Writing Guide

Professional social workers create a variety of documents, including proposals, case reports, and treatment itineraries. Social work programs prepare students for these tasks through writing assignments such as research papers and essays. To prepare for these writing assignments, students should have a basic understanding of grammar, punctuation, citation styles, and essay formats before entering a social work program.

Professional social workers create a variety of documents, including proposals, case reports, and treatment itineraries.

Social workers handle vital information, which makes the ability to communicate clearly in writing a crucial skill. For example, a child welfare worker gathers information concerning the wellbeing of a child. If the phrasing in the related case report is too complicated, the professional may overlook safety details, which could endanger the child. Additionally, concise wording is important. Wordy documents can take excessive amounts of time to read, which could prevent social workers from considering other cases on a suitable schedule. To master the social work writing style, students should learn to provide necessary information succinctly.

Social work programs may begin assessing writing abilities during the application process through personal statements, so applicants should polish their writing skills before applying.

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Types of writing social workers will do in school, personal statements.

Many applications require a personal statement that provides in-depth information highlighting the candidate’s qualifications and positive traits. Whereas a resume may briefly reference a volunteer opportunity at an organization, a personal statement could describe lessons learned while volunteering or elaborate on personal contributions that benefited the organization.

Schools examine these qualifications while reviewing statements, but they also consider the statements as social work writing samples and evaluate each applicant’s writing skills. For this reason, candidates should proofread these documents and include the standard introduction, body paragraphs, and conclusion. By following these practices, applicants demonstrate their understanding of college-level writing concepts.

Applicants should focus on strengths and experiences related to social work and avoid vague statements and cliches. Instead of noting their lifelong passion for the field, a student could address a single incident that sparked interest in social work. The school may provide a prompt on which applicants should base their statements. These prompts may involve career goals or ambitions in the social work field.

If the school lists personal statements as optional, applicants should consider submitting a statement to demonstrate their work ethic. However, if the school makes no mention of personal statements, students should refrain from submitting one, given the amount of application materials each school must review each year.

Social work courses may include essay examinations during which learners must answer questions in a limited time frame. Students rarely see the questions in advance. To prepare, students should become familiar with all major course components by attending classes, taking clear notes, and keeping up with readings and assignments. Study groups may also be beneficial.

To prepare, students should become familiar with all major course components by attending classes, taking clear notes, and keeping up with readings and assignments.

During the exam, students should begin by outlining the thesis and supporting evidence. This outline guides the student through the writing process and ensures the response remains on-track. These assessments often require three main supporting points, so students may include five paragraphs within these outlines: the introduction, three body paragraphs, and the conclusion.

Learners should also use time-management techniques during these assessments. Students may allot a certain amount of time for each paragraph, plus time to proofread. Using this strategy, students can write and polish each paragraph.

Candidates should carefully answer the assigned question, ensuring they read the question correctly. A single word can alter the prompt’s meaning. For example, an essay explaining how an event happened is different than one detailing why the event happened.

Research Papers

Whereas an essay may include personal opinions, a research paper focuses on facts. For example, an essay discussing a novel could include the student’s thoughts about the work. A research paper would use scholarly evidence to examine aspects of the novel, such as themes, characters, and historical significance.

Essays and research papers also differ in length. An essay may require only five paragraphs. A research paper, however, may be 10 pages or longer.

Students in social work courses can research topics such as drug or alcohol issues, government policies, child welfare, community involvement, and mental wellness. Social work research papers often include sections for methodology, literature, and research results, as well as an abstract and a reference list that fulfills APA requirements.

Students should use a variety of primary and secondary sources when writing research papers. Citing multiple sources reinforces the student’s claims. However, students should refrain from relying too heavily on quoted material; excessive quotations implies the writer does not understand the topic well enough to paraphrase the source information.

Learners may also submit papers to tutoring services before submitting to reduce the chances of spelling, grammar, and punctuation errors.

How Do You Write an Essay?

Social work programs may require various writing assignments to prepare students to complete professional writing for social work practice. Each form of academic writing serves a distinct purpose, and an understanding of various writing styles provides a foundation to help students during these assignments.

Narrative papers often depict personal experiences, such as memorable vacations or first attempts at hobbies. Narrative works also include opinion pieces, such as book reports. When writing a narrative essay, students should have a clear focus.

Expository writing explores a specific topic and requires the writer to carefully examine the topic. The facts presented in an expository piece can come from research or, if the assignment’s structure limits research time, through means such as logic or an example. Cause and effect pieces, compare and contrast works, and process descriptions may all qualify as expository writing if they are meant to present information. All expository pieces should include a thesis and logical transitions.

Persuasive writing requires students to take a stance on a topic and to support that stance with evidence. Research is crucial to persuasive writing, and students should incorporate multiple sources to support their thesis. Additionally, writers should present countering opinions and prove the instability of opposing viewpoints through facts, logic, and examples. Ultimately, persuasive writing should convince readers that the writer’s position is the accurate stance on the topic.

Comparative

These assignments require students to compare two or more similar concepts, such as political positions, marketing plans, or fictional themes. Professors may assign topics or allow students to select their own. Before writing, learners should brainstorm similarities and organize them into body paragraphs. For instance, a student comparing two artistic pieces may construct paragraphs about color, medium, and setting.

Cause and Effect

This type of paper explains a presumed cause for a specific occurrence. For example, a student may claim that limited health insurance options lead to untreated illnesses in the United States. With this topic, the student could divide supporting evidence into separate paragraphs, such as the cost of health insurance, the benefits of health insurance, and the process of finding insurance information. Using this strategy, the writer covers various health insurance problems to verify the paper’s main point.

Citations Guide for Social Work Students

Using source information without proper citation leads to plagiarism, the act of claiming a source’s ideas without giving the source due credit. Consequences for plagiarism can include failing assignments, failing courses, being expelled from school, and enduring a lawsuit. Since departments require different citation styles, degree candidates should ensure they use the proper citation format for each assignment.

American Psychological Association (APA) Style

APA format was established in 1929 to create a common format for writing. These guidelines allowed writers to more easily interpret one another’s findings. Professionals in fields including psychology, criminology, and business use APA style.

APA format requires specific headers, page numbers, a cover page, an abstract, divided sections, and a reference list. APA in-text citations specify the author’s last name, the year of publication, and the page number. Students may substitute these details for the work’s title, “n.d.” (“no date”), and a paragraph number or section title, respectively, if the primary information is not available.

The company decided that the new marketing policy was “their best idea in 20 years” (Simmons & Hatfield, 2016, p. 23).

Chicago Manual of Style (CMS)

In 1906, the Chicago University Press established this citation style, which professionals in fields including history and philosophy employ today. Students following Chicago style may use in-text citations but often use footnotes or endnotes instead. Chicago style also requires a specifically structured cover page, page numbers, and a bibliography.

Footnotes and endnotes resemble bibliography entries but have different punctuation. In a bibliography, students use periods to separate a book’s publisher, publication place, and publication year. In footnotes and endnotes, this information is in parentheses. Additionally, endnotes and footnotes should include page numbers.

The company decided that the new marketing policy was “their best idea in 20 years” (Simmons and Hatfield 2016, 23).

Modern Language Association (MLA) Format

Established in 1883, the Modern Language Association supplies guidelines that many English, literature, and communication departments adopt.

MLA format includes a works cited page at the end of the document and specific page headers and numbers in the upper right-hand corner of each page. Basic assignment information, such as the student’s name, the date, and the course title, appears in the upper left-hand corner of the first page. MLA does not require a cover page, which separates this format from other styles. MLA in-text citations include the author’s last name and the page number.

The company decided that the new marketing policy was “their best idea in 20 years” (Simmons and Hatfield 23).

Associated Press (AP) Style

This style, established in 1977, covers wording, organization, and source documentation. Journalists and news reporters often use this format.

AP style uses brief paragraphs and concise sentences to quicken the pace of the writing. The style requires writers to abbreviate certain words, use a person’s first name only on the initial mention, and eliminate titles. Writers should also replace vague words with more specific options.

Instead of using parenthetical citations, writers can reference the sources in dialogue format. This detail and the lack of reference list are AP style’s distinct elements.

The company decided that the new marketing policy was “their best idea in 20 years,” according to Simmons and Hatfield.

The Best Writing Style for Social Work Majors

Most types of writing in social work require learners and professionals to use APA format. This style is ideal for social work professionals, who often work with documents containing vital information. When dealing with these types of documents, clear details and concise wording are essential. The rigidness of APA style helps writers provide an organized overview of the document’s topic.

Common Writing Mistakes Students Make

Active vs. passive voice.

When writing in active voice, writers state the doer of the action before the sentence’s verb. An example of an active construction would be, “He wrote the book.” Passive voice places the object of the action prior to the verb: “The book was written by him.” Though the information remains the same, active voice states the message more concisely.

Passive voice is a style error, not a grammar issue, and can even be useful in certain situations. Writers may use passive voice when the noun or pronoun undergoing the action supplies the sentence’s emphasis, such as in the following sentence: “The U.S. was founded in 1776.” Because passive voice serves certain purposes and has no technical grammar flaws, using unnecessary passive constructions is a common error.

In most cases, students should choose active voice for concision and clarity. Consider the sentence, “The food was enjoyed.” The reader cannot tell who enjoyed the food, whereas an active sentence with an equal number of words answers this question: “Jane enjoyed the food.”

Punctuation

Punctuation marks include periods, commas, semicolons, dashes, and quotation marks, and confusing their purposes may lead to flawed sentence structures. For example, a semicolon joins two independent clauses, or phrases that can stand alone: “The dog barked; it was loud.” Using a comma in this situation constitutes a grammatical error called a comma splice: “The dog barked, it was loud.”

Punctuation missteps can also alter meaning. In the sentence, “Please stop, David,” the comma before the name directs David to stop. “Please stop David,” on the other hand, would instruct an unknown person to stop David from performing a task.

Writers may confuse colons and semicolons. Colons indicate a pause before an emphasized idea, such as in the sentence,”She knew where to drive: Montana.” The colon places importance on the destination, Montana. Semicolons, on the other hand, may separate nested lists, as in the following sentence.

“The attendants choose between hiking, swimming, and basketball; running, yoga, and tennis; or weightlifting, bicycling, and baseball.”

Writers should become familiar with punctuation rules to craft accurate and clear sentences.

Grammar refers to language rules for phrasing and wording, including concepts such as verb tense and noun-pronoun agreement. Students may struggle with grammatical details, since the language includes irregularities that alter guidelines. For example, constructing past tense verbs often involves adding “d” or “ed.” However, irregular verbs use different formats; the past tense of “eat” is “ate,” and the past tense of “go” is “went.”

Writers may also struggle with homophones, which sound similar but have distinct meanings. Commonly confused homophones are “there,” “their,” and “they’re,” which indicates a place, shows possession, and is a contraction for “they are,” respectively. To avoid grammatical mistakes, learners should thoroughly study the language’s structure.

Writing Resources for Social Work Students

  • Paradigm Online Writing Assistant This website guides learners through various stages of the writing process, including topic selection, revisions, and idea organization. Additionally, students may find information on different types of writing, such as argumentative works and informal pieces.
  • Write Content Solutions This website provides tips on grammar, punctuation, and sentence structure and assists students with researching and citing sources. Students can improve their writing skills using practice worksheets available through the website.
  • Purdue Online Writing Lab The Purdue OWL offers information on the writing process and assists applicants to undergraduate and graduate programs. Students can explore MLA, APA, AP, and Chicago formats through the writing lab.
  • Writer’s Digest This website provides articles on creating pieces in specific genres, for individuals with particular levels of writing expertise. Topics include homophones and time management. The website also provides information about writing conferences and publications.
  • TutorMe This website assists students struggling with essay structure or citation format. Tutors may help learners polish their writing through grammar and punctuation checks and general proofreading.

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Reading and Case Study Analysis for Social Work

Professor betty kramer, social work 821.

The purpose of this initial assignment is to demonstrate your understanding of the readings and your ability to apply course content to the mental health challenges faced by an elder and their family.

Instructions:

  • Review lecture notes from Week 1 and all required readings for Week 1 and Week 2.
  • Read the attached case study.
  • Preliminary Assessment (Suspicions): Given what Vanessa shares with you, what might you initially suspect is causing her mother’s symptoms and why?  Be specific and provide and cite evidence from the reading to support your preliminary assessment.
  • Engagement & the Clinical Interview: You will need to do a home visit to initiate the assessment.  What will you do in advance to prepare for the interview? How will you approach Mrs. Johnson?  What will want to accomplish during this home visit?
  • Please list the various domains that you believe will be important to investigate as part of the assessment to determine the cause of Mrs. Johnson’s symptoms and the most appropriate care plan. Be sure to list the mental status tests and medical tests that you feel should be completed (see Ch. 4 McKinnis, 2009; Ch. 6 in Zarit & Zarit).  [Note: it is acceptable to provide bulleted list of points in response to these particular questions]
  • Describe how that data will be collected (and by whom)?
  • Provide a brief rationale for the assessment domains that will be included.
  • Possible Recommendations: Assuming your preliminary assessment turns out to be correct, name 2-3 primary recommendations that you might make to Mrs. Johnson and her family? 
  • Submit paper to Learn@UW dropobox by 9:00 a.m. before week 2 of class.

Daughter Requests Case Manager Consultation for her mother: Mrs. Johnson

Mrs. Johnson (Mrs. J.) is a 78-year-old, African American woman who lives in a small Midwestern city. About a year ago, her husband died suddenly of a stroke, leaving Mrs. J. to live alone in her home of 52 years. It was the home where she had raised her three children, all of whom graduated from college, have professional careers, and now live in other parts of the state. Her family is a source of pride, and her home has numerous pictures of her children and grandchildren.

About 3 months ago, Mrs. J.’s oldest daughter, Vanessa, got a call from one of the neighbors. Vanessa lives a 4-hour drive from her mother—a drive that can often be longer in bad weather. The neighbor stated that Mrs. J. had walked to the neighborhood store in her pajamas and slippers. Because Mrs. J. has lived in the community for several years, people have been watching out for her since her husband died, and someone gave her a ride back home. Mrs. J. doesn’t drive, and the temperature was fairly chilly that day.

