overview

As a reminder, the ASWB exam questions focus on generalist social work practice questions. Keep in mind generalist social work practice models and the order of the helping process. Consider answer choices that reflect collaboration, respect for autonomy, and collaborative decision-making (client-driven). Avoid choices where the social worker makes decisions for the client without input from the client. This process is the same for micro, mezzo, and macro intervention planning questions.

Methods to involve clients/client systems in intervention planning

Helping Process Overview (Hepworth et al., 2017):

• Phase I
  • Exploration
  • Engagement
  • Assessment
  • Planning
• Phase II
  • Implementation
  • Goal Attainment
• Phase III
  • Evaluation
  • Termination

Reference: Hepworth, D.H., Rooney, R.H., Rooney, G.D., & Storm-Gottfried (2017). Direct social work practice: Theory and skills. Cengage Learning.

Intervention planning should always prioritize the goals of the client system, even if the client is ‘involuntary.’ Generalist social work practice models emphasize goal setting during the intervention planning process. As part of this process, client/client system should direct the goal-setting process. For instance, the problem/issue is what the client says it is in facilitating the goal-setting process.  Social workers should use empathic communication skills, including validation, active listening, open-ended questions, motivational interviewing techniques, etc., to involve client/client systems in intervention planning.

Key Tasks To Consider in Intervention Planning:

1. Collaboratively Define the Problem:

   • Begin with the client’s perspective; the problem is what the client says it is.

   • Use strengths-based language and actively listen to client concerns.

2. Engage the Client in Goal-Setting:

   • Encourage the client to identify meaningful, realistic, and measurable goals.

   • Support the client’s autonomy (even in mandated situations) by negotiating shared goals.

3. Assess Motivation and Readiness for Change:

   • Use tools like the stages of change model to evaluate where the client stands.

   • Address resistance with empathy and motivational interviewing techniques.

4. Identify Barriers and Cultural Considerations:

   • Recognize how cultural identity, immigration status, and systemic factors affect intervention planning.

   • Incorporate cultural strengths and preferences into the plan.

5. Select Appropriate Intervention/Treatment Modalities:

   • Base choices on client needs, culture, developmental stage, and resources.

   • Be familiar with a range of modalities (CBT, task-centered practice, family therapy, etc.).

6. Develop a Clear, Written Service Plan:

   • Include goals, objectives, timelines, roles, and methods.

   • Ensure the plan is specific, measurable, achievable, relevant, and time-bound (SMART).

7. Review and Adjust the Plan Collaboratively:

   • Involve the client in ongoing monitoring and revisions.

   • Stay flexible to adapt interventions as new needs emerge.

8. Plan for Discharge and Follow-Up:

   • From the start, consider long-term needs and support systems.

   • Ensure continuity of care and client autonomy post-intervention.

Self-Check

Cultural considerations in the creation of an intervention plan

Consider answer choices to intervention planning questions that reflect and respect client/client systems’ cultural layers (e.g., values, language, norms, beliefs, and worldview).

Cultural Consideration Examples:

• Beliefs about help-seeking (e.g., stigma or mistrust of mental health systems).

• Family roles, collectivism vs. individualism.

• Religion or spirituality.

• Language and communication preferences.

• Communication styles (direct vs. indirect communication).

• Experiences of marginalization, discrimination, or immigration-related trauma.

• Time orientation (present-focused vs. future-oriented).
• Health beliefs (traditional healing practices and beliefs about the cause of illnesses).
• Gender roles (cultural expectations).
• Decision-making practices (elder in the family, family as a unit).

Examples of Implications for Planning:

• Communication styles: Be aware of one’s own communication style and how that can impact clients. Adjust engagement strategies to reflect preferred communication norms.
• Time orientation: May affect goal-setting, timeliness, or perceptions of ‘urgency.’
• Decision-making practices: Collaborate accordingly. May need to include family or community leaders in planning.
• Language: Adapt documentation, use visuals or oral formats for planning and follow-up, etc.
• Historical/intergenerational trauma: May impact trust in systems, readiness for change, or perceived relevance of services.

Self-Check

The criteria used in the selection of intervention/treatment modalities

When you encounter an exam question about intervention planning, remember to consider the broader context, including client needs, cultural relevance, appropriateness of the modality, and ethical standards, before selecting the answer choice.

