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Effective: Late Fall 8-Week, 2017/2018

HUMS 325: Case Management

Course Description

Introduction to case management theory, models of case management, and skills necessary to function effectively as case managers. Content includes the use and case management implications of psychotropic medications. Students develop abilities to serve special populations in a case management role.

Prerequisite: HUMS 105 or PSYC 101 (Courses may be taken as corequisite.)

Proctored Exams: None



Syllabus Contents

Textbooks

Required

  • Woodside, M. and McClam, T. (2014). Generalist Case Management: A Method of Human Service Delivery (Fourth Edition). Belmont, CA: Brooks/Cole Publishing Co.
    • [ISBN-978-1-285-17322-1]
  • Woodside, M. and McClam, T. (2014). Generalist Case Management: A Workbook for Skill Development (Fourth Edition). Belmont, CA: Brooks/Cole Publishing Co.
    • [ISBN-978-1-285-17323-8]
  • Preston, J. and Johnson, J. (2016). Clinical Psychopharmacology Made Ridiculously Simple (Eighth Edition). Miami, FL: Medmaster Inc.
    • [ISBN-978-1-935-66017-0]

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

The main objectives of this course are to provide students with an introduction to case management theory, including the models of case management and the roles of case managers within human services organizations, and to develop skills to function effectively as case managers. Students will develop abilities to serve special populations in a case management role. Students also will learn and apply the basics of psychopharmacology.


Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


Course Objectives

  • To develop the ability, knowledge, and skills necessary to function in a case management role.
  • To differentiate between case management roles.
  • To understand the current use of psychotropic medications and practice guidelines concerning the case managers role in their application.

Measurable Learning Outcomes

  • Explain the process of case management and what it entails.
  • Describe the skills necessary for intake and assessment.
  • Explain the ethical, professional and legal responsibilities of case managers.
  • Describe effective service delivery methods.
  • Describe case management theory and models of case management.
  • Describe the different classes, uses, side effects and implications of psychotropic medications.

Grading

Grading Scale
Grade Points Percent
A 338-375 90-100%
B 300-337 80-89%
C 262-299 70-79%
D 225-261 60-69%
F 0-224 0-59%
Grade Weights
Assignment Category Points Percent
Discussions (8) 80 21%
Journals (4) 40 11%
Research Paper 125 33%
Service Plan 30 8%
Quizzes (10) 100 27%
Total 375 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Discussion 1 10 Wednesday/Saturday
Introductions -- Saturday
Case Management Quiz 1 10
Week 2
Assignment Points Due
Discussion 2 10 Wednesday/Saturday
Research Paper Proposal 10 Wednesday
Case Management Quiz 2 10 Saturday
Psychopharmacology Quiz 1 10
Week 3
Assignment Points Due
Discussion 3 10 Wednesday/Saturday
Research Paper: Interview Questions 10
Case Management Quiz 3 10 Saturday
Psychopharmacology Quiz 2 10
Week 4
Assignment Points Due
Discussion 4 10 Wednesday/Saturday
Journal 1 10
Case Management Quiz 4 10 Saturday
Week 5
Assignment Points Due
Discussion 5 10 Wednesday/Saturday
Research Paper: Peer-reviewed Journal Articles 5 Saturday
Service Plan 30
Case Management Quiz 5 10
Week 6
Assignment Points Due
Discussion 6 10 Wednesday/Saturday
Journal 2 10
Case Management Quiz 6 10 Saturday
Week 7
Assignment Points Due
Discussion 7 10 Wednesday/Saturday
Journal 3 10
Case Management Quiz 7 10 Saturday
Research Paper 100
Week 8
Assignment Points Due
Discussion 8 10 Wednesday/Saturday
Journal 4 10
Case Management Quiz 8 10 Saturday
Total Points 375

Assignment Overview

Discussions and Journals

Weekly discussion topics should be completed by their respective assigned deadlines for each week. Primary posts for the discussion and journal topics are due on Wednesdays by 11:59 p.m. Secondary comments (responses to classmates or your instructor) are due on Saturdays by 11:59 p.m.  Students are expected to submit at least two secondary comments in both the discussion and journal topics for each week. This means that you will submit at least two secondary comments in every discussion and two secondary comments in every journal. Secondary comments should add value by advancing discussion of the topic (“good post,” “I agree,” and other commentary about the quality of your classmates’ work is not substantive in advancing the topic or adding value to the discussion and will not receive class participation credit).