As a result of the call, Vanessa went to Mrs. J.’s home for a visit. Although she and her siblings had been calling Mrs. J. regularly, no one had been to the family home in about 7 months. Vanessa was shocked at what she saw. Mrs. J. had been a cook in a school cafeteria earlier in life and always kept her own kitchen spotless. But now the house was in disarray with several dirty pots and pans scattered throughout different rooms. In addition, odd things were in the refrigerator such as a light bulb and several pieces of mail. Many of the food products were out of date, and there was a foul smell in the kitchen. Trash covered the counters and floor.

Vanessa contacted her siblings to ask them if their mother had told any of them that she wasn’t feeling well. Her brother, Anthony, remarked that their mother would often talk about Mr. J. in the present tense—but he thought that it was just her grief about his death. The younger brother, Darius, reported that his wife was typically the one who called their mother—about once a month. He didn’t know if there had been any problems—his wife never said anything about it to him. Vanessa also contacted the pastor of her church, Rev. M. He stated that Mrs. J. had been walking to church on Sundays, as usual, but he did notice that she left early a few times and other times seemed to come to service late. But like the brother, Anthony, he thought that this behavior was probably a grief reaction to the loss of her husband.

A final shock to Vanessa was when she went through her mother’s mail. There were several overdue bills and one urgent notice that the electricity was going to be cut off if the balance wasn’t paid. She owed several hundred dollars in past due heating, electric, and telephone bills.

Vanessa contacted her mother’s primary care physician (Dr. P.) who said that he had last seen Mrs. J. for her regular checkup 6 months earlier and that she had missed her last appointment a week ago. Dr. P. said that her staff had called to make another appointment but that her mother hadn’t called them back yet.  Mrs. J. is being treated with medication for arthritis, hypertension, and gastroesophogeal reflux (GERD). Her weight was stable, and her only complaint was some difficulty staying asleep at night. Dr. P. reported that her mother’s mood was sad but had improved some in the month before the last visit. The doctor asked about memory and concentration, but her mother denied having any problems with memory. Imagine that you a case manager at the local Senior Coalition.  Vanessa is calling you to seek advice about what to do. She would like you to do an assessment to help her determine what is wrong and how she can best help her mother.

Writing Guide for Social Workers

Social workers serve as a link between clients and community resources, providing vital human services that assist underserved populations. Writing is a key part of the job; social workers frequently write documents such as assessment reports, case notes, letters, emails, and support plans. Often, social workers are responsible for procuring and providing services for clients, and their writing skills must be strong to enable the best support possible. The social work field has a reputation for bureaucratic red tape and paperwork, but it’s up to skilled social workers to navigate these systems and secure the most useful resources and social services for their clients.

This guide examines the ins and outs of professional writing for social work practice, exploring the main types of writing you’ll likely encounter while studying social work in college. Along with a breakdown of common types of writing, you’ll also find information on style and citation formats relevant to academic writing. Additionally, this guide includes common writing mistakes to avoid, resources to help you improve your general writing skills, and writing resources specifically for social workers.

Types of Writing Social Workers Will Do in School

Personal statements.

The personal statement is a written representation of your interests and abilities, giving colleges a sense of who you are and why you’re interested in social work. Specific topic requirements vary between schools, but the statement of purpose typically calls for you to describe your personal and professional experiences and relate them to the goals of a specific social work program. Schools also use the statement as a social work writing sample, gauging your career motives as well as your creativity, self-awareness, critical thinking skills, and overall writing ability. Common prompts may include describing your background, the development of your interest in social work, your experience with diversity, or your work experience in the field.

A strong personal statement answers all required prompts in a cohesive narrative. The essay should explain your experiences and how they relate to your aspirations while avoiding clichés and overly generalized statements. Almost everyone who goes into social work wants to help people; distinguish yourself from other applicants by explaining precisely why and how you want to help, and what makes this desire unique. Some schools don’t require the statement of purpose, but you should always complete one if you have the option, as it gives the admissions committee a clearer sense of who you are as a student and a social worker.

In many social work programs, exams take the form of essays completed during class. Professors rarely announce the essay topics in advance, but you can prepare by examining the syllabus and determining major course ideas and themes. You may also be able to anticipate potential essay topics by examining previous course materials and looking for patterns in the type of questions the professor assigns. A study group can also help you prepare for essay exams by reviewing the course curriculum and devising possible essay topics with other students.

Before you begin writing an essay, you should first determine exactly what the prompt asks, which ensures that you’re fully prepared to answer the question. Next, compose an outline with a thesis and at least three main points that support your idea. Ideally, you should spend 10-20% of your allotted time devising your main ideas and drawing up an outline. Essay exams must follow the same logical progression of ideas that characterizes conventional expository writing, so be sure to organize your supporting paragraphs properly. While writing the essay should occupy most of your exam time, try to give yourself a few minutes at the end of the exam to proofread your work and make minor revisions.

Research Papers

Of all social work writing, the research paper ranks among the most common. You’ll likely complete several extensive research papers throughout the course of your studies, requiring you to examine and synthesize many information sources on a specific topic. While a research paper is similar to an essay, several key factors distinguish the two forms: an essay typically expresses your own perspective, while a research paper uses the work of others to draw new conclusions on a topic. Research papers are typically longer than essays and require a greater depth of knowledge on a topic. Potential topics for social work research papers vary as much as the field itself and may cover subjects like substance abuse, child and family services, community organizing, or education.

Most research papers either make an argument on a topic or explore overall perspectives on a topic, and some do both. Like other forms of writing, a research paper needs a thesis and supporting information, though the thesis often changes as further research occurs. Since research papers call for substantial information gathering and presentation, outlining and organization are particularly important, and a topic must be complex enough to sustain significant research.

How Do You Write an Essay?

Regardless of your area of study, you’ll likely complete several types of writing throughout the course of your degree. Different essay styles call for different approaches, and the following section outlines the most common essay forms you’re likely to encounter, along with tips for writing them.

  • Narrative : A narrative essay allows you to tell a personal story, typically with more freedom than most forms of writing. However, the narrative essay must fulfill certain requirements, such as telling a cohesive, interesting story with a beginning, middle, and end. A narrative essay must also serve a purpose; readers need to understand why you’re telling your story and come away with a message or lesson.
  • Expository : The expository essay requires you to explore a topic and make a compelling argument based on your research. An expository essay begins with a clear thesis statement, moves into body paragraphs that support your argument, and ends with a conclusion that sums up your main ideas. Expository writing encompasses many styles, including comparative writing and cause-and-effect writing.
  • Persuasive : Similar to the expository essay, the persuasive essay requires you to research a topic and make an argument based on your assessment. However, persuasive essays differ in that they require more extensive research and often entail more writing. Expository essays may occur as in-class assignments or as parts of exams, while persuasive essays often function as final assignments with more time to complete. A persuasive essay still requires a strong, evidence-based thesis and extensive supporting details in its body paragraphs.
  • Comparative : A comparative essay examines the similarities and differences between two or more items, which could be anything from political systems to literary texts. After analyzing these items, you must develop a thesis that makes an argument about their similarities or differences. Some comparative essays focus more on similarities to develop a thesis, while others focus on differences. Like other essay forms, the comparative essay needs well-organized points that support a thesis.
  • Cause and Effect : This essay type examines a certain event or pattern and attempts to analyze the factors that caused it, making an argument about why the event occurred in such a way. For example, an essay on the Great Depression and the stock market crash of 1929 might examine the various economic and social factors that led to the depression, making an argument about how these factors functioned together to create the situation.

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Citations guide for social work students.

Citation plays an important role in all forms of academic writing, as it ensures that writers properly attribute their research sources and avoid plagiarism. Failure to cite your sources properly can cause major problems in your academic career, and even unintentional plagiarism can result in heavy penalties in the academic world, particularly at higher levels of study. This section outlines the major citation styles used for academic writing, highlighting key differences and presenting examples of each style’s citation format.

American Psychological Association Style

APA style is the citation method of choice in most social science courses, and this format generally serves as the default social work writing style. Since research in the social sciences constantly changes, APA emphasizes the dates of sources to help readers determine their recency and relevance. For in-text citations, APA style uses the author’s name, the date of publication, and the page number. Book citations used in a reference list typically include the author’s name, year of publication, book title, city of publication, and the publisher.

“If the manner of a man’s dying seems arbitrary, his morality is inescapable” (Anderson, 1983, p. 10).

Anderson, B. (1983). Imagined Communities. New York, New York: Verso.

Chicago Manual of Style

The Chicago style ranks among the most comprehensive and complex of formatting choices, and it often serves the needs of high-level academic writing, particularly in the field of history. Unlike most other styles, Chicago calls for the use of either footnotes or endnotes for in-text citations. Numbered in-text citations correspond to notes that indicate the author’s name, book title, publisher information, publication date, and page number. Chicago style formatting also typically includes a formal bibliography at the end of the text.

“If the manner of a man’s dying seems arbitrary, his morality is inescapable.”[1] [1] Benedict Anderson, Imagined Communities (New York: Verso, 1983), 10.

Anderson, Benedict. Imagined Communities. New York: Verso, 1983.

Modern Language Association Format

MLA formatting most commonly occurs in humanities and liberal arts writing, such as English and philosophy. This format emphasizes authorship, with in-text citations that indicate the author’s name and page number at the end of each quotation. For reference lists, MLA format calls for writers to include the author’s name, the title of the work, the publisher, and the year of publication.

“If the manner of a man’s dying seems arbitrary, his morality is inescapable” (Anderson 10).

Anderson, Benedict. Imagined Communities. Verso, 1983.

Associated Press Style

AP style isn’t commonly used for academic writing, but you may find yourself using this style if you’re writing a more journalistic piece. Created for newspapers and other forms of mass media, the AP style emphasizes consistency, clarity, accuracy, and brevity. Since it’s not academic, there aren’t concrete rules for citing particular types of texts, but generally the style calls for the citation of a source directly before or after a quote, often using the words “said” or “stated.”

“If the manner of a man’s dying seems arbitrary, his morality is inescapable,” said Anderson.

The Best Writing Style for Social Work Majors

Social work combines many academic disciplines, but typically, social work courses call for assignments to be formatted in APA style, though this may vary between schools, programs, and individual professors. Your faculty will likely indicate which format they prefer in the course syllabus, but it never hurts to ask. Always be sure to follow formatting instructions exactly, as professors may penalize you for disregarding specific formatting requests.

Common Writing Mistakes Students Make

Active vs. passive voice.

One of the most common mistakes among developing writers is the use of passive voice, which makes sentences wordier, less immediate, and less clear. In the active voice, the sentence’s subject performs the action. Using passive voice, the subject receives the action. Passive construction occurs everywhere in writing, but there are easy strategies to help you locate it and convert your sentences to active voice.

Certain keywords and phrases, such as “by,” “was,” and “it was” often indicate the use of the passive voice. When revising your writing, look for these words and determine if they form part of a passive sentence. For example, if you notice the word “by” connected to the subject of the sentence, see if you can alter the construction so the subject occurs closer to the beginning of the sentence.

Punctuation

Improper comma usage often leads to confusion in writing. One of the most common errors is the comma splice, which occurs when a writer connects two independent clauses using only a comma. For example: “I don’t like accounting class, it’s too difficult.” Both “I don’t like accounting class” and “it’s too difficult” are independent clauses, meaning they can stand as separate sentences. To link these clauses correctly, a comma isn’t enough; you can often correct a comma splice by either creating two separate sentences, using a semicolon to link the two clauses together, or using a coordinating conjunction like “because.”

Incorrect semicolon and colon usage also causes problems for many writers. While they function similarly, these two punctuation marks serve different purposes. A semicolon links two separate, but related, thoughts: “I’m glad I’m going to Europe; I really need a vacation.” A colon typically sets off a list or an example: “I always bring three things on vacation: my camera, my suitcase, and my sunglasses.”

Grammar mistakes hinder writers of all skill levels. In an abstract sense, grammar forms the entire structure of a language and its usage, but in practice, many simple rules exist to help you keep track of and avoid common mistakes. For example, many writers struggle with the use of there, their, and they’re, but the differences in the words are quite pronounced. There indicates a location. Their is the possessive form of they. Finally, they’re is a contraction of “they” and “are.”

Another common grammatical mistake hinges on the confusion between its and it’s. The word its is a possessive that indicates ownership. On the other hand, it’s is a contraction of “it” and “is.”

Writing Resources for Social Work Students

  • Purdue OWL : Purdue University’s Online Writing Lab offers support for all types of writing, with a wealth of instructional material that covers general writing strategies and the specific facets of academic writing.
  • WiSP : Writing in Social Work Practice seeks to examine the role of writing in the field of social work, with the goal of improving the overall efficiency and effectiveness in social work writing practices.
  • Foundation Center : Grant writing plays a major role in social work, and the Foundation Center offers resources to connect social workers with philanthropic organizations and improve grant writing skills.
  • Grammar Girl : Casual and conversational, Grammar Girl offers general writing tips for all types of writers. Most articles highlight common writing mistakes and offer strategies for recognizing and fixing them.
  • Council on Foundations : Another major resource for grant writers, the Council on Foundations offers online learning and mentorship services that help social workers develop their grant writing and public policy knowledge.

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Report Writing for Social Workers

Report Writing for Social Workers

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This is a useful and largely accessible text that I hope will be helpful to our students. It is helpful to have a book specifically addressing this essential skill as it is a common complaint of empoyers that students learn to write essays but not reports.

This book follows the valuable tenets of the learning matters series: A clear, accessible overview of report writing. Thought-provoking case examples illustrate the complexities and challenges of report writing in social work, offering qualifying students valuable insights within which to contextualise development of their report writing skills.

This is a good read for all social workers. The text is very practical and provides the reader with the confidence to follow suggestions made in the book. A must read for all social workers, particularly if in practice, or teaching students social workers in practice.

A useful resource for social work students, many of whom find writing reports a major challenge

Used a supplementary reading to a course we run based on report writing. Good case studies with clear information.

This book deals competently and clearly the essentials of report writing at a basic level for beginning undergraduate students. At the present time many students struggle with writing skills (!), and the book is useful to recommend further along the education continuum also in particular cases.

I have delivered a annual course in report writing to various government agencies for almost ten years, and so I looked forward to reading this work. It did not disappoint. The structure and content of this book make it eminently 'useable' and useful.

Although it is still early in the course, I have already used this book extensively with my honours students, including exercises in probation report writing, and theory to practice reflection reports. It has been very well received by my students, a number of whom have already purchased this book for themselves. I highly recommend this work and I look forward to using it for the rest of the honours course.

