SOW Practice l: Generalist Practice in Social Work
Case Analysis Using the Generalist Intervention Model (GIM) and the Planned Change
Process – 30 points
Due Date: TBA
Case: TBA
Students are required to apply the Generalist Intervention Model when using the planned change
process to the case assigned. You are to analyze and describe the social worker’s
accomplishments and short-comings and complete the missing work for the social worker either
as you answer the questions at the end of the case (#TBA) or in addition to the questions below.
You will analytically and critically examine and utilize course content (with a minimum of 3
references and citations – do not cite the ppt’s) throughout the analysis. Please remember to
add what you think needed to be included in the planned change process and anywhere else you
see a need. You will also address the following:
1. What important value and ethical issues were raised in the case? What other value and
ethical issues might be raised? How did the social worker deal with these? What
alternative ways might you deal with the issues presented?
2. Explain the planned change process and cite examples to show how the worker utilized
each step (Engagement, Assessment, Planning, Implementation, Evaluation,
Termination, and Follow-up). What would you have done differently throughout the
process? Remember to include core competencies or practice behaviors.
3. What systems were discussed in the case (individual, family, group, organization,
community, institution, larger system)? What interventions were carried out at differing
system levels (micro, mezzo, macro)? How did the worker involve multiple systems in
the intervention?
4. Which social work roles were demonstrated? Which roles seemed most important?
Which other social work roles could have been used by the worker?
The paper will be evaluated as follows:
a) The extent and accuracy of your analysis relating to the planned change process.
b) Full, explicit use of course content, competencies and practice behaviors throughout the
analysis.
c) Your ability to add what you think needed to be done in the planned change process.
d) Complete answers to the questions at the end of the case (#TBA) and the questions
above.
e) Present answers that are organized into paragraphs with correct sentence structure,
spelling and punctuation. Required writing style is the American Psychological
Association (APA 6th ed).
The paper should be 8-12 pages in length not including the reference page. Students may
work in groups (no more than 4) and receive a group grade or individually. If you have any
questions or concerns, please feel free to call or e-mail me.
Case Analysis Using the Generalist Intervention Model (Planned Change
Process) Rubric
Name (s):
Required Information & Points Assigned
Total Possible
Points
Accuracy of analysis – Planned Change Process (identified
each step of the process related to the case)
4 points
GIM (Planned Change Process) examples given for each
stage
3 points
Ability to add what else needed to be done throughout
the planned change process and anywhere else there was
a need
4 points
Complete answers to questions including the guideline
and case study questions
5 points
Ethical issues/dilemmas identified throughout the case
including how they were handled and other issues you
saw as an issue
4 points
Integration of course content including core
competencies and practice behaviors throughout the
analysis
4 points
3 points
Identification of the systems utilized throughout the case;
what interventions were used at different levels
Social work roles demonstrated including what other
roles could have been used
2 points
APA format
1 point
30 points
Comments:
Points
Earned
CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN
Abstract
This paper analyzes a social work case study involving Bea Rosen and her social worker. We will analyze the
worker and the individual as we look at value and ethical issues, the planned change process, the systems discussed
in the case study, and the social work roles that were demonstrated. First, we will answer five discussion questions
about the case study. Next, we will look at the ethical issues, how they were dealt with, and other possible ways
they could have been dealt with. Thirdly, we will explain the planned change process and what we would have done
differently throughout the process. Next, we will identify the systems that were discussed in the study and the
interventions that were carried out at each system level. Finally, we will look at the social work roles the worker
demonstrated and other roles she could have potentially used.
Keywords: Jewish Family Services, Generalist Intervention Model, National Association of Social Work
CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN
Case Analysis: Late Night with Bea Rosen
Bea Rosen is a 76-year old female. She is recently widowed, as her husband, Barry, died of heart problems.
