyderabad avail residential facilities provided by Ashray Akruti.

Cont…

At Ashray Akruti, children are accepted irrespective of cast, creed and religion. The main purpose of the school is to promote inclusion by teaching the hearing-impaired children to communicate without any reliance on sign language and by providing education to underprivileged children who learn alongside them.

Contin……

Vision Empowering hearing-impaired and underprivileged children of

Andhra Pradesh to use their innate capacities to reach an optimum level of independence both personally and professionally; thus transforming a large group of people depending on lifelong support from the State into a group of healthy, positive contributors to the economy.

Mission We at Ashray Akruti believe in the dignity and potential of every

child- with or without hearing impairment. Our mission is to integrate them into mainstream schools so that they can claim their rightful place as equal citizens in future and in return contribute to our society actively.

Cont…..Cont…..Core Values• Protect Rights and Dignity of the child • Quality in services rendered • Transparency • Our unique teaching model• Inclusive classes of hearing impaired and underprivileged

children • Early learning intervention from the age of 3 • Special auditory training and speech therapy for students

with hearing loss • Training in English and mother tongue (Telugu/Hindi) • Training parents for teaching children at home • Low student-teacher ratio to ensure high individual

attention to children

Introduction to Hearing Impairment

A hearing impairment or hearing loss is a full or partial decrease in the ability to detect or understand sounds, caused by a wide range of biological and environmental factors, loss of hearing can happen to any organism that perceives sound.en.wikipedia.org/wiki/Hearing_impairment

Case History

Name Madhu

Father Name Padanna

Mother Name: Narayana

Gender: Male

Age: 13 years

Class: 8the

Father’s Occupation Labor

Mother’s Occupation House Wife

Religion: Hindu

Address: Yella Reddyguda,

Amerpet, Hyderabad

Worker’s Name: Ahmed N. Musa

Case file No. 001

Referred by :

Miss Shashikala, Vice-Principal

Worker’s Name: Ahmed N. Musa

Case file No. 001

Referred by :

Miss Shashikala, Vice-Principal

social study

History of the Family GenoGram and Eco Map Education and School history

Family History

Madhu’s family was migrated from Ananda Pur District. They came Hyderabad seeking for better life. Madhu’s Father is daily wage earner and his mother is house wife. Madhu has elder sister, Neela and younger brother, Ramanayullu. His grand parents are living in the village.

The family lives in small semi pucca house in slum, near

toYellaguda, Amerpet. The father is bread earner of the family and their income is not stable.

Madhu was enrolled into the school as underprivileged category and he is normal children. His elder sister has dropped out from a governmental school near to the slum, at grade six and she sometimes works as domestic worker. His younger brother is now studying with him in "Little Angel’s school for the Deaf”

Padanna

Geno GramGeno Gram

Vijay Babu

LaxmiN/A

Naray-amma

1998

Key:

Male

Female

Client

Madhu13yrs

Neela15yrs

Raman-janayullu

Identified family

Narana

Eco Map

Parents

Client

Grand Mother

TempleRecreation

Siblings

Relatives

On street friends

Classmates friends

Teachers

Key:

Strong

relationship

Tenuous relationship

Blank No relationship

social assessment

What is the problem with Madhu? How did he get it ? What has been done to solve it?

Social Assessment

It is obvious that the case is one of behavior problem. The major factor that directly affected the client his involvement in the friendship circle on the way to his school. They always held him back and this in turn him late-comer to the school.

Another factor was his teachers’ comment and the frequent comparison with other students. All these were factors that reinforced his low attendance. This low attendance has also resulted in his poor academic performance.

Case HistoryThe client was adolescent boy, identified wit truancy,

late coming and absenteeism. The client is studying in 8th class and was not regular in attending classes. He has been warned for several time to be suspended from the school. Mostly he comes late and teachers don’t let him in and he always spends the time outside the class.

The client being first generation learner, did not get support from his family. His father is daily wage earner and most of time they spent time together. Mother being a house and attending the needs of another two siblings, didn’t make efforts to find out her child’s reasons for being absent and late comer to the school.

His performance and class participation was not as good as that of other classmates and the frequent comparison with other students was painful to him and adversely affected his will to come to school regularly and on time.

Eventually, Madhu started forming circle of friends outside of the class and this has made him come to school late and was the core and sole reason for his continuous absenteeism.

finding the school environment unendurable and not supporting, the Client habituated to late coming, absenteeism and truancy. The parents was not in position to understand the boys difficulties and his urgent need for emotional support.

Strategies for Intervention

Sessions 5

Home visits 2

Teacher Interaction

Rapport Buildingclient• Mutual Trust (Rapport is built when there level of mutual trust) • The client showed interest( meetings, appointments.• The client participated adequately( giving information about

family, friends and about the class)Worker• Warm (voice, expression etc)• Emotional bridge• Respect • The client is assisted to desire and achieve the fullest possible

development• To assist the client to make better and more acceptable

adjustment to a personal problem

Intervention

Case Work Help Emotional Bridge Counseling Family interaction School interaction

Case work Helpthe worker found that there was urgent need to give the client assurance, love, and security, that seemed imperative. The social worker set about to establish a warm relationship with the client.Strengthening the client’s all capacities to deal with the problem and to achieve better adjustment with the school.Giving emotional strength to client…….providing emotional sustenance to the client with goal of making the client fully affirmed and sufficiently strengthened to take next step.Action-oriented support……discussing the matter with the school principal and making it urgent need to address to teachers to change their attitudes towards the client.Making home visits and discussing the mother about the underlying factors of her child’s problem.

Home visits

The worker made two home visits with the aim of obtaining information regarding the client and to discover the family life. The worker also tried to see how the family answers to the school’s complains about the client.

Counseling

Advice Motivation….motivating the client’s parents,

(specially the mother) Modeling Removing guilt feelings Renewing family links

Learning From the Case Work Practice of social work theory. Fulfilling an academic requirement. Leaning techniques of interrelating theory

and practice. Understanding the nature of social casework

and the underlying values and techniques, skills and principles.

Techniques used

Techniques of negotiation with the school principal and his vice principal to reconsider the clients situation in the class

Techniques of persuasion……persuading the mother escort the client to school

Techniques of giving assurance to the client

Technique for enhancing resource ( e.g. the mother accepting to bring the client to school)

Counseling techniques (advice, clarification, motivation, role playing, etc.)

Evaluation Whether case work service has achieved the

desired result in a case. Has the client’s problem solved? Has the client been helped in accordance with the

philosophy assumptions and principles of case work?

What tools and techniques were used and why? If the client’s problem is still unsolved, has there

been any forward movement in the case situation? If casework help has not produced any result, what

are the reasons?

limitations

Respect The language of the client and the family was

to be matched The nature of case work ( academic,

involuntary)

Termination

Planned termination

Coping skills

Conclusion

Madhu is happily living with his family in Hyderabad. His studies are doing well and he is coping up with the school requirements. He is now bettering of his attendance in the school. He is also seen to be distancing himself from the street circle friends.

He become also more open to share his tells with teachers and school administration which he did not do before. Anyhow the school administration is still keeping an eye on him and the principal told me that teacher are ready to help him continue in this way would also support to improve his academic performance. He however, pointed out that his performance in the monthly examinations would be given priority assessment.