When I is the title of this book I was excited as I thought it would be very relevant to my role as a practice educator supporting social workers in training on PLO1 & 2 at both undergraduate and Masters levels. However the book for me falls short, both in what it includes and the level of detail. For example in defining "report" -- what to include -- I would have hoped for sections on writing case files, the importance of chronologies etc. In the section on notetaking there are only three points made and I find social workers in training need far more than this. For example it could have included different styles of notetaking such as using spider diagrams; the use of abbreviations; using a timeline with service users which shares the power of recording as it is done together. I would have hoped for a section on how focusing on a form in report writing can be a barrier to communication.

The section on "what to leave out "on page 69 really disappoints. It gives the example of a sentence "Mr M had a difficult childhood". It does not highlight that "difficult" can mean different things to different people and the importance of not using such value judgement words in reports and records but rather replacing them with descriptors. In this section it would have been helpful to include examples of unnecessary details that often we see written in reports. As a result I have just ordered an inspection copy of the Karen Healy book on writing skills for social workers and I'm hoping for more from this.

Currently one of the skills social workers need to develop hi lighted by the reform board agenda. It is useful top use individually and in group sessions.

Clear and concise. Useful pointers for the basics of report writing often overlooked by practitioners.

Perhaps could have had section on requirements of court rules governing reporting.

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Critical Thinking and Professional Judgement for Social Work

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How to Write an Assessment for Social Work

Last Updated: February 2, 2023 Fact Checked

This article was co-authored by Joseph Phillips . Joseph Phillips, MSW is a Clinical Therapist and Social Worker at Transformative Growth Counseling, which is based in Illinois and Florida. He specializes in relationship and attachment therapy and treats anxiety, depression, trauma, and substance use. He earned a Master of Social Work from Tulane University in New Orleans, Louisiana, and he completed his clinical internship with Transformative Growth Counseling. Joseph is also certified in disaster and collective trauma counseling. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 306,799 times.

A social work assessment is a report written by a social worker evaluating a client’s educational, mental health, substance abuse, or occupational needs. You will need to interview the client and other significant parties knowledgeable about the client's background and current needs. The final written report includes goals the client should complete to resolve his or her problem and the treatment or assistance the social worker recommends to help the client accomplish these goals.

Social Work Assessment Template

social work report assignment

Gathering information

Step 1 Schedule interviews.

  • Begin by interviewing the person who is seeking services. If possible, interview family members, former case workers, physicians, teachers, and other people who can inform you of your client’s situation.

Step 2 Review documents.

  • Keep a record of all sources used for your assessment. In the assessment you will want to record who you interviewed, any incidents you were able to observe, and any documents you consulted. [1] X Research source

Step 3 Interview clients in a safe atmosphere.

  • Create a safe atmosphere when conducting interviews by explaining the rules of confidentiality to the interviewees. In general, all information obtained in the interview will remain a part of the report and that you will not share the information with people who are not involved with the case. If your client doesn't trust you, you will not be able to make a clear assessment.
  • To elicit positive responses, focus on finding the strengths of the client. Do not apportion blame. Negotiate with the client over a mutually agreed assessment. [2] X Research source
  • When you encounter resistance, be optimistic so as not to discourage your client. Continue to be polite, punctual, and attentive. Refrain from using jargon. [3] X Research source

Step 4 Ask open-ended questions.

  • Have an assessment form on-hand during your interviews. Assessment forms include specific questions. Using an assessment form will help focus your interview and allow you to take thorough notes. Many facilities have their own assessment forms available for the interview process

Writing the Assessment

Step 1 Recognize the flexibility of the writing process.

  • Include as much information as possible. Describe the client's personal appearance, whether or not the client was appropriately dressed for the weather on the day of the interview, the client's personal hygiene, ability to maintain eye contact, and the client's mental orientation (awareness of person, place, time and event).
  • Many facilities have standardized forms that direct you to describe specific questions about the client. One example of categories for an assessment include: “presenting problem,” “problem history,” “personal history,” “substance abuse history,” “family history,” “employment and education,” and “summary treatment and recommendations.” [4] X Trustworthy Source State of Michigan Official website for the State of Michigan Go to source
  • Another example of such categories include: “identifying information,” “referral,” “presenting problem,” “sources of data,” “general description of client,” “family composition and background,” “educational background,” “employment and vocational skills,” “religious involvement,” “ health conditions,” “psychological background,” “social, community, and recreation activities,” “basic life necessities,” “legal concerns,” “client strengths,” “clinical summary,” and “goals and recommendations.”

Step 2 Ascertain the problem.

  • It is often best to refrain from using technical diagnoses, like borderline personality disorder. These can offend the client. Furthermore, they are often not as useful as detailed, specific characterizations of the individual in question.

Step 3 Find strengths and solutions.

  • Set specific goals for the client that are time-limited and attainable. If a goal is to stop using drugs, for example, your treatment recommendation should include a referral to a substance abuse program that requires the client attend a set number of meetings and submit to random drug screenings, and a target date for completion of the program.

Step 4 Think about the client “ecologically.”

  • Compare and contrast the client's perception of his problems, needs, weaknesses and strengths with the perceptions of other people you interviewed for the assessment. Such a comparison can provide you with a more complete understanding of the client's goals and treatment needs.

Step 5 Use the assessment as part of the therapeutic process.

  • Schedule a follow up meeting with the client after you've written and discussed the assessment to review the client's progress towards completing each goal. Return to the assessment periodically to evaluate the client’s development

Community Q&A

Community Answer

  • A social work assessment may also be referred to as a needs assessment or a mental health assessment. Thanks Helpful 0 Not Helpful 0
  • An assessment that focuses primarily on a client's drug and alcohol problems is a substance abuse evaluation. Thanks Helpful 0 Not Helpful 0

social work report assignment

Things You'll Need

  • A safe, secure interview room
  • Medical and educational records
  • Assessment form

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Thanks for reading our article! If you'd like to learn more about social work nuances, check out our in-depth interview with Joseph Phillips .

  • ↑ https://www.proceduresonline.com/stockport/cs/chapters/p_assessment.html
  • ↑ https://us.sagepub.com/sites/default/files/upm-binaries/62946_Lishman.pdf
  • ↑ https://www.michigan.gov/-/media/Project/Websites/mde/specialeducation/approvals/SSWCompetencyEvaluationForm.pdf?rev=5ece7f91c88e4a57a36b7c0da6221430
  • ↑ https://positivepsychology.com/social-work-toolbox/

About This Article

Joseph Phillips

To write an assessment for social work, try to include as much of the information you gathered during your interviews and research as possible so your assessment is specific. You should also mention the issue the client is dealing with, but in a way that won't offend them. Try to focus on the client's strengths and discuss how they can be used to improve their condition. Also, include any recommendations you have for the client and goals you'd like them to work toward. To learn how to gather all of the information you'll need to write your assessment, keep reading! Did this summary help you? Yes No

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Component #3 Client engagement and bio-psycho-social assessment

  • This is the first of a two-part assignment.
  • Discussion of client engagement for this individual, including strategies you may use, potential power differences that may exist, and any personal issues that may arise for you in working with such an individual.
  • Discussion of this individual, considering the bio-psycho-social assessment framework. This will include areas of client need, client strengths, all dimensions of the bio-psycho-social framework, and additional information you would need about the client’s situation to complete a comprehensive assessment.
  • Review of relevant evidence regarding individuals like your character. You will be required to find and discuss two sources that describe characteristics of a population which the client is a member of and two sources that discuss services or interventions for the population.
  • Short stories to choose from
  • Detailed instructions and requirements
  • Grading rubric
  • Note: we will also all read one additional short story and use it as an example during class discussions to highlight 1) issues of engagement, assessment and planning in general and 2) the requirements of the assignment.  

                                                                                                   

Component #4 Client planning and evaluation

  • This is the second part of the assignment using the short stories.
  • An intervention plan including client goals, measurable objectives and specific interventions/actions.
  • A discussion of why you would propose such a plan to this individual.
  • A discussion of how you would evaluate the intervention(s), identify how termination should occur, and discuss any recommended follow-up plan.

                                                                                              

Component #5: Memo and referral

  • A professional internal memo regarding a hypothetical client.
  • A professional external referral regarding a hypothetical client.
  • Note: for these you may continue to use the character from your short story or just make up a client and situation.
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Using Rubrics to provide Strength-based Feedback for Social Work Assignments

Posted By Laurel Hitchcock on Feb 4, 2019 | 0 comments

social work report assignment

Editor’s Note: I am excited to welcome back Kristen Samuels, MSW, MS, MEd , the Field Director for University of Phoenix’s Department of Social Work , for this month’s guest educator blog post. Back in December 2018, I sent a tweet asking for advice on how to improve my grading practices, and turned the responses from colleagues into a blog post . Kristen was one of those colleagues and I asked her to turn her own tweets about strength-based feedback and rubrics into this blog post. Kristen can be reached at [email protected], or @KristenMSamuels on Twitter.

I recently returned to the classroom as a student in an EdD program. Although I certainly struggle with the workload, committing to life-long learning and taking the role of the student has made me a better instructor. As I am reminded of the anxiety that comes with unclear expectations or inconsistent grading practices, I become more aware of my own approaches for delivering feedback in my online classrooms. In discussions with my peers about the rigor and intensity of the doctoral writing process, we reflected on our individual fears in presenting written assignments to any of our former professors. Writing is an incredibly complex and emotive process. Students are asked to read, comprehend, apply, analyze, summarize, etc., and then present content in an integrated, accurate, and convincing way. It would be easy to miss a step and lose confidence in our position, and in that way, students are vulnerable when turning in written assignments. After putting forward long thought-out interpretations and opinions of the material, it is difficult to not view feedback as a personal attack on our intelligence. We wind ourselves up in self-doubt, and add undue stress when we throw in the impossible task of deciphering tone from an instructor’s feedback.

Strength-based feedback for Social Work Assignments

For this reason, and particularly for us as Social Work educators, we owe it to our students to present feedback with care. This can be as simple as avoiding capitalizing words (the online equivalent of shouting), and intentionally leading/ending feedback with what the student has done well in the assignment. Research on feedback tells us that affirmative comments acknowledges students’ efforts and encourages learning, instead of emphasizing grades (Stipek & Chiatovich, 2017). It is also an excellent way to model strengths-based approaches with our students!

This does not ignore our responsibility to offer corrective feedback, but in a way that promotes growth and ensures comprehension of the course objectives. Providing specific comments in areas where points were lost, can signal need for additional review and points of focus for future submissions. As supported by Gallien & Oomen-Early (2008), our responses should be an even mix of acknowledging their strengths and noted growth, as well as include strategies to promote reflection and deeper learning.  The major dilemma for any social work educator is how to give thorough and timely individualized feedback, which is critical to student success and helps maintain academic standards long term, while managing the process of grading including the amount of time and energy needed.    

For example, written assignments take a significant amount of time to thoroughly read and provide substantive feedback on. If the course objectives are best met through this means of assessment, your time will be well spent if you develop a rubric at the same time as the assignment. The audience of this blog is likely familiar with the term “rubric”, but you may want to consider the phrase “grading guide” with your students.

I prefer to provide written feedback to my student’s as opposed to verbal feedback by recording my reactions. My reason for this is accessibility. Although we assume that our students are connected with the services and tools that they need to be successful for our online courses, not all students self-report their needs, and I do not want them to miss out on this critical piece of learning. If the tool is embedded in your learning management system (LMS) such as Voicethread, it likely meets your institutions accessibility standards and is a fine alternative.

How I develop a rubric

As an instructor, I begin by developing an assignment in alignment with the course objective(s), and simultaneously develop the rubric. The objective(s) to be assessed in your assignment should be directly reflected in the assignment instructions, and then mirrored in the rubric. For example, if your objective is to “Describe typical stages of grief and explain how cultural, religious, and spiritual practices affect the bereavement process”, the assignment should expand on your expectations, and a line of your rubric should reflect measurement of those goals.  For example:

Course objective to be assessed in this assignment: “Describe typical stages of grief and explain how cultural, religious, and spiritual practices affect the bereavement process.”

(Relevant portion of) Assignment instructions: Briefly describe each of the stages of grief from the text. Identify at least 3 examples of cultural, religious, or spiritual practices from the case study provided. How might this affect the clients’  bereavement process?

(Relevant portion of) Assignment Rubric:

social work report assignment

Final comments: “Well done, Alex! You’ve earned XX out of XX points for this assignment. You’ve done well identifying and explaining the 5 stages of grief, and 3 examples of cultural practices that influenced the client’s bereavement. Your interpretation of the client’s spiritual ritual was fascinating, I hope you’ll share this perspective with the class in our discussion forum! I would add to your “bargaining” stage that this serves an important role for the client, where they temporarily escape from their pain and take time to process their new reality. In this stage the clients’ emotional needs are high, so it is important to review their support system of family and friends.  I am seeing marked improvement in your writing style and APA, thank you for your hard work! This attention to detail will pay off not only in the course, but long term in your documentation skills in practice. Remember that a “Writing Guide” is posted in our course homepage with additional support including samples, resources, and best practices in formal writing. Overall, well done this week, Alex, I’m looking forward to seeing your work in Week 3. Please let me know if there is anything I can do to assist you before then!”

This final comments script can be easily altered for each student, keeping the basic framework and editing individual details. I prefer to use the indicators above – “Does not meet expectations”, “Approaches Expectations”, and “Meets Expectations” in my rubrics. I do not believe that “exceeding expectations” is fair to grade upon, but instead belongs in specific comments of praise and acknowledgement in the final feedback section. Generally, I develop my rubrics as follows:

  • 70% content – listing each specific requirement to be addressed, as outlined in course/assignment objectives. Examples may include: Relevant content or analysis is accurately described and supported by research. Use of theory, examples, or other language are correct, comprehensive, and persuasive.
  • 15% Organization and Structure – Effectively organized: introduction to provide background and preview points, body with logical transitions and appropriate tone, and conclusion reviewing major ideas.
  • 15% Mechanics and APA – rules of grammar, spelling, usage, etc. are followed, intellectual property is appropriately cited consistent with APA formatting guidelines.

Designing detailed rubrics up-front saves time during the grading process. Making these available to the students along with assignment instructions clearly informs them of your expectations, provides them with an outline to organize their research, and helps minimize concerns of subjectivity in your grading process. It also speeds up the process for us as faculty, as you have already articulated what quality looks like in the final product, you simply need to provide detail on how they hit or fell short of these targets.