Bea has a son, Lenny, who visits her every week. Kathleen is a social worker assigned to Bea's case by Jewish
Family Services (JFS). This paper will answer five general discussion questions, and then address some of the
issues presented in the case. First, we will address the ethical issues Kathleen was faced with, how she dealt them,
and other ways they could have been dealt with. Next, we will look at the planned changed process, as part of the
Generalist Intervention Model (GIM), and what we would have done differently throughout the process. Then, we
will identify the systems that were mentioned throughout the study and the interventions that were carried out at
each system level (micro, mezzo, and macro). Finally, we will recognize the social work roles Kathleen
demonstrated, as well as other roles she could have implemented.
Discussion Questions
The worker indicates she believes it is inappropriate for her to question the client extensively about her fears and
possible phobias and bases this reluctance on her own inexperience. Is her reluctance reasonable under the
circumstances?
The National Association of Social Work (NASW) Code of Ethics says social workers should be
competent, "Competence involves having the qualifications, ability, and skill to conduct social work
practice effectively with particular clients and problems involved," (Kirst-Ashman & Hull, 2008, p. 375).
Therefore, the worker's reluctance is reasonable, and validated due to her inexperience. However, the
client does, at some point, need to address the fears and phobias she is experiencing. The worker's lack of
knowledge should not have prevented this and further steps should have been taken to encourage the client
to face these issues. The worker could have worked to educate herself, or she could have consulted
colleagues on how to handle the situation. If she still felt too inexperienced to discuss these issues with the
client, a proper referral should have been made.
The worker sometimes seems to be focusing her efforts on reinforcing coping activities of the client and
downplaying possible problems. Is this a potential problem?
Again, social workers must be competent and able to deal with their clients using a holistic perspective.
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Downplaying possible problems could easily result in more issues or a lack of progress for the client.
Further exploration of each problem needed to be taken, regardless of how simple, or complex the problem.
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CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN
Working through all of the issues will give the client the empowerment, confidence, and mental stability
needed to handle the grieving process, and lessen the fears and phobias.
Does the worker's statement that she had strong feelings of loss when Barry died indicate she was over-involved in
this case?
To not have a sense of loss would leave one to question the level of compassion the worker has. The
worker was brought in every other week by JFS to monitor the situation as Barry's health declined. After
Barry was placed in a nursing home, the worker continued to provide support, and monitor Bea. The
worker got to know the Rosen's on a personal level, so strong feelings of loss can be validated, and
understood. The worker remained in her boundaries, or the "invisible barriers that separate various roles
and limit the types of interaction expected and considered ethically appropriate for each role," (KirstAshman & Hull, 2008, p. 402). Over-involvement was not observed until the worker suggested a
roommate to move in with Bea. Business was now becoming personal, and this situation could have
hindered Bea in the long run.
What do you see as the strengths that Bea Rosen has exhibited to the worker?
Determination; Bea stated "if you want to make it, you've got to take it." (Rivas & Hull, 2004, p. 24). Bea
was very much aware of her surroundings and mentally strong. Even though Bea was experiencing
negative mental issues, her overall mental strength appeared greater. Bea was insightful of herself and
others. She was in touch with her feelings and emotions, and was motivated to improve herself and her
situation.
Do you think the reactions to Barry's death that Bea displayed were "normal? " Why or why not?
Bea's reaction to Barry's passing was very normal. If I were the worker I would have expected nothing
less. Barry passed away six weeks before their 50Ih wedding anniversary, which caused a swirl of emotion
for Bea, including happiness remembering their time together and grief due to his death. Bea came from an
era where her adult purpose was to be a wife and mother, so to lose her husband was like losing a part of
her identity. Before Barry was placed in a full-time care facility, Bea was his full-time caregiver. Bea had
two very harsh emotions after Barry passed, the guilt of placing Barry in a full-time care facility, and her
sole purpose in life was gone. Bea suffered an extreme loss, and blamed herself for Barry giving up on life.
Even though Barry's passing was inevitable, her emotions and feelings were congruent with the situation.
