In the following paper, the origin and development of multi-perspective casework will be described. Subsequently, the term will be defined more precisely and distinguished from other methods of social work. In the further course, the dimensions and the phases of case work will be presented. In order to make these more understandable, a case example follows, with which the individual phases and dimensions are clarified. After a brief critique, this paper ends with a final conclusion with an assessment of the effectiveness of this method.
Table of contents
1. Introduction
2. Multi-perspective casework
2.1 Origin and development
2.2 Definition and demarcation
2.3 Case work dimensions
2.3.1 Case of
2.3.2 Case for
2.3.3 Case with
2.4 Phases of casework
2.4.1 Socio-pedagogical anamnesis
2.4.2 Socio-pedagogical diagnosis
2.4.3 Socio-pedagogical intervention
2.4.4 Socio-pedagogical evaluation
3. Case study
3.1 The case of Marcel
4. Review
5. Conclusion
Bibliography
1. Introduction
In his book "Sozialpädagogisches Können - ein Lehrbuch zur multiperspektivischen Fallarbeit" (Social pedagogical skills - a textbook on multi-perspective casework), which was first published in 1993, Burkhard Müller aims to show that the diversity of social work can be arranged in a relatively clear pattern. He calls this model multiperspektivische Fallarbeit (multi-perspective casework).
Even though multi-perspective casework refers to classic social individual case assistance, there are differences in the way it is viewed. While classical social case work focuses only on the relationship between the social worker and the client, multi-perspective case work also takes into account the complex conditions of social work and its specific institutional framework. It is precisely this aspect that made this topic so interesting for me.
In the following paper, the origin and development of multi-perspective casework will be described. Subsequently, the term will be defined more precisely and distinguished from other methods of social work. In the further course, the dimensions and the phases of case work will be presented. In order to make these more understandable, a case example follows, with which the individual phases and dimensions are clarified. After a brief critique, this paper ends with a final conclusion with an assessment of the effectiveness of this method.
2. Multi-perspective casework
2.1 Origin and development
The term "multi-perspective casework" coined by Müller is linked to casuistry and thus to the tradition of social individual case assistance.1 Social pedagogical casuistry is understood as a certain mode of activity in which consideration is given to and an attempt is made to understand “the extent to which contents of the individual case are significant for a reasoned decision endowed with perspectives”.2 When social work methodized and became a profession at the beginning of the 20th century, social pedagogical casuistry first appeared. Even then, it was clear that social pedagogical and professional understanding involved participation on the part of the addressees. Likewise, after the Second World War, socio-pedagogical casuistry moved in a borderland between professional understanding and participation on the part of the addressees. In the last 30 years, it experienced a significant upswing in the German-speaking world - stimulated, among others, by neighboring disciplines such as child and adolescent psychiatry and understanding sociology. This was accompanied by the expansion of the welfare state and efforts to professionalize it.3 Methodologists increasingly developed “casuistry in the form of so-called teaching cases”.4 Thus, casuistry in social work is a case discussion in which cases are presented and discussed in terms of their diagnostic assessment. Furthermore, intervention concepts are debated on the basis of the cases and selected problems are discussed and compared with the help of case presentations.5
2.2 Definition and demarcation
Multi-perspective casework is to be understood as an approach in which conscious changes of perspective between different frames of reference are necessary in social pedagogical action.6 However, it does not refer solely to the relationship between the client and the social worker, as is the case with traditional individual social work. Rather, the conditions of action of social work as well as the institutional framework conditions are taken into account. The aim is to make the complexity of social pedagogical action transparent without ignoring the variety of factors or getting lost in them.7
By individual case, Müller does not mean the individual person, but rather the individual situation or a review of an individual practical experience. He refrains here from presenting exemplary teaching cases.8 In contrast to social individual case assistance, he is concerned with a highly didactic undertaking of casuistry that does not proceed prescriptively but reconstructively. He pursues the question of how own learning experiences can be strengthened.9
Müller distinguishes between three perspectives of case observation: case of, case for, and case with. “Depending on which case perspective one takes, one arrives at highly different readings of the concrete social pedagogical case.”10
Furthermore, Müller draws on phasing models that are familiar from classic individual case assistance. He includes the phases of socio-educational anamnesis, diagnosis, intervention and evaluation in the multi-perspective case work. These perspectives/dimensions of case observation and the phases will be presented in more detail in the following chapter.
2.3 Case work dimensions
“Social educators need not only a broad horizon and a holistic view to resolve their 'cases,' but also very tangible expertise, depending on the case.”11 Through this knowledge - for example in social law - an important prerequisite of case understanding is given, but case work must not be limited to legal understanding. In addition, there are levels that require not only a holistic but also a multidimensional view. Therefore, Müller distinguishes between three dimensions of cases that generally have to be performed in social pedagogical casework.12
The different ways of looking at a case of, a case for, and a case with represent different approaches to the practical case, but they usually occur together. Thus, a case of is also a case for or a case with. It is important that the three perspectives are kept apart by the social worker in a helping process. He or she must be aware of which level of casework he or she is on. If this is not the case, this ignorance alone can lead to the failure of the help process.13 The goal is to distinguish the dimensions, but still be able to oscillate between them.14
2.3.1 Case of
This dimension addresses a level that creates a character of "administrative action" in social pedagogical action. After all, social work is an activity that is predominantly integrated into bureaucratic structures.15 However, the ‘case of’ dimension is not limited to legal aspects, but also includes socio-educational expertise.16 Case of should mean that the case is considered “an example of a recognized general”17, for example a theory or a norm. In social work, such a case could be, for example, a case of child welfare endangerment that develops into a case of taking into care and would thus require action under administrative law. In this case, it is a matter of translating a generally valid law or undefined legal concepts into concrete action - in relation to the individual case. Therefore, it is also not sufficient to merely apply the legal provisions correctly.18
[...]
1 cf. Müller, 2008, p. 13
2 Hörster, 2005, p. 549
3 cf. ibid., p. 549f.
4 Reader Kasuistik, n.d., p. 1
5 cf. ibid.
6 cf. Müller, 2008, p. 21
7 cf. Galuske, 2009, p. 187
8 cf. Müller, 2008, p. 13
9 cf. Reader Kasuistik, n.d., p. 2
10 Galuske, 2009, p. 187
11 Müller, 2008, p. 40
12 cf. ibid., p. 40
13 cf. Galuske, 2009, p. 189
14 cf. Müller, 2008, p. 42
15 cf. Galuske, 2009, p. 188
16 cf. Müller, 2008, p. 41
17 ibid., p. 42
18 cf. Müller, 2008, p. 43
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