How do you use rubrics with your assignments?  Please post your comments and ideas below.

References:

Gallien, T., & Oomen-Early, J. (2008). Personalized versus collective instructor feedback in the online courseroom: Does type of feedback affect student satisfaction, academic performance and perceived connectedness with the instructor? International Journal on ELearning, 7 (3), 463-476. Retrieved from https://search-proquest-com.contentproxy.phoenix.edu/docview/210354848? accountid =134061

Stipek, D., & Chiatovich, T. (2017). The effect of instructional quality on low- and high-performing students . Psychology in the Schools, 54 (8), 773–791. https://doi-org.contentproxy.phoenix.edu/10.1002/pits.22034

How to cite this blog post: Samuels, K. (2019, February 4). Using Rubrics to provide Strength-based Feedback for Social Work Assignments [Blog Post]. Retrieved from: https://laureliversonhitchcock.org/2019/02/04/using-rubrics-to-provide-strength-based-feedback-for-social-work-assignments/

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Author: Laurel Hitchcock

Dr. Hitchcock served as the editor for this blog post. The author is the Guest Blogger (Social Work Educator or Student).

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How to write a good report

Social workers are expected to communicate effectively and lucidly with other professionals, but many fail to do so. anita pati looks at the extent of the problem and martin cutts offers tips on writing reports.

Social workers are expected to communicate effectively and lucidly with other professionals, but many fail to do so.  Anita Pati looks at the extent of the problem and Martin Cutts offers tips on writing reports Being able to support service users is not the only important aspect of social work; all that work can be undermined by poor recording or reports that don’t convey the issues to other professionals. 1 Plan If writing a report fills you with dread, here’s one practical method to use to control those fears. Take a big sheet of paper, turn it landscape, and plan. Jot down the report’s purpose, for example: “This report will assess why Mrs X’s care plan was changed on 21 June 2010, with reference to the headings X, Y, Z”. Jot down the points you’ll make under those headings and some notes for the introduction, which will briefly state the report’s purpose and why it’s needed. Planning will save you time by helping you see what you know and don’t know, and what you really think. 2 Write first draft Leave the plan overnight. Then find a quiet room away from distractions and write the first draft at speed. This gives you something to edit. 3 Write a summary This stage is also when you can assemble the main news and put it in a summary that will go at the start. If busy people read nothing else, they’ll get the big picture. 4 Edit The more times you can edit the report with a fresh eye, the better it will get. Don’t be too easily satisfied. In your editing: ● Use “I” or “we” to show what you or your team have found. ● Prune sentences to 15-20 words on average, linking them with sentence connectors such as but, so, yet and however. ● Punctuate properly. ● Use everyday vocabulary, avoiding or explaining any social care jargon – including unexplained acronyms – that people in other professions may not know. 5 Check After you’ve checked for errors, seek a second opinion from a candid colleague or outsider. Ask whether the report will make sense to your intended audience. Martin Cutts is author of the Oxford Guide to Plain English (third edition 2009) and research director of the Plain Language Commission .   More information about writing-skills courses The problem with reports Serious case reviews repeatedly highlight the importance of information-sharing between agencies. It should be remembered how the 2003 inquiry into Victoria Climbié’s death found that “illegible” medical records led to delays in action, writes Anita Pati . From court reports, police assessments and case diaries to handwritten notes from home visits, professionals are expected to communicate accurately with colleagues in other disciplines in an accurate manner. Joanna Nicolas, child protection consultant and trainer, says that, although life experience is important, poor English skills, as a first or second language, can affect the quality of reports. “You need people who have life experience but you also need people who are educated academically to a level where they can write a report and not have to rely totally on the spellchecker,” she says. Social workers, she says, need to be able to write reports that can be taken seriously in court: “This is something that can be missing because I’ve come across a lot of social workers whose spelling can be atrocious. You think that that report is going into court and it will be condemned by other professionals and reinforce the stereotypical view that many people have of social workers.” It is not just presentation where social workers fail, she says. Analysis of content is also lacking. “It goes back to their social work training. There needs to be more time spent on learning the art of critical analysis and, once they become social workers, giving them the time to write good quality reports.” More critical judgement is needed, agrees Alison Paddle, a social worker for 40 years, a guardian since 1991 and former chair of Nagalro, the professional association for children’s guardians. “The biggest problem for all social workers is the lack of analysis,” she says. “It’s easy to describe something but they won’t tell you what the significance is.” Many court reports can be too formulaic, “repeating facts to a set pattern or following a template too slavishly, so that the individuality of the child or situation is not brought out”. Paddle says some social workers fail to maximise their professional opinions and observations, which could provide telling evidence for a court. But even a high-quality report will count for little unless it goes to the right people. Some professionals are too cautious to share information, says Adam Abdelnoor, childhood psychologist, headteacher and chief executive of children’s charity Inaura: “Often, social services information is not passed on to the school. They can sometimes be too precious with information and won’t give you details that would give you a more in-depth understanding. I sometimes talk to headteachers who don’t even know which of their children are in care.” Many are convinced that training is the key to producing good reports. Dr Lucy Rai has just completed research at the Open University called Getting it right (write), which explores writing demands placed on social workers, focusing on how academic training prepares professionals for writing at work. She says degree courses are where social workers’ writing skills can fail to develop. “Lots of universities might think we’ll have one module where we teach them to write a report,” she says. “We have to think about how universities and practitioners work together to understand the complexity of the writing social workers are doing and to do it well.” The same report, she says, can go out to a service user, a magistrate, a line manager and inspectorates such as the Audit Commission or Ofsted. “Professionals need at least a greater awareness of the purpose of the report, whom it is being written for and how you write differently depending on the purpose and the audience.” GAFFES TO AVOID Common areas where some social workers slip up in reports. Irrelevant, inappropriate information “Michael is a large baby. Clearly his size is inherited genetically from his father, who is a proportionately large person.” From an Ofsted inspection of a Cafcass team, which criticised practitioner’s files on children and families for containing “irrelevant, inappropriate” information. “D has explained that she thinks she will shortly start her menstrual cycle. D is prepared for her first period. She would appear to have no outstanding needs in this respect.” From an Ofsted inspection of a Cafcass team, which found “the relevance of some statements was not clear” in a report on an 11-year-old girl. Meaningless phrases “She has a bubbly personality.” “You wouldn’t believe the number of times that people say this,” says Alison Paddle, former chair of Nagalro. “It doesn’t mean anything and it’s a cliché.” Illogical conclusions “There was domestic violence but, because the parents had recently separated and the father was not on the scene, the kids were no longer at risk.” Consultant Joanna Nicolas was concerned to see this in a report recently because of the flawed conclusion reached by the practitioner. “We know from research that that’s when the children are most at risk,” Nicolas says. What clangers have you seen in social work reports? Join the debate on CareSpace. This article is published in the 29 July 2010 edition of Community Care under the headline, “How to write a good report”

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Essay Assignment Writing Tips for Students of MBA, Masters, PhD Level

How To Write A Case Study Report In Social Work?

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Social work is one of the most important branches or streams of study for students in Australia as well round the world. The subject has gained so much important now a days that even reputed colleges and universities of Australia are offering graduation as well post graduation degree courses on social work study subject.

How-to-Write-a-Case-Study-Report-in-Social-Work

The institute assign students with large assignments on social work during the courses. In this blog we will discuss about some useful tips to write an excellent case study report on social work to get the top grades by impressing your faculties.

Tips To Write an Effective Case Study Report in Social Work

  • Choose an interesting subject: First, you need to choose a very interesting and updated subject for your social work case study. Some such subjects might be domestic violence, corruption, women empowerment, drug abuse, alcohol abuse, etc.
  • Do an in-depth analysis: After that, you need to have an in-depth analysis of the chosen subject or topic. You need to explain each and every fact related to that topic. No fictions should be there only try and current fact will be accepted from you.
  • Treat delicate matters likewise: A study on social work is one of the most delicate types of studies in the whole world. Thus, you need to write your report by treating the matter as seriously as possible by avoiding all types of fluffy languages.
  • Carry out extensive study and researches: You always need to do a very extensive study and research while writing your case study report on social work. You need to keep note of all the legal, social as well as political status of the country, territory, or region on which you are doing your social study.
  • Write only true facts: It is always necessary for you to write only true facts in your case study. Writing wrong facts can be very harmful on your paper. You always need to depict a very true picture of the scenario.
  • Know how you can help others: The ultimate aim of your social study work is to help the people of your society. Each class of people suffers from particular issues or problems. You need to deal with their issues likewise to solve their problems. Thus, you always need to know the right methods to solve various problems of the suffering people.
  • Give proper solutions: You always need to given proper solutions to the suffering people of your society to overcome their problems. These solutions must be strictly within the legal limits of your nation. You need to keep in mind that people are truly benefited by the suggestions and solutions provided by you in your social work case study report.
  • Give a picture of future success: In your case study report on social work you need to depict a true picture of your social work project succeed in the long run and how it will benefit people at the concluding part.
  • Always give a proper introduction and conclusion: The introduction and concluding part of your social work case study report is of high importance. The first impression is made on your faculties from the introductory part. If your concluding part is interesting enough, it will create an everlasting good impression on your reader faculty. Thus, you are bound to get good grades.
  • Carry out long surveys: The subject of social work us very much related to practical surveys and studies. Thus, you need to conduct a lot of surveys among the people of the society to know about their real problems in life and look for effective solutions for them.
  • Take expert consultation: It is advisable for you to seek the consultation and help from any social service expert to write an ideal case study report. You need to do it under the supervision of an expert social worker for this purpose.
  • Study the reports of various NGOs: There are a number of NGOs or non-government organisations involved in various social study works. You can go through their published reports in order to get an idea of how to do a proper social work with true success.

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What Common Mistakes to Be Avoided While Writing a Case Study Report?

There are certain common mistakes all of you need to avoid while writing a case study report on social work or any other subject. Some of these are listed below:

  • Often many errors are present in the case study paper. You always need to remove these errors by proper proofreading and editing of the papers. Manual checking is preferred in this regard rather than any error detecting software.
  • You always need to avoid plagiarism in your report work. You can also use any kind of updated and advanced plagiarism checking software technology in this regard in order to make your paper a hundred percent plagiarism-free
  • Always submit all your case study papers before the deadlines. If you cross the deadlines, your paper will come under the defaulter list and you will lose your grades
  • Try to complete all your assignment papers within specified time frames
  • Do not repeat any idea more than once in any of your case study papers. Add new ideas with to the point explanations. This will make your paper more interesting.

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How to Avail the Case Study Report Writing Services?

Writing a good case study report on social work is not an easy task. Thus, you always need an expert help in this regard. You can get the best case study report on social work writing help from the most reputed C aseStudyHelp.com online organisation.

We have a team of best writers having a lot of experience in social service case report writing field. Thus, all the students can always expect the best service from them. You can avail our services very easily by registering online on the C aseStudyHelp.com official website on the internet. We are always here to provide the best solutions for social work cases study report writing.

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Here is a video for  How To Write A Case Study Report In Social Work? You should watch this:

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Organizing Your Social Sciences Research Assignments

  • Annotated Bibliography
  • Analyzing a Scholarly Journal Article
  • Group Presentations
  • Dealing with Nervousness
  • Using Visual Aids
  • Grading Someone Else's Paper
  • Types of Structured Group Activities
  • Group Project Survival Skills
  • Leading a Class Discussion
  • Multiple Book Review Essay
  • Reviewing Collected Works
  • Writing a Case Analysis Paper
  • Writing a Case Study
  • About Informed Consent
  • Writing Field Notes
  • Writing a Policy Memo
  • Writing a Reflective Paper
  • Writing a Research Proposal
  • Generative AI and Writing
  • Acknowledgments

A case study research paper examines a person, place, event, condition, phenomenon, or other type of subject of analysis in order to extrapolate  key themes and results that help predict future trends, illuminate previously hidden issues that can be applied to practice, and/or provide a means for understanding an important research problem with greater clarity. A case study research paper usually examines a single subject of analysis, but case study papers can also be designed as a comparative investigation that shows relationships between two or more subjects. The methods used to study a case can rest within a quantitative, qualitative, or mixed-method investigative paradigm.

Case Studies. Writing@CSU. Colorado State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010 ; “What is a Case Study?” In Swanborn, Peter G. Case Study Research: What, Why and How? London: SAGE, 2010.

How to Approach Writing a Case Study Research Paper

General information about how to choose a topic to investigate can be found under the " Choosing a Research Problem " tab in the Organizing Your Social Sciences Research Paper writing guide. Review this page because it may help you identify a subject of analysis that can be investigated using a case study design.

