CAS203 Management Assignment on Interpersonal Communication

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Understanding

Principles of Case Management

As per my understanding, the principles discussed in the case or personal developments of clients are facilitated by case management and case managers (Walker et al., 2018). The other principle is to ensure that a client must be guided and advocated to exercise the right associated with clients. The case managers must ensure that case management must be done purposefully.

Stages of Case Management

The stages of case management are intake, assessment, planning, intervention, monitoring, termination, reference, and advocacy. This is the ideal case management framework followed.

Potential Ethical Issues

As per my understanding, the ethical issue arises in terms of the integrity of the matter. Everything has to be carried out in an organizational context (Mackie & Smith, 2017). Client vulnerability is another ethical issue that has been observed in case management practices.

As per the understanding of case management, the case managers must be effectively and attentively managing each case. With each case, many vulnerabilities and challenges are associated, and that has to be dealt with effectively by the case managers. Knowledge and decision making goes hand-in-hand when conducting a case analysis for case management.

Discussions

Group discussion generally involves huge points to be considered. Discussion points out the image as soon as the first thought that clicks a person‘s mind after reading the discussion topic or going with the scenario. Another point that comes up to mind is what are the social problems of the topic or the scenario concerned and what are the needs related to it (Liu, Li & Zhang, 2018). It evaluates and practices the thinking process of the person and how one could observe in the same situation which is being discussed. There are some principles involved in practices.

These principles are to follow the criteria of the discussion organizer. It is usually conducted on a timely basis, and other parameters on which the assessment of the group is done. The process involves multiple members being involved, and the topic got a sonata to be given to organize a discussion based on which evaluation is being done. In a group discussion, everyone must get a chance to speak, and everyone listens to each other respective respectively, respectfully and actively (Samburskiy, 2020). In a group discussion, it is preferred to avoid any kind of argument and lead the discussion towards committing to learning. Consumption-based discussions must be avoided in a group discussion.

Discussions should also ensure structuring the discussion considering the team members. Any oppressive activity must not be carried out, and it is important to reflect positive behavior instead of negative behavior. Discussion must support one’s thoughts and feelings and whether it is concerned with supporting stereotypes or any interpersonal relationship. The attitude will be charged and be evaluated in the discussion. And also, it would be preferable if the discussion involved anti-oppressive ideas. To be suggested for the discussion, it must also focus on the strength, weaknesses, and resources of the concerned topic and scenario.

Role Play

Role plays all those activities that include a team to work in a pair or work in pairs. It is about presenting any topic, issue, or worry verbally. The members of the group will perform a verbal questioning to elicit more information on the concerned topic or issue, or worry. It generally involves swapping over the team members within 10 minutes (Jones & Conner, 2020). In other terms, role-play is considered to be a technique or a process that has allowed the group or a member of the group to explore the topic by representing it in a realistic situation. It is done to develop a real experience and a trial on the same issue to get different strategies in or support the environment. Role-play is very effective in terms of learning as they stimulate emotional and social skills regarding the topic or issue (Pyle & Danniels, 2017).

It also involves playing cooperatively with the group members and expressing the appropriate and required emotions on the same topic. Physical development and mental development both are concerned with role-play processes as it helps to get oneself into somebody else’s shoes and imagine a situation in reality, and to act accordingly. It helps in a greater understanding of every issue. Also, various functions and functional languages of a person can be activated and practice sized with the practice of role-playing. Not just the learning as a student but also it helps the teachers to give and to teach or train with effective method and very interesting method of role-playing (Hidayati & Pardjono, 2018)

Group Processes

Group processes are those processes that involve multiple team members or organization members working together on a particular thing. It is done to get things done with team working or group working. Usually, some processes involve a great deal of energy and time to be invested there for a group process is preferred in the situation to reach the target. It is important, and it develops learning, self-confidence (Moore et al., 2019).

It also helps in refining skills and making friends, and knowing other team members as well. It helps in getting support from each other, getting knowledge from each other, and being required attention to the concerned matter. It also brings a great opportunity for each member to showcase their skills and their areas of improvement. It is concerned with getting task maintenance of the task and defining a selfie oriented approach.

A goal of a group has to be accomplished with the team working, and it must lead to success as a motive behind the group process. The group process involves participation from each team member; it could be verbal participation or non-verbal participation after the participation collective decision-making process is carried out (Pilny & Poole, 2017). So there are a lot of things associated with group working and its learning. It promotes critical thinking, individual learning, and achievement. It also enhances communication by making healthy competition between the team members. It also motivates and encourages each group member—the process from planning to implementation experiences in group processes.

References

Hidayati, L., & Pardjono, P. (2018, January). The implementation of role-playing in the education of pre-service vocational teachers. In IOP Conference Series: Materials Science and Engineering (Vol. 296, No. 1, pp. 1-5), https://iopscience.iop.org/article/10.1088/1757-899X/296/1/012016/meta

Jones, V. N., & Conner, L. R. (2020). Measuring social work students reflective learning through role-play and writing. Social Work Education, 1-11, https://www.tandfonline.com/doi/abs/10.1080/02615479.2020.1729721

Liu, X., Li, L., & Zhang, Z. (2018). Small group discussion as a key component in online assessment training for enhanced student learning in web-based peer assessment. Assessment & Evaluation in Higher Education, 43(2), 207-222, https://www.tandfonline.com/doi/abs/10.1080/02602938.2017.1324018

Mackie, D. M., & Smith, E. R. (2017). Group-based emotion in group processes and intergroup relations. Group Processes & Intergroup Relations, 20(5), 658-668, https://journals.sagepub.com/doi/abs/10.1177/1368430217702725

Moore, B., Boardman, A. G., Smith, C., & Ferrell, A. (2019). Enhancing collaborative group processes to promote academic literacy and content learning for diverse learners through video reflection. SAGE Open, 9(3), 2158244019861480, https://journals.sagepub.com/doi/full/10.1177/2158244019861480

Pilny, A., & Poole, M. S. (Eds.). (2017). Group processes: Data-driven computational approaches. Springer, https://link.springer.com/book/10.1007%2F978-3-319-48941-4

Pyle, A., & Danniels, E. (2017). A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development, 28(3), 274-289, https://www.tandfonline.com/doi/abs/10.1080/10409289.2016.1220771

Samburskiy, D. (2020). Group discussion flipped classroom, lecture, student achievement, student character, learning. International Journal of Instruction, 13(3), https://web.a.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=1694609X&AN=144289180&h=z2pKgHM1k%2f9189hfPeYnx0Y5cF7AnQ7bMi3Zz%2bf6qKlqKdlhHD64wWX9SoFsi1Vyhkefjua7zhnNrFykbCzGnQ%3d%3d&crl=c&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d1694609X%26AN%3d144289180

Walker, R. J., Spangler, B. R., Lloyd, E. P., Walker, B. L., Wessels, P. M., & Summerville, A. (2018). Comparing active learning techniques: The effect of clickers and discussion groups on student perceptions and performance. Australasian Journal of Educational Technology, 34(3), https://ajet.org.au/index.php/AJET/article/view/3337