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Client Factors:

• Presenting Problem(s): What are the client’s main concerns? (e.g., trauma, anxiety, family conflict)

• Culture and Identity: How do the client’s values, beliefs, or identity inform treatment preferences?

• Age and Developmental Stage: Some modalities (e.g., play therapy) are appropriate only for certain populations.

• Cognitive Capacity or Functional Level: Interventions must be appropriate for a client’s ability to engage.

Examples of Modalities and When They Might Be Selected:

With treatment fit, consider empirical support, client preferences, and prior interventions. For instance, prior interventions that have worked or not worked for the client. The client is the center of the selection of treatment modalities. Remember that it is not solely about ‘evidence-based’ intervention. 

In reality, there will be contextual and systemic considerations regarding treatment modalities, such as legal/ethical requirements, service setting, and agency resources. Even the type of insurance a client has can impact the number of treatment sessions.

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Contextual and Systemic Considerations:

• Service Setting: School, private practice, hospital, community center, etc., will impact the type of intervention/treatment options.

• Agency Resources or Constraints: Access to certain modalities may be limited by training, insurance, or policy.

• Legal or Ethical Requirements: In mandated services, options may be restricted. However, treatment planning still requires ethical planning, even if the client is mandated.

the components of intervention, treatment, and service plans

Components that should be included in a treatment plan (also referred to as a service plan, contract, etc.):

• Identified problem
• Goals
• Objectives (also referred to as action steps)
• Intervention strategies
• Timeline
• Roles and responsibilities
• Evaluation method
• Client strengths and resources
• Client participation and agreement

Self-Check

psychotherapies

In a prior section in this chapter, there is a table with several modalities and brief highlights on when the modalities might be used. The Masters exam does not expect detailed implementation knowledge about psychotherapies.

Self-Check

The following question set includes eight recall questions about psychotherapy modalities. After answering a question, click on the ‘check’ icon.

the impact of immigration, refugee, or undocumented status on service delivery

Immigration status, whether documented, refugee, asylum-seeking, or undocumented, can profoundly affect a client’s access to services, sense of safety, and willingness to engage with social systems.

Key Considerations:

1. Access to Services:

• Undocumented clients may avoid seeking help due to fear of deportation or lack of insurance.

• Refugees and asylum seekers may face language barriers, housing insecurity, or difficulty navigating unfamiliar systems.

• Legal status often determines access to public benefits, mental health services, housing, and employment support.

2. Trauma and Loss:

• Some immigrant and refugee clients have experienced displacement, persecution, violence, family separation, or trauma during migration.

• Even the legal process for immigration can involve loss of identity, status, community, and support systems.

3. Cultural and Language Barriers:

• Mistrust of government systems and mental health stigma may lead to resistance or disengagement.

• Interpretation services and culturally congruent care are essential for ethical service delivery.

4. Ethical and Legal Responsibilities:

• Social workers must never disclose immigration status without consent.

• Understand mandated reporting laws but avoid overreporting based on cultural misunderstandings.

• Advocate for client rights and access to services regardless of immigration status.

discharge, aftercare, and follow-up planning

Termination can be viewed as an umbrella term; the overall process of ending the professional relationship between the social worker and the client. Termination includes both the ethical and procedural responsibilities that come with ending services.

Note: Discharge, aftercare, and follow-up are words that are sometimes used interchangeably.  However, there are some differences.

Discharge is the formal conclusion of services with a client. Discharge marks the end of the social worker-client relationship and should include a summary of progress, services provided, outstanding needs, risk level, and the reason for ending services.

• Focus: Closure of the formal intervention

• Timing: Happens at the end of treatment or services

• Example: “The client met their goals and is being discharged from outpatient care.”

Aftercare refers to the support plan developed for the client to maintain progress after discharge. Aftercare involves referrals, resources, and recommendations that help the client continue care or navigate challenges independently.

• Focus: Sustaining progress post-discharge

• Timing: Planned before discharge, carried out after

• Example: “The aftercare plan includes weekly support group meetings and a referral to a housing agency.”

Follow-up involves checking in with the client after discharge to monitor well-being, offer support, or ensure connection to services. Follow-up may be one-time or ongoing, depending on agency policy and service delivery.

• Focus: Reassessment or reconnection after discharge

• Timing: Occurs after discharge as a post-service contact

• Example: “The social worker followed up 30 days after discharge to confirm the client accessed their new therapist.”

Self-Check

The following activity is a question set. After answering a question, click on the ‘check’ icon.