However, identifying a case to investigate involves more than choosing the research problem . A case study encompasses a problem contextualized around the application of in-depth analysis, interpretation, and discussion, often resulting in specific recommendations for action or for improving existing conditions. As Seawright and Gerring note, practical considerations such as time and access to information can influence case selection, but these issues should not be the sole factors used in describing the methodological justification for identifying a particular case to study. Given this, selecting a case includes considering the following:

  • The case represents an unusual or atypical example of a research problem that requires more in-depth analysis? Cases often represent a topic that rests on the fringes of prior investigations because the case may provide new ways of understanding the research problem. For example, if the research problem is to identify strategies to improve policies that support girl's access to secondary education in predominantly Muslim nations, you could consider using Azerbaijan as a case study rather than selecting a more obvious nation in the Middle East. Doing so may reveal important new insights into recommending how governments in other predominantly Muslim nations can formulate policies that support improved access to education for girls.
  • The case provides important insight or illuminate a previously hidden problem? In-depth analysis of a case can be based on the hypothesis that the case study will reveal trends or issues that have not been exposed in prior research or will reveal new and important implications for practice. For example, anecdotal evidence may suggest drug use among homeless veterans is related to their patterns of travel throughout the day. Assuming prior studies have not looked at individual travel choices as a way to study access to illicit drug use, a case study that observes a homeless veteran could reveal how issues of personal mobility choices facilitate regular access to illicit drugs. Note that it is important to conduct a thorough literature review to ensure that your assumption about the need to reveal new insights or previously hidden problems is valid and evidence-based.
  • The case challenges and offers a counter-point to prevailing assumptions? Over time, research on any given topic can fall into a trap of developing assumptions based on outdated studies that are still applied to new or changing conditions or the idea that something should simply be accepted as "common sense," even though the issue has not been thoroughly tested in current practice. A case study analysis may offer an opportunity to gather evidence that challenges prevailing assumptions about a research problem and provide a new set of recommendations applied to practice that have not been tested previously. For example, perhaps there has been a long practice among scholars to apply a particular theory in explaining the relationship between two subjects of analysis. Your case could challenge this assumption by applying an innovative theoretical framework [perhaps borrowed from another discipline] to explore whether this approach offers new ways of understanding the research problem. Taking a contrarian stance is one of the most important ways that new knowledge and understanding develops from existing literature.
  • The case provides an opportunity to pursue action leading to the resolution of a problem? Another way to think about choosing a case to study is to consider how the results from investigating a particular case may result in findings that reveal ways in which to resolve an existing or emerging problem. For example, studying the case of an unforeseen incident, such as a fatal accident at a railroad crossing, can reveal hidden issues that could be applied to preventative measures that contribute to reducing the chance of accidents in the future. In this example, a case study investigating the accident could lead to a better understanding of where to strategically locate additional signals at other railroad crossings so as to better warn drivers of an approaching train, particularly when visibility is hindered by heavy rain, fog, or at night.
  • The case offers a new direction in future research? A case study can be used as a tool for an exploratory investigation that highlights the need for further research about the problem. A case can be used when there are few studies that help predict an outcome or that establish a clear understanding about how best to proceed in addressing a problem. For example, after conducting a thorough literature review [very important!], you discover that little research exists showing the ways in which women contribute to promoting water conservation in rural communities of east central Africa. A case study of how women contribute to saving water in a rural village of Uganda can lay the foundation for understanding the need for more thorough research that documents how women in their roles as cooks and family caregivers think about water as a valuable resource within their community. This example of a case study could also point to the need for scholars to build new theoretical frameworks around the topic [e.g., applying feminist theories of work and family to the issue of water conservation].

Eisenhardt, Kathleen M. “Building Theories from Case Study Research.” Academy of Management Review 14 (October 1989): 532-550; Emmel, Nick. Sampling and Choosing Cases in Qualitative Research: A Realist Approach . Thousand Oaks, CA: SAGE Publications, 2013; Gerring, John. “What Is a Case Study and What Is It Good for?” American Political Science Review 98 (May 2004): 341-354; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Seawright, Jason and John Gerring. "Case Selection Techniques in Case Study Research." Political Research Quarterly 61 (June 2008): 294-308.

Structure and Writing Style

The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case studies may also be used to reveal best practices, highlight key programs, or investigate interesting aspects of professional work.

In general, the structure of a case study research paper is not all that different from a standard college-level research paper. However, there are subtle differences you should be aware of. Here are the key elements to organizing and writing a case study research paper.

I.  Introduction

As with any research paper, your introduction should serve as a roadmap for your readers to ascertain the scope and purpose of your study . The introduction to a case study research paper, however, should not only describe the research problem and its significance, but you should also succinctly describe why the case is being used and how it relates to addressing the problem. The two elements should be linked. With this in mind, a good introduction answers these four questions:

  • What is being studied? Describe the research problem and describe the subject of analysis [the case] you have chosen to address the problem. Explain how they are linked and what elements of the case will help to expand knowledge and understanding about the problem.
  • Why is this topic important to investigate? Describe the significance of the research problem and state why a case study design and the subject of analysis that the paper is designed around is appropriate in addressing the problem.
  • What did we know about this topic before I did this study? Provide background that helps lead the reader into the more in-depth literature review to follow. If applicable, summarize prior case study research applied to the research problem and why it fails to adequately address the problem. Describe why your case will be useful. If no prior case studies have been used to address the research problem, explain why you have selected this subject of analysis.
  • How will this study advance new knowledge or new ways of understanding? Explain why your case study will be suitable in helping to expand knowledge and understanding about the research problem.

Each of these questions should be addressed in no more than a few paragraphs. Exceptions to this can be when you are addressing a complex research problem or subject of analysis that requires more in-depth background information.

II.  Literature Review

The literature review for a case study research paper is generally structured the same as it is for any college-level research paper. The difference, however, is that the literature review is focused on providing background information and  enabling historical interpretation of the subject of analysis in relation to the research problem the case is intended to address . This includes synthesizing studies that help to:

  • Place relevant works in the context of their contribution to understanding the case study being investigated . This would involve summarizing studies that have used a similar subject of analysis to investigate the research problem. If there is literature using the same or a very similar case to study, you need to explain why duplicating past research is important [e.g., conditions have changed; prior studies were conducted long ago, etc.].
  • Describe the relationship each work has to the others under consideration that informs the reader why this case is applicable . Your literature review should include a description of any works that support using the case to investigate the research problem and the underlying research questions.
  • Identify new ways to interpret prior research using the case study . If applicable, review any research that has examined the research problem using a different research design. Explain how your use of a case study design may reveal new knowledge or a new perspective or that can redirect research in an important new direction.
  • Resolve conflicts amongst seemingly contradictory previous studies . This refers to synthesizing any literature that points to unresolved issues of concern about the research problem and describing how the subject of analysis that forms the case study can help resolve these existing contradictions.
  • Point the way in fulfilling a need for additional research . Your review should examine any literature that lays a foundation for understanding why your case study design and the subject of analysis around which you have designed your study may reveal a new way of approaching the research problem or offer a perspective that points to the need for additional research.
  • Expose any gaps that exist in the literature that the case study could help to fill . Summarize any literature that not only shows how your subject of analysis contributes to understanding the research problem, but how your case contributes to a new way of understanding the problem that prior research has failed to do.
  • Locate your own research within the context of existing literature [very important!] . Collectively, your literature review should always place your case study within the larger domain of prior research about the problem. The overarching purpose of reviewing pertinent literature in a case study paper is to demonstrate that you have thoroughly identified and synthesized prior studies in relation to explaining the relevance of the case in addressing the research problem.

III.  Method

In this section, you explain why you selected a particular case [i.e., subject of analysis] and the strategy you used to identify and ultimately decide that your case was appropriate in addressing the research problem. The way you describe the methods used varies depending on the type of subject of analysis that constitutes your case study.

If your subject of analysis is an incident or event . In the social and behavioral sciences, the event or incident that represents the case to be studied is usually bounded by time and place, with a clear beginning and end and with an identifiable location or position relative to its surroundings. The subject of analysis can be a rare or critical event or it can focus on a typical or regular event. The purpose of studying a rare event is to illuminate new ways of thinking about the broader research problem or to test a hypothesis. Critical incident case studies must describe the method by which you identified the event and explain the process by which you determined the validity of this case to inform broader perspectives about the research problem or to reveal new findings. However, the event does not have to be a rare or uniquely significant to support new thinking about the research problem or to challenge an existing hypothesis. For example, Walo, Bull, and Breen conducted a case study to identify and evaluate the direct and indirect economic benefits and costs of a local sports event in the City of Lismore, New South Wales, Australia. The purpose of their study was to provide new insights from measuring the impact of a typical local sports event that prior studies could not measure well because they focused on large "mega-events." Whether the event is rare or not, the methods section should include an explanation of the following characteristics of the event: a) when did it take place; b) what were the underlying circumstances leading to the event; and, c) what were the consequences of the event in relation to the research problem.

If your subject of analysis is a person. Explain why you selected this particular individual to be studied and describe what experiences they have had that provide an opportunity to advance new understandings about the research problem. Mention any background about this person which might help the reader understand the significance of their experiences that make them worthy of study. This includes describing the relationships this person has had with other people, institutions, and/or events that support using them as the subject for a case study research paper. It is particularly important to differentiate the person as the subject of analysis from others and to succinctly explain how the person relates to examining the research problem [e.g., why is one politician in a particular local election used to show an increase in voter turnout from any other candidate running in the election]. Note that these issues apply to a specific group of people used as a case study unit of analysis [e.g., a classroom of students].

If your subject of analysis is a place. In general, a case study that investigates a place suggests a subject of analysis that is unique or special in some way and that this uniqueness can be used to build new understanding or knowledge about the research problem. A case study of a place must not only describe its various attributes relevant to the research problem [e.g., physical, social, historical, cultural, economic, political], but you must state the method by which you determined that this place will illuminate new understandings about the research problem. It is also important to articulate why a particular place as the case for study is being used if similar places also exist [i.e., if you are studying patterns of homeless encampments of veterans in open spaces, explain why you are studying Echo Park in Los Angeles rather than Griffith Park?]. If applicable, describe what type of human activity involving this place makes it a good choice to study [e.g., prior research suggests Echo Park has more homeless veterans].

If your subject of analysis is a phenomenon. A phenomenon refers to a fact, occurrence, or circumstance that can be studied or observed but with the cause or explanation to be in question. In this sense, a phenomenon that forms your subject of analysis can encompass anything that can be observed or presumed to exist but is not fully understood. In the social and behavioral sciences, the case usually focuses on human interaction within a complex physical, social, economic, cultural, or political system. For example, the phenomenon could be the observation that many vehicles used by ISIS fighters are small trucks with English language advertisements on them. The research problem could be that ISIS fighters are difficult to combat because they are highly mobile. The research questions could be how and by what means are these vehicles used by ISIS being supplied to the militants and how might supply lines to these vehicles be cut off? How might knowing the suppliers of these trucks reveal larger networks of collaborators and financial support? A case study of a phenomenon most often encompasses an in-depth analysis of a cause and effect that is grounded in an interactive relationship between people and their environment in some way.

NOTE:   The choice of the case or set of cases to study cannot appear random. Evidence that supports the method by which you identified and chose your subject of analysis should clearly support investigation of the research problem and linked to key findings from your literature review. Be sure to cite any studies that helped you determine that the case you chose was appropriate for examining the problem.

IV.  Discussion

The main elements of your discussion section are generally the same as any research paper, but centered around interpreting and drawing conclusions about the key findings from your analysis of the case study. Note that a general social sciences research paper may contain a separate section to report findings. However, in a paper designed around a case study, it is common to combine a description of the results with the discussion about their implications. The objectives of your discussion section should include the following:

Reiterate the Research Problem/State the Major Findings Briefly reiterate the research problem you are investigating and explain why the subject of analysis around which you designed the case study were used. You should then describe the findings revealed from your study of the case using direct, declarative, and succinct proclamation of the study results. Highlight any findings that were unexpected or especially profound.

Explain the Meaning of the Findings and Why They are Important Systematically explain the meaning of your case study findings and why you believe they are important. Begin this part of the section by repeating what you consider to be your most important or surprising finding first, then systematically review each finding. Be sure to thoroughly extrapolate what your analysis of the case can tell the reader about situations or conditions beyond the actual case that was studied while, at the same time, being careful not to misconstrue or conflate a finding that undermines the external validity of your conclusions.

Relate the Findings to Similar Studies No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your case study results to those found in other studies, particularly if questions raised from prior studies served as the motivation for choosing your subject of analysis. This is important because comparing and contrasting the findings of other studies helps support the overall importance of your results and it highlights how and in what ways your case study design and the subject of analysis differs from prior research about the topic.

Consider Alternative Explanations of the Findings Remember that the purpose of social science research is to discover and not to prove. When writing the discussion section, you should carefully consider all possible explanations revealed by the case study results, rather than just those that fit your hypothesis or prior assumptions and biases. Be alert to what the in-depth analysis of the case may reveal about the research problem, including offering a contrarian perspective to what scholars have stated in prior research if that is how the findings can be interpreted from your case.

Acknowledge the Study's Limitations You can state the study's limitations in the conclusion section of your paper but describing the limitations of your subject of analysis in the discussion section provides an opportunity to identify the limitations and explain why they are not significant. This part of the discussion section should also note any unanswered questions or issues your case study could not address. More detailed information about how to document any limitations to your research can be found here .

Suggest Areas for Further Research Although your case study may offer important insights about the research problem, there are likely additional questions related to the problem that remain unanswered or findings that unexpectedly revealed themselves as a result of your in-depth analysis of the case. Be sure that the recommendations for further research are linked to the research problem and that you explain why your recommendations are valid in other contexts and based on the original assumptions of your study.

V.  Conclusion

As with any research paper, you should summarize your conclusion in clear, simple language; emphasize how the findings from your case study differs from or supports prior research and why. Do not simply reiterate the discussion section. Provide a synthesis of key findings presented in the paper to show how these converge to address the research problem. If you haven't already done so in the discussion section, be sure to document the limitations of your case study and any need for further research.

The function of your paper's conclusion is to: 1) reiterate the main argument supported by the findings from your case study; 2) state clearly the context, background, and necessity of pursuing the research problem using a case study design in relation to an issue, controversy, or a gap found from reviewing the literature; and, 3) provide a place to persuasively and succinctly restate the significance of your research problem, given that the reader has now been presented with in-depth information about the topic.

Consider the following points to help ensure your conclusion is appropriate:

  • If the argument or purpose of your paper is complex, you may need to summarize these points for your reader.
  • If prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the conclusion of your paper to describe your main points and explain their significance.
  • Move from a detailed to a general level of consideration of the case study's findings that returns the topic to the context provided by the introduction or within a new context that emerges from your case study findings.

Note that, depending on the discipline you are writing in or the preferences of your professor, the concluding paragraph may contain your final reflections on the evidence presented as it applies to practice or on the essay's central research problem. However, the nature of being introspective about the subject of analysis you have investigated will depend on whether you are explicitly asked to express your observations in this way.

Problems to Avoid

Overgeneralization One of the goals of a case study is to lay a foundation for understanding broader trends and issues applied to similar circumstances. However, be careful when drawing conclusions from your case study. They must be evidence-based and grounded in the results of the study; otherwise, it is merely speculation. Looking at a prior example, it would be incorrect to state that a factor in improving girls access to education in Azerbaijan and the policy implications this may have for improving access in other Muslim nations is due to girls access to social media if there is no documentary evidence from your case study to indicate this. There may be anecdotal evidence that retention rates were better for girls who were engaged with social media, but this observation would only point to the need for further research and would not be a definitive finding if this was not a part of your original research agenda.

Failure to Document Limitations No case is going to reveal all that needs to be understood about a research problem. Therefore, just as you have to clearly state the limitations of a general research study , you must describe the specific limitations inherent in the subject of analysis. For example, the case of studying how women conceptualize the need for water conservation in a village in Uganda could have limited application in other cultural contexts or in areas where fresh water from rivers or lakes is plentiful and, therefore, conservation is understood more in terms of managing access rather than preserving access to a scarce resource.