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CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN
Ethical Dilemmas
Social work educators are responsible for ensuring that their students understand that ethics outweighs practice
and the knowledge of how to deal with ethical dilemmas is an essential part of the social work task. Social work
students need to be taught about ethical decision-making models, as well as whom to go to for help. "Social
workers are strongly urged to consult others, to evaluate personal and professional value positions, to establish the
legal, organizational and policy context, and have a sound working knowledge of ethical codes and standards of
conduct," (McAuliffe, 2005^
Now, let's look at the ethical dilemmas discussed in the case, the ways they were handled by the worker,
Kathleen, and other ways the dilemmas could have potentially been handled. There were several value and ethical
issues raised in this case, but there were three issues that really stood out to us. First, let's address the worker's
inability to attend to Bea's mental state. Bea's mental health seemed to be unstable, yet Kathleen did not seek
additional help immediately from a supervisor to assess the situation. Bea shared with Kathleen that she has
experienced some phobias and anxieties, when asked about what she felt; Bea seemed uncomfortable in talking in
depth about her mental state. Kathleen did not ask more questions on what she was feeling. It is an obligation that
social workers have the knowledge base to make sure their clients are safe and have the resources needed to
overcome their situations. "Social workers should provide services and represent themselves as competent only N
within the boundaries of their education, training, license, certification, consultation received, supervised
experience, or other relevant professional experience," (Code of Ethics, 1999). The worker could have continued
her education to make herself more aware of that field. If she still felt inexperienced in this area, she should have
contacted a member of JFS to analyze her mental state or made the appropriate referral.
The second ethical dilemma was that Kathleen involved herself in trying to obtain a roommate for Bea from
someone she personally knew. This is a conflict of interest and confidentiality and privacy. This could cause a
serious situation if the friend moved in with Bea. Social workers must never have personal involvement with their
client. According to the NASW Code of Ethics, Conflict of Interest 1.06, "Social workers should not engage in dual
or multiple relationships with clients or former clients in which there are a risk of exploitation or potential harm to
the client. In instances when dual or multiple relationships are unavoidable, social workers should take steps to
protect clients and are responsible for setting clear, appropriate, and culturally sensitive boundaries." This is also a
violation of confidentiality because the worker disclosed information about a client to someone who is not involved
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CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN
with the case. Instead, the worker could have suggested Bea go to a local synagogue to search for a roommate or
ask her family and friends if they knew someone acceptable. The worker could have also helped Bea list her
apartment in the classifieds. It is possible that Bea's son Lenny would become upset in finding out that Kathleen
was getting a roommate for his mother; this could make him feel uncomfortable for the safety of his mother. I
would have set a meeting up with Bea and Lenny to discuss her living arrangements for the future so she could have
support from her family and know her options.
The third ethical dilemma involved the worker's feelings of loss regarding the client's husband. Kathleen's
feelings of the loss towards Barry are validated, yet as a social worker she cannot become overly involved in a
client's situation. You must set boundaries from yourself and your client. We feel the worker stayed within her
ethical boundaries regarding her relationship with the clients. The worker did not mention anything in her letter that
showed her as being over-involved with the clients. Empathy and compassion is needed in the social work field, but
you must not let it consume your focus in trying to help the client.
Planned Change Process
We will now look at the planned change process, how the worker utilized each step, and what could have been
done differently. Within the Generalist Intervention Model there are three major features. First, the G1M assumes
that workers acquire an eclectic knowledge base, a wide range of skills to target any size system, and a professional
base. The second major feature is its seven-step planned change process that emphasizes client strengths. The third
key feature is its generalist approach, which means any problem may be analyzed and addressed from multiple
levels of intervention (Kirst-Ashman & Hull, 2008, p. 146). The planned change process involves "the development
and implementation of a strategy for improving or altering some specified condition, pattern of behavior, or set of
circumstances that affects social functioning," (Kohn, 201 Oc). There are seven steps in the planned changed
process; engagement, assessment, planning, implementation, evaluation, termination, and follow-up.