The weekly discussions are worth 10 points total, including the primary posts for the discussion and journal entries and the secondary comments in both topics. They will be graded according to the criteria in the table located in the Grading Criteria section of the syllabus. Where your beliefs or opinion are asked in a discussion prompt, you must communicate effectively, demonstrate your understanding of the readings in your posts, and support your opinion factually with material from the reading assignment(s). Students must incorporate supportive material from the texts in every primary post and include an in-text citation and reference for their sources. Please see the course Late Assignment Policy regarding late submission of primary and secondary discussion posts.

“Must post first:” Students must submit their own original posts before they will be able to view their classmates’ posts. A complete, original post is expected at initial submission. This means that primary posts should not be edited, deleted and resubmitted, or otherwise altered after submission. Students who attempt to violate the “must post first” expectations may receive a zero for their original posts.


Service Plan

After watching video of a mock client interview, you will develop a service plan. You will write five problem statements based on what the client said, and then use these statements to develop a plan of services to assist the client. Then, you will create a long-term goal, short-term goals, and objectives to address each short-term goal. The plan should be efficient and effective in helping the client achieve the goals.

Assignment details, a service plan template, and a grading rubric are provided in the Content area of the course. 


Research Paper

You will analyze an agency’s use of the case management concepts covered in the course through observations and input from interviews. Data from observations and interviews must be incorporated in the analysis of each topical area. You must attribute information obtained from the interviews to your contact people using APA-formatted personal communication citations. The analysis also must be supported by evidence obtained from the reference material listed on the reference page and the texts in the course. 

Prior to writing the paper, you must conduct interviews with contact people and conduct observations at their agency. During the interviews and observations, you must explore the concepts of case management as identified and observed within the agency in accordance with material covered in this course.

Assignment details and a grading rubric are provided in the Content area of the course. 

The Dropbox for your Research Paper will not open until you have taken the Plagiarism Tutorial and Quiz located in the "Start Here" section of the course.


Case Management Quizzes

Each week, you will have a 10 question, 10 point quiz over the Woodside/McClam text. You will have 30 minutes to complete each quiz. Quizzes may consist of multiple choice and/or true/false questions. 


Psychopharmacology Quizzes

In weeks two and three, you will have a 10 question, 10 point quiz over the Preston/Johnson text. You will have 30 minutes to complete each quiz. Quizzes may consist of multiple choice and/or true/false questions. 



Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: Introduction to Case Management
Readings
  • Case Management Textbook – Chapter 1
  • PowerPoint Lecture 1 (see Content area)
Discussion 1
  • Using the web, locate an agency or other service provider in your area that provides case management services. (Example agencies and service providers: area agencies on aging, departments of family/social services, long-term care providers, veterans’ services, agencies that serve persons with disabilities, school counseling or special education departments.) Read about that agency and answer the following questions: 
  1. Based upon the information provided by the website, what conclusions can you draw about how the agency uses the three phases of case management?
  2. Based upon information provided by the website, what do you observe about how the agency uses the principles and goals of case management?
  3. If you had the opportunity to talk with the staff at this agency, what questions would you ask them about their case management process?
Introductions
  • Introduce yourself in the Introductions topic found in the Discussions area of the course. Please include your professional experience, degree you’re pursuing, goals, interests, hobbies, and any other information you want us to know about you.
Case Management Quiz 1
  • Covers Chapter 1 of the Woodside/McClam text.