Failure to Extrapolate All Possible Implications Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings. If you do not, your reader may question the validity of your analysis, particularly if you failed to document an obvious outcome from your case study research. For example, in the case of studying the accident at the railroad crossing to evaluate where and what types of warning signals should be located, you failed to take into consideration speed limit signage as well as warning signals. When designing your case study, be sure you have thoroughly addressed all aspects of the problem and do not leave gaps in your analysis that leave the reader questioning the results.

Case Studies. Writing@CSU. Colorado State University; Gerring, John. Case Study Research: Principles and Practices . New York: Cambridge University Press, 2007; Merriam, Sharan B. Qualitative Research and Case Study Applications in Education . Rev. ed. San Francisco, CA: Jossey-Bass, 1998; Miller, Lisa L. “The Use of Case Studies in Law and Social Science Research.” Annual Review of Law and Social Science 14 (2018): TBD; Mills, Albert J., Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Putney, LeAnn Grogan. "Case Study." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE Publications, 2010), pp. 116-120; Simons, Helen. Case Study Research in Practice . London: SAGE Publications, 2009;  Kratochwill,  Thomas R. and Joel R. Levin, editors. Single-Case Research Design and Analysis: New Development for Psychology and Education .  Hilldsale, NJ: Lawrence Erlbaum Associates, 1992; Swanborn, Peter G. Case Study Research: What, Why and How? London : SAGE, 2010; Yin, Robert K. Case Study Research: Design and Methods . 6th edition. Los Angeles, CA, SAGE Publications, 2014; Walo, Maree, Adrian Bull, and Helen Breen. “Achieving Economic Benefits at Local Events: A Case Study of a Local Sports Event.” Festival Management and Event Tourism 4 (1996): 95-106.

Writing Tip

At Least Five Misconceptions about Case Study Research

Social science case studies are often perceived as limited in their ability to create new knowledge because they are not randomly selected and findings cannot be generalized to larger populations. Flyvbjerg examines five misunderstandings about case study research and systematically "corrects" each one. To quote, these are:

Misunderstanding 1 :  General, theoretical [context-independent] knowledge is more valuable than concrete, practical [context-dependent] knowledge. Misunderstanding 2 :  One cannot generalize on the basis of an individual case; therefore, the case study cannot contribute to scientific development. Misunderstanding 3 :  The case study is most useful for generating hypotheses; that is, in the first stage of a total research process, whereas other methods are more suitable for hypotheses testing and theory building. Misunderstanding 4 :  The case study contains a bias toward verification, that is, a tendency to confirm the researcher’s preconceived notions. Misunderstanding 5 :  It is often difficult to summarize and develop general propositions and theories on the basis of specific case studies [p. 221].

While writing your paper, think introspectively about how you addressed these misconceptions because to do so can help you strengthen the validity and reliability of your research by clarifying issues of case selection, the testing and challenging of existing assumptions, the interpretation of key findings, and the summation of case outcomes. Think of a case study research paper as a complete, in-depth narrative about the specific properties and key characteristics of your subject of analysis applied to the research problem.

Flyvbjerg, Bent. “Five Misunderstandings About Case-Study Research.” Qualitative Inquiry 12 (April 2006): 219-245.

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A Social History Report is a Key Tool for Social Workers

A Social History Report is a Key Tool for Social Workers

This may be because of its unlikely position, balanced between “the individual and society, the powerful and the excluded” (Davies, 2013, p. 3).

Social work is a unique profession because of its breadth and depth of engagement and the many governmental and private organizations with which it engages.

Not only does it help individuals and groups solve problems in psychosocial functioning, but it also attempts to support them in their life-enhancing goals and ultimately create a just society (Suppes & Wells, 2017).

This article provides a toolbox for social workers, with a selection of assessments and resources to support them in their role and career.

Before you continue, we thought you might like to download our three Strengths Exercises for free . These detailed, science-based exercises will help your service users realize their unique potential and create a life that feels energizing and authentic.

This Article Contains:

6 best resources for social workers, top 17 questions to ask your clients, 2 assessments for your sessions, social work & domestic violence: 5 helpful resources, our 3 favorite podcasts on the topic, resources from positivepsychology.com, a take-home message.

Demanding professions require dedicated and supportive resources that transform social work theory into practice. The following worksheets and tools target some of the most challenging and essential areas of social work (Rogers, Whitaker, Edmondson, & Peach, 2020; Davies, 2013):

Emotional intelligence

“Understanding emotion arises from the combined consciousness of how we perceive emotions and use our intellect to make sense of them” (Rogers et al., 2020, p. 47).

For social workers, emotional intelligence is invaluable. They must develop and maintain awareness of both their own and their client’s feelings and use the insights to select appropriate interventions and communication strategies without becoming overwhelmed.

The Reflecting on Emotions in Social Work worksheet encourages social workers to stop and consider their feelings following an initial client visit.

In the worksheet, the social worker is guided to find some quiet time and space to reflect on:

  • How do I feel about my initial visit?
  • What are my thoughts regarding the purpose of the visit?
  • How do I think I can proceed with developing a relationship with the client?
  • How do I think the client feels about my visit?

Being self-aware is a crucial aspect of social work and will inform the ongoing relationship with the client.

Fostering empathy

Mirror neurons fire when we watch others performing an action or experiencing an emotion. They play a significant role in learning new skills and developing empathy for others’ experiences (Thomson, 2010).

Social workers must become more aware of service users’ experiences, as they can influence and affect the interaction with them.

Use the Fostering Empathy Reflectively worksheet to improve the understanding of your own and others’ emotions and increase the degree of empathy.

Observing others can make social workers more aware of human behavior and the emotions and thoughts underneath to increase their capacity for empathy.

Reflective cycle

Reflecting on situations encountered on the job can help social workers fully consider their own and their clients’ thoughts and feelings before drawing conclusions. Indeed, “successful reflection emphasizes the centrality of self-awareness and the capacity for analysis” (Rogers et al., 2020, p. 64).

Use the Reflective Cycle for Social Work to reflect on events, incidents, and behaviors in a structured and systematic way (modified from Gibbs, 1988).

Challenging social interactions

Good communication skills and confidence in social interactions are essential for social work. There will be times when you need assertiveness to challenge others to ensure the client’s needs are met (Rogers et al., 2020).

However, like all skills, social skills can be learned and maintained through education and practice.

The Preparing for Difficult Social Interactions worksheet considers how a situation or event may unfold through focusing on the essential issues.

Practice and role-play can help social workers prepare for a more successful social interaction and gain confidence in their coping abilities.

Motivational Interviewing in Social Work

“Change can become difficult for service users when they are ambivalent about the extent to which the change will be beneficial” (Davies, 2013, p. 451).

One method used by social workers to explore their clients’ intrinsic values and ambivalence is through motivational interviewing (MI). MI has four basic principles (modified from Davies, 2013):

  • Expressing empathy Displaying a clear and genuine interest in the client’s needs, feelings, and perspective.
  • Developing discrepancy Watching and listening for discrepancies between a client’s present behavior and values and future goals.
  • Rolling with resistance Avoiding getting into arguments or pushing for change.
  • Supporting self-efficacy Believing in the client’s capacity to change.

The Motivational Interviewing in Social Work worksheet uses the five stages of change to consider the client’s readiness for change and as input for selecting an appropriate intervention (Prochaska & DiClemente, 1986; Davies, 2013).

The client should be encouraged to create and implement a plan, including goals and details of the specific tasks required.

Respectful practices

Rogers et al. (2020) identified several fundamental values that social workers should be aware of and practice with their service users, families, and other organizations with which they engage. These include:

  • Individuality
  • Honesty and integrity

The Respectful Practices in Social Work worksheet encourages reflection on whether a social worker remains in touch with their values and the principles expected in their work.

Social workers should frequently think of recent examples of interactions with clients, families, and other organizations, and ask themselves (modified from Rogers et al., 2020):

  • Were you polite, courteous, warm, and approachable?
  • How well did you accept people with different beliefs and values from your own?
  • Did you attempt to understand the person and their history?
  • Were you professional, open, honest, and trustworthy?
  • Did you treat each person equally, providing fair access to your time and resources?

A regular check-in to ensure high standards are being maintained and values remain clear will ensure the continued professionalism expected from a social worker.

Social work questions to ask

The following questions provide practical examples; practitioners should tailor them according to timing and context and remain sensitive to the needs of all involved (Rogers et al., 2020; Suppes & Wells, 2017; Davies, 2013).

Open questions

Open questions encourage the respondent to reflect and respond with their feelings, thoughts, and personal experiences. For example:

  • What is your view of what happened?
  • What has it been like living with this issue?
  • How could we work together to find a good solution?
  • What are your greatest fears?

Closed questions

Typically, closed questions are used to find out personal details such as name and address, but they can also provide focus and clarity to confirm information. Closed questions are especially important when dealing with someone with cognitive impairment or who finds it difficult to speak up, and can lead to follow-up, open questions.

For example:

  • How old are you?
  • Are you in trouble?
  • Are you scared?
  • Do you need help?

Hypothetical questions

Hypothetical questions can be helpful when we need the service user to consider a potentially different future, one in which their problems have been resolved. Such questions can build hope and set goals. For example:

  • Can you imagine how things would be if you did not live with the fear of violence?
  • Where would you like to be in a few years after you leave school?
  • Can you imagine what you would do if a similar situation were to happen again?

Strengths-based questions

“Focusing on strengths helps to move away from a preoccupation with risk and risk management” and builds strengths for a better future (Rogers et al., 2020, p. 243). Strengths-based questions in social work can be powerful tools for identifying the positives and adopting a solution-focused approach.

Examples include:

  • Survival – How did you cope in the past?
  • Support – Who helps you and gives you support and guidance?
  • Esteem – How do you feel when you receive compliments?
  • Perspective – What are your thoughts about the situation, issue, or problem?
  • Change – What would you like to change, and how can I help?
  • Meaning – What gives your life meaning?

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Interventions in social work are often described as having four stages: engagement, assessment, intervention, and evaluation (Suppes & Wells, 2017).

The assessment stage typically involves:

  • Collecting, organizing, and interpreting data
  • Assessing a client’s strengths and limitations
  • Developing and agreeing on goals and objectives for interventions
  • Selecting strategies appropriate to the intervention

Assessment is an ongoing process that typically focuses on risk. It begins with the referral and only ends when the intervention is complete or the case closed.

Assessment will need to be specific to the situation and the individuals involved, but it is likely to consider the following kinds of risks (Rogers et al., 2020; Bath and North East Somerset Council, 2017):

General risk assessment

Risk management does not remove risk, but rather reduces the likelihood or impact of problematic behavior. Risk assessments are performed to identify factors that may cause risky behavior or events (Davies, 2013).

Questions include:

  • What has been happening?
  • What is happening right now?
  • What could happen?
  • How likely is it that it will happen?
  • How serious could it be?

The wording and detail of each will depend on the situation, client, and environment, guided by the social worker’s training and experience.

Assessment of risk to children

A child’s safety is of the utmost importance. As part of the assessment process, a complete understanding of actual or potential harm is vital, including (modified from Bath and North East Somerset Council, 2017):

  • Has the child been harmed? Are they likely to be harmed?
  • Is the child at immediate risk of harm and is their safety threatened?
  • If harmed previously, to what extent or degree? Is there likely to be harm in the future?
  • Has there been a detrimental impact on the child’s wellbeing? Is there likely to be in the future?
  • Is there a parent or guardian able and motivated to protect the child from harm?

Social workers must use professional judgment to assess the level of risk and assure the child’s ongoing safety.

Assessment process – Oregon Department of Human Services

Social Work & Domestic Violence

The figures related to domestic violence are shocking. There are 1.3 million women and 835,000 men in the United States alone who are physically assaulted by a close partner each year (NASW, n.d.).

The NASW offers valuable resources to help social workers recognize the signs of existing domestic violence, prevent future violence, and help victims, including:

  • We can help end domestic violence – information on how the White Ribbon Day Campaign is raising awareness of domestic violence

SocialWorkersToolBox.com is another website with a vast range of free social work tools and resources. This UK-based website has a range of videos and educational toolkits, including:

  • Exploring Healthy Relationships: Resource Pack for 14–16-Year-Olds
  • Parents’ Guide: Youth Violence, Knife Crime, and Gangs
  • Family Meetings: Parents’ Guide and Templates
  • Preventing Bullying: A Guide for Parents

Many of the worksheets are helpful for sharing with parents, carers, and organizations.

Here are three insightful podcasts that discuss many of the issues facing social workers and social policymakers:

  • NASW Social Work Talks Podcast The NASW podcast explores topics social workers care about and hosts experts in both theory and practice. The podcast covers broad subjects including racism, child welfare, burnout, and facing grief.
  • The Social Work Podcast This fascinating podcast is another great place to hear from social workers and other experts in the field. The host and founder is Jonathan Singer, while Allan Barsky – a lecturer and researcher – is a frequent guest. Along with other guests, various issues affecting social workers and policymakers are discussed.
  • Social Work Stories Podcast hosts and social workers Lis Murphy, Mim Fox, and Justin Stech guide listeners through  all aspects of social work and social welfare.

Social workers should be well versed in a variety of theories, tools, and skills. We have plenty of resources to support experienced social workers and those new to the profession.

One valuable point of focus for social workers involves building strengths and its role in solution-focused therapy . Why not download our free strengths exercise pack and try out the powerful exercises contained within? Here are some examples:

  • Strength Regulation By learning how to regulate their strengths, clients can be taught to use them more effectively.
  • You at Your Best Strengths finding is a powerful way for social workers to increase service users’ awareness of their strengths.

Other free helpful resources for social workers include:

  • Conflict Resolution Checklist Remove issues and factors causing or increasing conflict with this practical checklist .
  • Assertive Communication Practicing assertive communication can be equally valuable for social workers and service users.

More extensive versions of the following tools are available with a subscription to the Positive Psychology Toolkit© , but they are described briefly below:

  • Self-Contract

Commitment and self-belief can increase the likelihood of successful future behavioral change.

The idea is to commit yourself to making a positive and effective change by signing a statement of what you will do and when. For example:

I will do [goal] by [date].

  • Cognitive Restructuring

While negative thoughts may not accurately reflect reality, they can increase the risk of unwelcome and harmful behavior.