Engagement is when you introduce yourself to your client and make them feel at ease with you being present.
You may smile at them and comment on the weather tor how much you like the same sports team you see displayed
in their home. Finding a common interest can be vital in obtaining your client's trust and showing them that you
really care about them. As you are establishing a relationship with your client inform them of the agency services
and what the client's expectations are and ask open ended questions to hear what they are looking to accomplish.
The worker was able to listen to Bea and give her social support and referrals to the other community services she
CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN
may need. The first meeting the worker had with Barry and Bea seemed to be at ease. They spoke about how they
met each other, about their son Lenny, other social events, and the hardship of Barry's health. Given that, I would
have disclosed the reason for my services was to help Bea through the transition of Barry's declining health. [
would speak to them both about how they shined with love for each other and that I know he wants Bea to be safe
and secure when he is gone. It can be difficult to talk about death, but if Bea and Barry had discussed certain things
as a couple while he was still alive, Bea could have avoided some of the issues she was faced with after Barry's
death.
According to Siporin, assessment is the "differential, individualized, and accurate identification and evaluation
of problems, people, and situations and of their interrelations, to serve as a sound basis for differential helping
intervention (as cited in Kirst-Ashman & Hull, 2008, p.34). During the assessment you gather information about a
problem so that decisions can be made to solve it. Kathleen was able to explain to Bea that her role of being Barry's
care taker has ended. The idea of living alone scared Bea and her health was also a factor she needed to consider for
living arrangements and care. Bea's financial status was extremely lowered after Barry's passing and keeping up
with her finances is a problem. Due to her grief she is experiencing depression and may need additional counseling
to help her cope. Kathleen did encourage her that the feelings she felt were normal given her great loss. She
listened to Bea talk about her feelings and anxieties she was experiencing. I would have reiterated Bea's problems
more in depth, in hopes that she would realize her need for more community resources. I also would have
continuously reminded Bea of her strengths so that she did not feel worthless or inapt.
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Planning follows the assessment in the problem solving process. During the planning stage, the worker
identifies the levels of intervention, including the resources available and the pros and cons of each strategy (Kohn,
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2010a). You can help the client prioritize problems and specify objectives and goals to be accomplished. I feel that
client/worker contract of what is to be expected towards the end of their sessions together, the client is able to
establish goals and notice improvement, Kathleen made a dual effort to try to help get Bea a roommate. The idea of
a roommate would be a great solution for her financial situation and her loneliness. JFS was able to provide
transportation and a homemaker, which removed some of Bea's physical burdens. Bea didn't want to give up her
independence by moving into government housing but there is additional government funding that could be of
tremendous help to her. Utilizing the grief support groups should have been a high priority for the planning process.
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CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN
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Even though Bea was reluctant to go to group counseling she would have known that it was a goal for her progress
through this transition. There are more resources that Kathleen could have provided her, such as prepared meals.
All of these are great ideas, but Kathleen did not implement them like she should have. Each strategy should have
been thoroughly discussed with the client, agreed upon, and then formalized in a contract. I believe this lack of
structure and the nonexistence of established goals is what caused Bea to express that she sometimes feels worse
after her meetings with Kathleen. A formalized contract is imperative to this case and should be implemented
immediately.
Implementation is actually doing the plan. Both the client and the worker follow the plan to achieve the
established goals. This step is almost nonexistent in the case because the worker did not do a good job establishing
the goals in the first place. Bea and Kathleen were able to work on some of the goals they had discussed in trying to
obtain a roommate and counseling aid but I feel as though neither of them really knew what their goals were. I
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where we stood each time. This process would help motivate Bea in making progress. According to Kirst-Ashman
& Hull (2008), "Progress during implementation must be constantly monitored and assessed. Sometimes, new
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issues, situations, and conditions require that the plan be changed," (p.40). People change, therefore their problems
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and needs change. It is necessary to evaluate the client's progress in order to see if the strategy is benefiting the
client, and if not, what changes need to be made. When Bea admitted to having possible anxieties and phobias, it
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changed her problems and needs. I would have evaluated the situation and made the appropriate changes to the
plan, which would have included a psychological evaluation and possibly a different counseling approach.