Week 2: Historical Perspectives on Case Management; Psychopharmacology Unit 1
Readings
  • Case Management  Textbook – Chapter 2
  • Psychopharmacology Textbook – Chapters 1-4
  • PowerPoint Lecture 2 (see Content area)
Discussion 2
  • Answer the following questions in your post. Include supportive material and citations from the text:
  1. What part of the history of case management most influences the process today?
  2. Why do you think case management developed in the United States over the past century?
  3. What do you predict will be the future of case management in the United States?
Research Paper Proposal
  • You will submit a proposal for my approval that provides the background information for your research project. I will provide feedback confirming whether your proposal is approved, or asking for additional information. Ten points will be awarded for complete, approved proposals submitted by this week’s deadline. The final research paper is due in week 7.  The proposal must include the following:
  • Name of agency and name of the specific program (if any) with street address and link or URL to agency’s website
  • Client population served
  • Confirmed contact person’s name, position title, e-mail address, and telephone number
  • One paragraph describing your rationale for choosing this agency
Case Management Quiz 2
  • Covers chapter 2 of the Woodside/McClam text.
Psychopharmacology Quiz 1
  • Covers chapters 1-4 of the Preston/Johnson text.
Week 3: Models and Roles in Case Management/Psychopharmacology Unit 2
Readings
  • Case Management Textbook – Chapter 3
  • Psychopharmacology Textbook – Chapters 5-10
  • PowerPoint Lecture 3 (see Content area)
Discussion 3
  1. Compare and contrast the roles of case managers as described in the text. Provide an example of each role.
  2. Answer the following: How are three models of case management different? Provide an example of each model.
Research Paper: Interview Questions
  • Using the information provided about each major section of the research paper and based on the concepts you’ve learned from the Woodside/McClam text (See Research Paper Expectations in the Content area), write at least two questions for each major section.
  • Respond to two of your classmates’ posts with at least two additional questions they might ask during their interviews.
Case Management Quiz 3
  • Covers chapter 3 of the Woodside/McClam text.
Psychopharmacology Quiz 2
  • Covers chapters 5-10 of the Preston/Johnson text.
Week 4: Assessment Phase of Case Management
Readings
  • Case Management Textbook – Chapter 5
  • PowerPoint Lecture 4 (see Content area)
Discussion 4
  • Exercise 1: The Initial Interview – The Applicant’s Perspective on pp. 62-64 of the workbook.
  1. Choose ONE of the three applicant accounts of the initial meeting with a caseworker.
  2. Read the applicant’s account.
  3. List what you learned NOT to do in the initial interview.
  4. Rewrite each negative you listed in #3 as a positive statement that will guide your behavior as a helping professional in the initial interview.
Journal 1
  1. Read workbook p. 78-80 (In More Depth: Forming Impressions of Others)
  2. Complete exercise 6 on p. 78-83 of the Woodside/McClam workbook: Bridget – Is She “In” or “Out?”
    • Read the four-part case study about Bridget on p. 78-83                        
    • Answer the questions about forming impressions that follow each part of the case study.
  3. Answer the following self-assessment question from p. 83: 
    How will knowledge about forming impressions of others influence your work as a case manager?
Case Management Quiz 4
  • Covers chapter 5 of the Woodside/McClam text.
Week 5: Service Delivery Planning
Readings
  • Case Management  Textbook – Chapter 7
  • PowerPoint Lecture 5 (see Content area)
Discussion 5
  1. What are the benefits of establishing goals?
  2. List the criteria for well-stated and reasonable goals.
  3. Distinguish between a goal and an objective.
  • Give an example of a well-written goal and a corresponding objective that applies the criteria in the reading assignment.
Research Paper: Peer-reviewed Journal Articles
  • Using the library resources available to you, identify three peer-reviewed journal articles to support your research paper. In the designated discussion topic, list the three articles you’ve identified, provide a brief summary (three to five sentences) of each article, and provide the author and publication information for each article in an APA-formatted reference.

    Peer-reviewed journal articles are required for this assignment. All students have access to the college’s Stafford Library via the course home page and can access journal articles there. If you don’t know how to use the library, librarians are available to assist you. Please provide them with sufficient lead time to help you. Please note that material from websites, Wikis, and sources of popular media, such as PsychCentral, Psychology Today, and other such sources will not meet the criteria for a peer-reviewed source. Your agency’s website, organizational manuals, and other similar sources will not meet the criteria for a peer-reviewed source.