This cognitive psychology tool helps people identify distorted and unhelpful thinking and find other ways of thinking:

  • Step one – Identify automatic unhelpful thoughts that are causing distress.
  • Step two – Evaluate the accuracy of these thoughts.
  • Step three – Substitute them with fair, rational, and balanced thoughts.

Individuals can then reflect on how this more balanced and realistic style of thinking makes them feel.

  • 17 Strengths-Finding Exercises If you’re looking for more science-based ways to help others develop their strengths, check out this collection of 17 strengths-finding tools for practitioners . Use them to help others better understand and harness their strengths in life-enhancing ways.

Society and policymakers increasingly rely on social workers to help solve individual and group issues involving psychosocial functioning. But beyond helping people survive when society lets them down, social workers support them through positive change toward meaningful goals.

Social workers must be well equipped with social, goal-setting, and communication skills underpinned by positive psychology theory and developed through practice to be successful.

Reflection is crucial. Professionals must analyze their own and others’ emotions, thinking, and behavior while continuously monitoring risk, particularly when vulnerable populations are involved.

The nature of social work is to engage with populations often at the edge of society, where support is either not provided or under-represented.

This article includes tools, worksheets, and other resources that support social workers as they engage with and help their clients. Try them out and tailor them as needed to help deliver positive and lasting change and a more just society.

We hope you enjoyed reading this article. Don’t forget to download our three Strengths Exercises for free .

  • Bath and North East Somerset Council. (2017, June). Risk assessment guidance . Retrieved November 17, 2021, from https://bathnes.proceduresonline.com/chapters/p_risk_assess.html
  • Davies, M. (2013). The Blackwell companion to social work . Wiley Blackwell.
  • Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods . Oxford Further Education Unit.
  • National Association of Social Workers. (n.d.). Domestic violence media toolkit . Retrieved November 17, 2021, from https://www.socialworkers.org/News/1000-Experts/Media-Toolkits/Domestic-Violence
  • Prochaska, J. O., & DiClemente, C. C. (1986). Toward a comprehensive model of change. In W. R. Miller & N. Heather (Eds.) Treating addictive behaviors: Processes of chang e. Springer.
  • Rogers, M., Whitaker, D., Edmondson, D., & Peach, D. (2020). Developing skills & knowledge for social work practice . SAGE.
  • Suppes, M. A., & Wells, M. A. (2017). The social work experience: An introduction to social work and social welfare . Pearson.
  • Thomson, H. (2010, April 14). Empathetic mirror neurons found in humans at last . New Scientist. Retrieved November 16, 2021, from https://www.newscientist.com/article/mg20627565-600-empathetic-mirror-neurons-found-in-humans-at-last/

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Jonathan Singer

Thanks so much for including the Social Work Podcast in this article. One correction: Allan Barsky is a frequent guest, but Jonathan Singer is the founder and host.

Caroline Rou

Hi there Jonathan,

Thank you so much for bringing this to our attention! We are delighted that you are reading the blog as we are fans of your podcast as well.

We will adjust this right away so we can give credit where credit is due 🙂

Thanks for all that you do!

Kind regards, -Caroline | Community Manager

Carla

Petra, it does not hurt to see this information again. Some social workers are new at their jobs and can always benefit from hearing this info repeated. If you want to hear from social workers only, then encourage your peers and or colleagues to write this stuff from their perspective.

Petra van Vliet

This article is demeaning and patronsing! As social workers – we have done our (at least) 4 years at uni and this stuff is social work 101. As psychologists – I find you often think you know best and can “tell” other professionals how to do their jobs. So – if you want to write something to social workers – get a social worker to write it! Petra van Vliet – proud and loud social worker

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Field of Practice Assignment - Resources Available on Social Work Research Guide

1) Books - Book Search --- Follow steps provided to search OneSearch's Advanced Search to find electronic books for Social Work fields of practice --- See Searching Tips on the right-side of the page for instructions for searching for books by Subject .  A list of Subject Terms for common subjects in Social Work are provided as a starting point. 2) Encyclopedia of Social Work - Published by the National Association of Social Workers Press (NASW) and Oxford University Press.  This resource provides information on fields of practice, policy issues, and important people in the field of Social Work. a) The Encyclopedia is available in print and electronically at Reference - Print & E-Books or Databases b) Select the link for the Encyclopedia c) Enter your CUNY Login Credentials to access the Encyclopedia d) Once CUNY Login credentials are validated, the Encyclopedia will open 3) Journal Articles - to find scholarly journal articles on Social Work fields of practice a) Click Databases ; go to the Top Social Work Databases box --- Here you will find links for Databases that contain journals in the field of social work, sociology, and other areas in the social sciences. ---Start your search for articles with the SocIndex Database --- Enter the Field of Practice in the search box and press Search Fields of Practice is the field you selected and your professor approved from your textbook, Urban Social Work .  These are also the Subject Terms listed on Book Search 4) Social Service Agencies - Find Social Service Agencies --- Page provides detailed instructions and a PDF with steps for searching HITE (Health Information Tool for Empowerment) , an online searchable directory of over 6,000 health and social service organizations in New York City, Long Island and Westchester. --- The HITE website, maintained by the Greater New York Hospital Association, allows you to search by Keyword / Field of Practice , ex. Senior services; Veterans' services, Youth & Family services, etc. or Browse by Category - Social Supports & Services   You can limit searches by Age , Population , Conditions or Language Spoken .  You also have the option to limit to Zip Code and Distance you are willing to travel .

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K-12 students learned a lot last year, but they're still missing too much school

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From 2022-2023, chronic absenteeism declined in 33 of the 39 states AEI looked at. But it was still a persistent problem: In a handful of places, including Nevada, Washington, D.C., Michigan, New Mexico and Oregon, roughly 1 in 3 students – or more – were chronically absent. LA Johnson/NPR hide caption

From 2022-2023, chronic absenteeism declined in 33 of the 39 states AEI looked at. But it was still a persistent problem: In a handful of places, including Nevada, Washington, D.C., Michigan, New Mexico and Oregon, roughly 1 in 3 students – or more – were chronically absent.

It's going to take aggressive interventions to repair the pandemic's destructive impact on kids' schooling.

That's the takeaway of two big new studies that look at how America's K-12 students are doing. There's some good news in this new research, to be sure – but there's still a lot of work to do on both student achievement and absenteeism. Here's what to know:

1. Students are starting to make up for missed learning

From spring 2022 to spring 2023, students made important learning gains, making up for about one-third of the learning they had missed in math and a quarter of the learning they had missed in reading during the pandemic.

That's according to the newly updated Education Recovery Scorecard , a co-production of Harvard University's Center for Education Policy Research and The Educational Opportunity Project at Stanford University.

6 things we've learned about how the pandemic disrupted learning

6 things we've learned about how the pandemic disrupted learning

The report says, "Students learned 117 percent in math and 108 percent in reading of what they would typically have learned in a pre-pandemic school year."

In an interview with NPR's All Things Considered , Stanford professor Sean Reardon said that's surprisingly good news: "A third or a quarter might not sound like a lot, but you have to realize the losses from 2019 to 2022 were historically large."

When the same team of researchers did a similar review last year, they found that, by spring of 2022, the average third- through eighth-grader had missed half a grade level in math and a third of a grade level in reading. So, the fact that students are now making up ground is a good sign.

These results do come with a few caveats, including that the researchers were only able to review data and draw their conclusions from 30 states this year.

2. Despite that progress, very few states are back to pre-pandemic learning levels

The Harvard and Stanford study of student learning includes one sobering sentence: "Alabama is the only state where average student achievement exceeds pre-pandemic levels in math." And average achievement in reading has surpassed pre-pandemic levels in just three of the states they studied: Illinois, Louisiana and Mississippi. Every other state for which they had data has yet to reach pre-pandemic levels in math and reading.

"Many schools made strong gains last year, but most districts are still working hard just to reach pre-pandemic achievement levels," said Harvard's Thomas Kane, one of the learning study's co-authors.

3. Chronic absenteeism also improved in many places ... slightly

The rate of chronic absenteeism – the percentage of students who miss 10% or more of a school year – declined from 2022 to 2023. That's according to research by Nat Malkus at the conservative-leaning American Enterprise Institute (AEI). He found chronic absenteeism declined in 33 of the 39 states he studied.

Yes, "the differences were relatively small," Malkus writes, but it's improvement nonetheless: "the average chronic absenteeism rate across these states in 2023 was 26 percent, down from 28 percent for the same 39 states in 2022."

Glass half-full: Things aren't getting worse.

4. But, again, chronic absenteeism is still high

Malkus found chronic absenteeism was at 26% in 2023. Before the pandemic, in 2019, those same states reported a rate of 15%. That adds some painful context to the "good news" two-point decline in absenteeism from 2022 to 2023. Sure, it's down, but it's still so much higher than it was and should be.

Think of it this way: In 2023, roughly 1 student out of 4 was still chronically absent across the school year.

In a handful of places, including Nevada, Washington, D.C., Michigan, New Mexico and Oregon, roughly 1 in 3 students – or more – were chronically absent. That's a crisis.

Research shows a strong connection between absenteeism and all kinds of negative consequences for students, including an increased likelihood of dropping out of school.

Chronic absenteeism also hurts the students who don't miss school. That's because, as the learning study's authors point out, when absent students return, they require extra attention and "make it hard for teachers to keep the whole class moving."

5. Poverty matters (as always)

Both the learning and the chronic absenteeism studies capture the headwinds that constantly buffet children in poverty.

"No one wants poor children to foot the bill for the pandemic," said Harvard's Kane, "but that is the path that most states are on."

On learning: Reardon told NPR "the pandemic really exacerbated inequality between students in high-poverty and low-poverty districts and students of different racial and ethnic backgrounds."

In 2023, students' academic recovery was relatively strong across groups, which is good – but it means "the inequality that was widened during the pandemic hasn't gotten smaller, and in some places it's actually gotten larger," Reardon told NPR.

In fact, the report says, "in most states, achievement gaps between rich and poor districts are even wider now than they were before the pandemic." The learning study singles out Massachusetts and Michigan as the states where those gaps in math and reading achievement widened the most between poor and non-poor students.

Similarly, Malkus, at AEI, found that, between 2019 and 2022, rates of chronic absenteeism rose much more in high-poverty districts (up from 20% to 37%) than in low-poverty districts (up from 12% to 23%).

"Chronic absenteeism has increased the most for disadvantaged students," Malkus writes, "those who also experienced the greatest learning losses during the pandemic and can least afford the harms that come with chronic absenteeism."

6. Families must play an important role in learning recovery

Both studies acknowledge that families must play an important role in helping students – and schools – find a healthy, post-pandemic normal. The problem is, surveys show parents and guardians often underestimate the pandemic's toll on their children's learning . "Parents cannot advocate effectively for their children's future if they are misinformed," says the learning study.

To combat this, the learning researchers propose that districts be required to inform parents if their child is below grade-level in math or English. Those parents could then enroll their students in summer learning, tutoring and after-school programs, all of which have benefitted from federal COVID relief dollars. That funding is set to expire this fall, and some of these learning recovery opportunities may dry up, so the clock is ticking.

7. There's a "culture problem" around chronic absenteeism

Reducing chronic absenteeism, Malkus says, will also depend on families.

"This is a culture problem," Malkus tells NPR. "And in schools and in communities, culture eats policy for breakfast every day."

By "culture problem," Malkus is talking about how families perceive the importance of daily attendance relative to other challenges in their lives. He says some parents seem more inclined now to let their students miss school for various reasons, perhaps not realizing the links between absenteeism and negative, downstream consequences.

"Look, the patterns and routines of going to school were disrupted and to some degree eroded during the pandemic," Malkus says. "And I don't think we've had a decisive turn back that we need to have, to turn this kind of behavior around, and it's going to stay with students until that culture changes."

How do you do that? Malkus points to some low-cost options — like texting or email campaigns to increase parental involvement and encourage kids to get back in school – but says these, alone, aren't "up to the scale of what we're facing now."

Higher-cost options for schools to consider could include door-knocking campaigns, sending staff on student home-visits and requiring that families of chronically absent students meet in-person with school staff.

The learning study goes one step further: "Elected officials, employers, and community leaders should launch public awareness campaigns and other initiatives to lower student absenteeism." Because, after all, students can't make up for the learning they missed during the pandemic if they don't consistently attend school now.

What both of these studies make clear is there is no one solution that will solve these problems, and success will require further investment, aggressive intervention and patience.

Malkus says, even the high-cost, high-return options will likely only drive down chronic absenteeism by about four percentage points. A big win, he says, "but four percentage points against 26% isn't going to get us where we need to go."

Edited by: Nicole Cohen Visual design and development by: LA Johnson and Aly Hurt

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  • National Media Release

CBP Releases January 2024 Monthly Update

WASHINGTON — U.S. Customs and Border Protection (CBP) released operational statistics today for January 2024. Migrant encounters along the southwest border were significantly lower than experienced in December. CBP monthly reporting can be viewed on CBP’s Stats and Summaries webpage .

“As a result of seasonal trends, as well as enhanced enforcement efforts by the men and women of CBP and our international partners, southwest border encounters between ports of entry dropped by 50% in January. We continue to experience serious challenges along our border which surpass the capacity of the immigration system,” said Troy A. Miller, Senior Official Performing the Duties of the Commissioner. “CBP remains on the frontline in preventing fentanyl and other dangerous drugs from entering our country, enforcing our nation’s laws and interdicting 34% more fentanyl and 68% more cocaine than the previous month.”

CBP continues to work closely with U.S. Immigration and Customs Enforcement and U.S. Citizenship and Immigration Services to quickly process individuals encountered at the border and remove those who do not establish a legal basis to remain in the United States, utilizing consequences strengthened by the Circumvention of Lawful Pathways Rule.  Since May 12, 2023 to January 31, 2024, DHS has removed or returned over 520,000 individuals, the vast majority of whom crossed the southwest border, including more than 87,000 individual family members. The majority of all individuals encountered at the southwest border over the past three years have been removed, returned, or expelled.  Total removals and returns since mid-May exceed removals and returns in every full fiscal year since 2013.

Below are key operational statistics for CBP’s primary mission areas in January 2024. View all CBP statistics online. 

Ensuring Border Security and Managing Migration  

CBP has taken significant steps to surge personnel and resources to impacted areas and address challenges we have experienced across the southwest border. CBP continues to expeditiously process and remove individuals who do not have a legal basis to remain in the country. We are working together with our domestic and foreign partners to jointly limit disorderly migration across the region, offering lawful pathways and cutting out ruthless smugglers who continue to spread falsehoods and show disregard for the safety and well-being of vulnerable migrants. CBP is targeting and disrupting transnational criminal organizations and smugglers who take advantage of and profit from migrants.