Evaluation is a time to reflect on the work that has been accomplished with the client. The social worker must V'
be accountable and prove that their interventions have been effective (Kirst-Ashman & Hull, 2008, p.40). The social
worker can look at the goals that were established and evaluate if they have been met. If all of the goals have been
met the case can be terminated, however, if the goals have not been met, the case should be reassessed and new
goals should be developed. Kathleen regularly discussed Bea's needs and suggested possible community resources
but she did not implement a plan that would help Bea reach her goals. The worker should have evaluated the case
and determine that new goals needed to be made. I would have insisted that the group grief counseling sessions be
made an immediate goal. Because Kathleen must terminate her sessions with Bea, the new worker must be able to
see where Kathleen left off and be able to reassess the client's needs and formulate new goals.
7
1
would have established attainable goals in the planning stage and then gone over the goals every two weeks and see
CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN
9
Termination is when the worker/client relationship must end. The social worker must inform their client that
their time will end soon and not abruptly end their sessions together. The worker should encourage clients to share
feelings about the termination, as well as share their own feelings regarding the termination. This is a great time to
reiterate the progress that has been made from the initial meeting and encourage the client to utilize the interventions
that have helped them throughout the process. Kathleen informed Bea that Gretchen will be seeing her in the near
future and had asked permission to discuss their time together with Gretchen. I feel that this was a good way to
explain to Bea that the worker will no longer be seeing her in the future, but that her services would continue. There
was not really any mention of Bea's feelings regarding the termination. I would have asked Bea how she felt about
terminating her sessions and continuing with a new worker. Self-disclosure, or the "divulgence to a client of
personal thoughts, information, feelings, values, or experience,"(Kohn, 201 Ob) would have been not only
appropriate, but crucial during the termination process. It is important for the worker to disclose their feelings about
the termination so the client can maintain trust with the worker and prepare for the future. It is also necessary to
reiterate the progress that has been made as well as address goals for the future. I would have encouraged more of
her accomplishments with her social life and have a more defined plan regarding Bea's financial status and living
arrangements. JFS is not leaving her without assistance, as Gretchen will be there for Bea in the future months. I
would assure her that Gretchen will be able to help with any assistance that she needs.
Follow-up is the final step of the GIM. The purpose is to monitor its ongoing effects after the intervention is
completed. You want to make sure your client is still functioning well on their own and see if any further assistance
is necessary for their continued success. Because Gretchen will continue to provide Bea with the same type of
services Kathleen was providing, further follow-up is not particularly necessary for Kathleen. However, this step
was well thought out by Kathleen who wrote to the worker taking over for her. The letter she provided was well
detailed and gave her a good understanding of where she had left off with Bea.
Systems and Interventions
Now, let's take a look at the different systems discussed in the case. First, let's look at the micro level,
including the individual and family. Obviously, the individual, Bea Rosen was discussed. When talking about the
individual, we are referring to the client. This includes the client's strengths, needs, feelings, and health based on the
holistic and strengths perspectives. Another system discussed was the family. Bea's husband, Barry, was a crucial
piece of the case because his death resulted in the majority of Bea's issues and needs. Bea's son Lenny and his
CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN
Id
family were also discussed. Lenny is very supportive of his mother and visits her weekly to take her shopping. Bea
also has a strong relationship with her two grandsons, who she keeps in touch with and visits with on occasion.
Next, we will look at the mezzo level of intervention. This includes organizations and groups. JFS has
provided many services to Bea, including counseling, homemakers, respite workers, shoppers, transportation, and
economic assistance. Each of these services have intertwined at the micro, mezzo, and macro levels, as they have
been crucial for the individual's well-being but have also included organizations and community resources. JFS also
provides a seniors therapy group that Bea has not yet agreed to attend. Bea is reluctant to go to the meeting where
people looked at the dark side of life opposed to the bright side. Although Bea has not agreed to go to the support
group, it could be a significant intervention at the mezzo level.