    Note: Appropriate in-text citations are expected in the summaries to credit your sources. Do not copy material word-for-word from these articles without using quotation marks and citations as needed to give proper credit to your sources and to avoid plagiarism.
Service Plan
  • Submit your completed Service Plan to the appropriate Dropbox. See the Content area of the course for more information on this assignment. 
Case Management Quiz 5
  • Covers chapter 7 of the Woodside/McClam text.
Week 6: Building a Case File
Readings
  • Case Management Textbook – Chapter 8
  • PowerPoint Lecture 6 (see Content area)
Discussion 6
  • Complete Exercise 2 in Chapter 8 of the workbook: What Information to Gather.
  • Read the case study of Janis Jones on p. 135 of the Woodside/McClam workbook.
  • Answer the following questions on pp. 136-137 of the workbook:
  1. Identify the presenting problem in this case.
  2. What other possible problems do you suspect?
  3. What questions do you have about Janis and her situation?
  4. What information would you like to add to the case file so you have a more complete picture of this client?
  5. Provide two referrals you would make to gather additional information. Identify the types of referrals, the purpose of the referrals and the questions you would like answered for both.
Journal 2
  • Complete Exercise 6 in Chapter 8 of the workbook: Using Web Resources
  • Read the brief explanation about the importance of using web resources to gather general information about mental illnesses as well as the role of the NIMH. Answer the folloing questions on pp. 145-146 of the workbook:
  1. What is the purpose of the NIMH?
  2. What types of mental illnesses are described in detail on the site?
  3. Choose one of the illnesses and provide a summary of the disorder, including definition, criteria for diagnosis, vulnerable populations, and recommended treatments.
  4. Find one of the latest reports published by NIMH. What is the topic? Why was it written?
  5. Describe at least two areas of research the NIMH is supporting. Why do you think that this research is important?
Case Management Quiz 6
  • Covers chapter 8 of the Woodside/McClan text.
Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Week 7: Service Coordination
Readings
  • Case Management  Textbook – Chapter 9
  • PowerPoint Lecture 7 (see Content area)
Discussion 7
  • Read the Chapter Summary on p. 150 of the Woodside/McClam workbook.

    Complete Exercise 1: Janis Jones on pp. 150-151 and answer the six questions:
  1. How will you encourage Janis’s participation in reaching the goal?
  2. How will you make the referrals? Do you anticipate any barriers? Explain.
  3. How will you monitor service provision? What is YOUR plan? (List your goal and objectives for monitoring service provision.)
  4. Describe the criteria you will use for the evaluation of service provision.
  5. Describe a situation where you will advocate for Janis.
  6. Will you be a broker or a mobilizer? Explain.
Journal 3
  • Answer the self-assessment questions on p. 161 of the Woodside/McClam workbook:
  1. How important do you think advocacy is?
  2. How comfortable do you think you will be in an advocacy role?
  3. How will you develop your skills in this area?
Case Management Quiz 7
  • Covers Chapter 7 of the Woodside/McClan text.
Research Paper
  • Submit your final research paper to the appropriate dropbox. Details on this assignment and a grading rubric are provided in the Content area of the course. 
Week 8: Ethics and Legal Issues
Readings
  • Case Management Textbook – Chapter 4
  • PowerPoint Lecture 8 (see Content area)
Discussion 8
  • Read the chapter summary on p. 49-50 of the workbook.

    Complete Exercise 2: End-of-Life Care and Multicultural Issues on p. 51-53 of the workbook.

    Read part 1 and answer the following questions:
  1. Explain in as much detail as possible what the client’s wishes are.
  2. Is the daughter providing alternative directions for medical care? Can you give any reasons why the daughter responds the way she does?

Read part 2 and discuss the implications of family disagreements, autonomy and confidentiality. What role do cultural considerations play in each?

Complete Exercise 3: Working with an Interpreter. Describe the role of the medical interpreter in Mrs. Martinez’s case. Compare this interpreter’s role with the role of sign language interpreters. What are the ethical issues involved in working as an interpreter and working with an interpreter?

Journal 4
  • Read the introduction for Exercise 4 at the bottom of p. 53 of the workbook.

    Complete Exercise 4 as follows:
  1. Write a short vignette (story) about a teenager who has been receiving mental health treatment for approximately five years. End your vignette with a description of the client’s current status and his parents’ inability to receive additional managed care funding for his treatment.
  2. Apply and consider the information provided at the bottom of p. 54 of the workbook
  3. Review and list the treatment your teenage client has received for the past year and for the past five years and indicate what the treatment has cost based on the cost of services described in #2 at the bottom of p. 54.
  4. With the instruction provided on p. 55 of the workbook, as your client’s case manager, write a letter of appeal to the managed care organization to advocate for your client.
Case Management Quiz 8
  • Covers chapter 4 of the Woodside/McClan text.


Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted. 

Students must contact the instructor for approval to submit a late paper, quiz, or assignment.  Late assignments will not be accepted until the student has received the instructor’s approval. 

Late quizzes, exams, and dropbox assignments will not be accepted more than three days after the deadline. 

Regardless of the reason for a late submission, all late work will be subject to point deductions as follows: 25% for one day late; 50% for two days late; 75% for three days late. 

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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