In January 2024, the U.S. Border Patrol recorded 124,220 encounters between ports of entry along the southwest border, a decrease of 50% from December 2023.

CBP’s total encounters along the southwest border in January 2024 were 176,205, a decrease of 42% from December 2023. Total encounters include U.S. Border Patrol encounters between ports of entry, as well as individuals who presented themselves at ports of entry (including those with CBP One appointments, detailed further below).

Among CBP’s 176,205 total southwest border encounters in January 2024, encounters with single adults decreased by 35% compared to December 2023, encounters with unaccompanied children decreased by 37% , and encounters with family unit individuals decreased by 51% .

CBP continually analyzes and responds to changes in migration patterns, particularly irregular migration outside of legal pathways and border crossings. We work with our federal and international partners to combat human smuggling. The fact remains: the United States continues to enforce immigration law, and our borders are not open for those without a legal basis to enter the country. Migrants attempting to enter without authorization are subject to removal under Title 8 authorities.

CBP’s message for anyone who is thinking of attempting to circumvent lawful pathways to enter the United States is simple: don’t do it. When noncitizens cross the border unlawfully, they put their lives in peril. The U.S. Border Patrol has undertaken significant efforts in recent years to expand capacity to aid and rescue individuals in distress. To prevent the loss of life, CBP initiated a Missing Migrant Program in 2017 that locates noncitizens reported missing, rescues individuals in distress, and reunifies decedents’ remains with their families in the border region. In January, the U.S. Border Patrol conducted 245 rescues, totaling 1,611 rescues in FY 2024 .

View more migration statistics and rescues statistics .  

CBP One™ App   

The CBP One™ mobile application remains a key component of DHS’s efforts to incentivize noncitizens to use lawful, safe, humane, and orderly pathways and disincentivize attempts to cross between ports of entry. In January, CBP processed approximately 45,000 individuals through appointments at ports of entry utilizing advanced information submitted in CBP One™

CBP One appointments accounted for 87% of noncitizens processed at ports of entry;  demonstrating that noncitizens will follow an orderly process when one is available. Since the appointment scheduling function in CBP One™ was introduced in January 2023 through the end of January 2024, 459,118 individuals have successfully scheduled appointments to present at ports of entry using CBP One™  instead of risking their lives in the hands of smugglers. The top nationalities who have been processed are Venezuelan, Mexican, and Haitian.

A percentage of daily available appointments are allocated to the earliest registered CBP One™ profiles, so noncitizens who have been trying to obtain appointments for the longest time will be prioritized. CBP is continually monitoring and evaluating the application to ensure its functionality and guard against bad actors. 

CHNV Parole Processes

Through the end of January 2024, over 357,000 Cubans, Haitians, Nicaraguans, and Venezuelans arrived lawfully and were granted parole under the parole processes. Specifically, over 75,000 Cubans,  144,000 Haitians,  64,000 Nicaraguans, and  92,000 Venezuelans were vetted and authorized for travel; and over  74,000 Cubans,  138,000 Haitians,  58,000 Nicaraguans, and  86,000 Venezuelans arrived lawfully and were granted parole.

As Safeguarding Communities by Interdicting Narcotics and Dangerous Drugs

As the largest law enforcement agency in the United States, CBP is uniquely positioned to detect, identify, and seize illicit drugs before they enter our communities. CBP’s combination of interdiction and intelligence capabilities, complemented by its border search authorities, scientific services, non-intrusive inspection equipment, and canine detection teams, places it at the forefront of the U.S. government’s efforts to combat illicit fentanyl and other dangerous drugs.

CBP continues to conduct operations, including Operation Apollo, which target the smuggling of illicit fentanyl and other dangerous drugs. These operations leverage intelligence and investigative information to target drug traffickers’ supply chains and interdict items required in the production of illicit fentanyl, including precursor chemicals, pill presses and parts, movement of finished product, and illicit proceeds.

Nationwide in January, fentanyl seizures increased 34% and cocaine seizures increased 68% from December to January.

To date in FY 2024 through January, CBP has seized 7,000 pounds of fentanyl. CBP has stopped more fentanyl in the last two years than in the previous five years combined, and we continue to optimize our intelligence and field operations to stop these deadly substances from reaching American communities. 

Additional CBP drug seizure statistics can be found on the Drug Seizure Statistics webpage .

Facilitating Lawful Trade and Travel and Promoting Economic Security 

 As international travel continues to increase, CBP is leveraging technology to streamline efficiency and increase security at air and land ports of entry. Travelers are encouraged to utilize CBP’s mobile apps to enhance their travel experience, including the Global Entry Mobile Application and Mobile Passport Control , as well as new Global Entry Touchless Portals at nearly all international airports across the United States, which protect passenger privacy and expedite arrival processing by eliminating paper receipts.

Travelers arriving by air into the United States increased 14% from January 2023 to January 2024, and pedestrians arriving by land at ports of entry increased 2.6% over the same period.  

CBP works diligently with the trade community and port operators to ensure that merchandise is cleared as efficiently as possible and to strengthen international supply chains and improve border security. In January 2024, CBP processed more than 2.7 million entry summaries valued at more than $267 billion , identifying estimated duties of nearly $7 billion to be collected by the U.S. government. In January, trade via the ocean environment accounted for 44% of the total import value, followed by air, truck, and rail.

Consumers are encouraged to be alert to the dangers of counterfeit goods especially when shopping online as they support criminal activity, hurt American businesses, and often have materials or ingredients that can pose serious health and safety risks. Every year CBP seizes millions of counterfeit products worth billions of dollars had they been genuine. In January, CBP seized 1,814 shipments that contained counterfeit goods valued at more than $718 million . More information about CBP’s intellectual property rights enforcement is available at https://www.cbp.gov/trade .

View more travel statistics , and trade statistics . 

Protecting Consumers and Eradicating Forced Labor from Supply Chains     

CBP continues to lead U.S. government efforts to eliminate goods from the supply chain made with forced labor from the Xinjiang Uyghur Autonomous Region of China. In January, CBP stopped 424 shipments valued at more than $236 million for further examination based on the suspected use of forced labor.

Intellectual property rights violations continue to put America’s innovation economy at risk. Counterfeit and pirated goods threaten the competitiveness of U.S. businesses, the livelihoods of American workers, and the health and safety of consumers. 

View more UFLPA enforcement statistics , and intellectual property rights enforcement statistics.  

Defending our Nation’s Agricultural System     

Through targeting, detection, and interception, CBP agriculture specialists work to prevent threats from entering the United States.  

CBP issued 6,248 emergency action notifications for restricted and prohibited plant and animal products entering the United States in January 2024. CBP conducted 102,987 positive passenger inspections and issued 898 civil penalties and/or violations to the traveling public for failing to declare prohibited agriculture items.   

View more agricultural enforcement statistics . 

U.S. Customs and Border Protection is the unified border agency within the Department of Homeland Security charged with the comprehensive management, control, and protection of our nation’s borders, combining customs, immigration, border security, and agricultural protection at and between official ports of entry.

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COMMENTS

  1. A Writing Guide for Social Work

    This guide assumes that a high-quality product—an essay, a report, a research paper—results from a streamlined, efficient, rigorous process. This guide can usher you through the complete ... A WRITING GUIDE FOR SOCIAL WORK 7 Assignments often include course objectives such as ^demonstrate your awareness of social work ethics and values. In ...

  2. PDF Writing an Initial Assessment Summary

    A resource prepared for Social Work 3301 by Dr. Laura Beres and Dr. Vidya Natarajan For any writing task, audience and purpose dictate form. ... (2001) state, Social workers who can write a well-constructed report, a clear description of a client, or a persuasive memorandum or letter are more effective at serving the interests of their client ...

  3. Writing Guide

    Social work programs prepare students for these tasks through writing assignments such as research papers and essays. To prepare for these writing assignments, students should have a basic understanding of grammar, punctuation, citation styles, and essay formats before entering a social work program.

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    social work; all that work can be undermined by poor recording or reports that don't convey the issues, risks and concerns to other professionals. 1. Plan If writing a report provokes anxiety, try this practical method to use to control those fears: Take a big sheet of paper, turn it landscape, and plan. Jot down the report's

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    This guide assumes that a high-quality product—an essay, a report, a research paper—results from a streamlined, efficient, rigorous process. This guide can usher you through best practices ... A WRITING GUIDE FOR SOCIAL WORK 8 semester. Our assignment sheets can help them respond more effectively by clarifying the kind of writing, argument ...

  6. Assignments for Social Work

    Assignments also offer a way to assess if students are growing in their understanding of how to be professional social workers. Assignments can range from reading a chapter in the course textbook to a 20-page research paper and more. I have shared many assignments on this blog that I have used in various classes.

  7. Organizing Your Social Sciences Research Assignments

    Field reports are most often assigned in disciplines of the applied social sciences [e.g., social work, anthropology, gerontology, criminal justice, education, law, the health care services] where it is important to build a bridge of relevancy between the theoretical concepts learned in the classroom and the practice of actually doing the work y...

  8. Reading and Case Study Analysis for Social Work

    Instructions: Review lecture notes from Week 1 and all required readings for Week 1 and Week 2. Read the attached case study. Given what you have learned during our first class session and the Week 1 and 2 readings in a 4-5 page double-spaced (12 pt. font; 1" margins) written report, use the following headings to concisely answer these questions:

  9. Writing Guide for Social Workers

    Research Papers Of all social work writing, the research paper ranks among the most common. You'll likely complete several extensive research papers throughout the course of your studies, requiring you to examine and synthesize many information sources on a specific topic.

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    From methods of collecting and presenting evidence, to drawing conclusions and writing up a final report. Available Formats. ISBN: 9780857259837. Paperback. Suggested Retail Price: $47.00. Bookstore Price: $37.60. ISBN: 9780857259844. Electronic Version. Suggested Retail Price: $42.00.

  11. 3 Ways to Write an Assessment for Social Work

    A social work assessment is a report written by a social worker evaluating a client's educational, mental health, substance abuse, or occupational needs. You will need to interview the client and other significant parties knowledgeable about the client's background and current needs.

  12. Research Guides: SCWK 4333: Social Work Practice I: Assignments

    SCWK 4333: Social Work Practice I Assignments Component #3 Client engagement and bio-psycho-social assessment This is the first of a two-part assignment. You will need to choose one of the posted short stories for these two assignments. Using the character in the story, you will submit a paper addressing the following:

  13. Using Rubrics to provide Strength-based Feedback for Social Work

    Strength-based feedback for Social Work Assignments For this reason, and particularly for us as Social Work educators, we owe it to our students to present feedback with care. This can be as simple as avoiding capitalizing words (the online equivalent of shouting), and intentionally leading/ending feedback with what the student has done well in ...

  14. How to write a good report

    1 Plan. If writing a report fills you with dread, here's one practical method to use to control those fears. Take a big sheet of paper, turn it landscape, and plan. Jot down the report's purpose, for example: "This report will assess why Mrs X's care plan was changed on 21 June 2010, with reference to the headings X, Y, Z".

  15. Social Work Psychosocial Assessment

    assessment. 1 - What Is a Psychosocial Assessment? This sheet introduces the psychosocial assessment. 2 - Parts of a Psychosocial Assessment This sheet breaks down the major parts of a psychosocial assessment. 3 - Identifying Information This sheet explains how to identify information. 4 - Referral

  16. How To Write A Case Study Report In Social Work?

    The institute assign students with large assignments on social work during the courses. In this blog we will discuss about some useful tips to write an excellent case study report on social work to get the top grades by impressing your faculties. Tips To Write an Effective Case Study Report in Social Work

  17. PDF Social Work Practice with Groups Guide

    An aim of the course is to assist students in recognizing the efficacy of practice with groups in a variety of clinical and community settings. Emphasis is on the necessary skills for influencing individual change through small groups. Special issues include values and ethics in group work practice and social justice concerns.

  18. Organizing Your Social Sciences Research Assignments

    The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case ...

  19. PDF Social Work Practice with Communities.Community Organization Guide

    This teaching guide demonstrates that schools of social work can integrate social work practice with communities/community organization study into curricula having the three case studies as the foundation for learning, knowledge, skill, and competency. Themes can be extracted from the case studies and utilized to formulate course objectives ...

  20. A Social History Report is a Key Tool for Social Workers

    According to Pérez (2000), the social report is an explanatory synthesis regarding a given situation. A social worker issues it as a result of the study, assessment, and opinion for the achievement of a given objective. It's a technical opinion that serves as a documentary instrument prepared and signed exclusively by the social work ...

  21. Social Work Toolbox: 37 Questions, Assessments, & Resources

    Social Work Toolbox: 37 Questions, Assessments, & Resources. 1 Mar 2022 by Jeremy Sutton, Ph.D. Scientifically reviewed by Jo Nash, Ph.D. Undoubtedly, the role of the social worker is a challenging one. This may be because of its unlikely position, balanced between "the individual and society, the powerful and the excluded" (Davies, 2013, p ...

  22. Social Work

    Social Work - Assignment/Report Template. Approved by publishing and review experts on SciSpace, this template is built as per for Social Work - Assignment/Report Template formatting guidelines as mentioned in USC author instructions. The current version was created on and has been used by 135 authors to write and format their manuscripts to ...

  23. SWK 237 Field of Practice Assignment

    Fields of Practice is the field you selected and your professor approved from your textbook, Urban Social Work. These are also the Subject Terms listed on Book Search. --- Page provides detailed instructions and a PDF with steps for searching HITE (Health Information Tool for Empowerment), an online searchable directory of over 6,000 health and ...

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    The report says, "Students learned 117 percent in math and 108 percent in reading of what they would typically have learned in a pre-pandemic school year."

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    Here are some of the key work and workplace trends to look out for in 2024, according to experts at Davos. The world of work is changing fast. By 2027, businesses predict that almost half (44%) of workers' core skills will be disrupted.

  26. CBP Releases January 2024 Monthly Update

    CBP continues to work closely with U.S. Immigration and Customs Enforcement and U.S. Citizenship and Immigration Services to quickly process individuals encountered at the border and remove those who do not establish a legal basis to remain in the United States, utilizing consequences strengthened by the Circumvention of Lawful Pathways Rule.

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