Finally, we will identify the community that surrounds Bea at the macro level. Bea has several supportive
friends that she likes to spend time with. She goes shopping, watches television, goes for walks, and occasionally
goes out to dinner with her friends and neighbors. Bea's doctor continues to provide health care for her and watches
over her health carefully, although he is not as outgoing with her since Barry's death. Bea is looking for a roommate
to share the expenses of her apartment as well as keep her company. Although the roommate would be a community
resource at the macro level, a potential roommate could become an intervention at the micro level, becoming more
like family rather than a resource. There are some community resources that Bea has not yet tapped into, such as
senior apartment complexes and the Jewish community. Bea is reluctant to use these resources, but they could be
helpful interventions at the macro level if she agrees to utilize them. The worker involved many systems in the
intervention by providing services that involved the client at each of the three levels of intervention, micro, mezzo,
and macro. Many of the resources overlapped in their level of intervention because they included systems from
different levels. It is important to provide clients with a variety of resources at different system levels in order to find
strategies that work best for the client.
Social Work Roles
The following is a list of the social work roles and their definitions as listed in Robin Kohn's, MSW, LCSW
PowerPoint presentation Understanding Generalist Practice (2010):
•
Counselor- provides guidance to clients and assists them in a planned change or problem solving process
•
Educator- gives information and teaches skills to other systems
•
Broker- links client systems to needed resources
CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN
•
11
Case Manager- coordinates on behalf of a specific client, needed services provided by agencies,
organizations, or facilities
•
Mobilizer- identifies and convenes community people and resources to identify unmet community needs
and effect changes in the community
•
Mediator- resolves arguments or disagreements among micro, mezzo, or macro systems in conflict
•
Facilitator- guides a group experience
•
Advocate- speaks out on behalf of clients to promote fair treatment or gain needed resources
The social work roles demonstrated in the case were counselor, broker, and case manager. One of the most
important roles was that of the counselor. The worker acted as a counselor by listening to the client's problems and
needs and then establishing strategies based on the planned change process that would help the client solve her
problems and meet her needs. The worker also acted as a broker by linking Bea to several resources, such as
support groups and government housing. Lastly, the worker acted as a case manager by coordinating services
provided by JFS for the client. Some of these services included transportation, counseling, shoppers, and
homemakers.
Although the worker utilized three of the social work roles, there are others she could have implemented. For
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example, she could have acted as an educator by teaching the client healthy coping strategies or discussing exercises /
or foods that would increase her energy level and overall health. If Bea had agreed to the seniors support group,
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then the role of facilitator would have been apparent in the case. The facilitator would hopefully guide the group
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We have now fully analyzed the case of Bea Rosen. First, we looked at a few genera! discussion questions and ^
provided appropriate responses. We then identified ethical issues the worker was faced with, how she dealt with
them, and other ways they could have been dealt with. Thirdly, we examined how the worker used the planned
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recognized the social work roles that were demonstrated and which other roles could have been implemented.
CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN
12
References
Kirst-Ashman, Karen, & Hull, Grafton. (2008). Understanding generalist practice'
Belmont, CA: Brooks/Cole.
Kohn, R. (2010a). Planning in the generalist practice [PowerPoint slides].
Kohn, R. (2010). School of social work course pack: sow3300- practice 1: understanding
generalist practice. Orlando, FL: U n i v e r s i t y of Central Florida.
Kohn, R. (2010b). Understanding generalist practice [PowerPoint slides].
McAuliffe, Donna Ph.D., University of Queensland Australia, March 2005. www.socialworker.com/jswve/content.
National Association of Social Work. (1999). Code of ethics.
\0(^—\V~-> f* C
Rivas, R.F., & H u l l , G.H. (2004). Case studies in generalist practice. Mason, OH: Cengage
Learning.
12
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