11.1 Casework Models and Modalities

11.1 Casework Models and Modalities

Board Exam Orientation: Social Work Practice I (Direct Practice with Individuals and Families / Social Casework) accounts for exactly 20% (100 items) of the Philippine Social Worker Licensure Examination (SWLE). Licensure questions systematically evaluate candidates on intervention model selection, the theoretical mechanics of change, the worker-client relationship, time structures, and the ethical alignment of casework modalities with specific client populations in Philippine clinical and community settings.

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1. The Landscape of Social Casework in the Philippines

Social casework is a primary method of social work concerned with helping individuals and families resolve psychosocial problems that impair their social functioning. Under Republic Act No. 4373, as amended by Republic Act No. 10847, professional social casework in the Philippines is practiced exclusively by licensed Registered Social Workers (RSWs) across statutory settings, local government units (Local Social Welfare and Development Offices or LSWDOs), medical centers, non-governmental organizations (NGOs), and residential facilities.

Casework is not a monolithic, intuitive activity; rather, it is anchored in distinct theoretical models and practice modalities. Each model offers a coherent explanation of human dysfunction, a structured process of engagement, specific clinical tools, and clear parameters for the helping relationship. The licensed practitioner must demonstrate diagnostic agility—matching the appropriate casework modality to the client's unique problem, cognitive capacity, emotional readiness, and cultural context.

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2. Helen Harris Perlman’s Problem-Solving Model

Formulated by Helen Harris Perlman at the University of Chicago School of Social Service Administration in 1957 (Social Casework: A Problem-solving Process), this model synthesizes psychodynamic insight with pragmatic, ego-psychological, and cognitive-behavioral principles.

                    THE FOUR Ps OF SOCIAL CASEWORK
  ┌─────────────────┐                     ┌─────────────────┐
  │     PERSON      │                     │     PROBLEM     │
  │ Biopsychosocial │                     │ Impairment in   │
  │ being with ego  │                     │ functioning;    │
  │ strengths & MCO │                     │ partialized     │
  └────────┬────────┘                     └────────┬────────┘
           │                                       │
           └──────────────────┬────────────────────┘
                              ▼
           ┌──────────────────┴────────────────────┐
           │              PROCESS                  │
           │ Structured, collaborative transaction │
           │ engaging client's problem-solving     │
           └──────────────────┬────────────────────┘
                              ▲
                              │
                      ┌───────┴───────┐
                      │     PLACE     │
                      │ Agency with   │
                      │ mandate, scope│
                      │ & resources   │
                      └───────────────┘

The Core Components: The Four Ps

Perlman posited that the nucleus of social casework consists of Four Ps:

1. The Person: A biological, psychological, and social human being who is currently experiencing stress or breakdown in normal social functioning. The person is understood dynamically: they bring past developmental experiences, established ego defense mechanisms, and unique perceptual filters to the present situation. Crucially, the person is viewed as possessing innate problem-solving potential rather than as a passive victim of pathology.
2. The Problem: A specific difficulty in interpersonal relationships, social roles, or environmental transactions that the person cannot currently resolve using their customary coping mechanisms. A foundational doctrine of Perlman's model is problem partialization: clients frequently arrive in states of acute overwhelm, viewing their difficulties as an insurmountable, diffuse crisis. The social worker assists the client in partializing the crisis—breaking it down into concrete, workable, and prioritized units so that ego anxiety is reduced and constructive action can begin.
3. The Place: The social agency, institution, or human service organization within which the casework transaction occurs. The agency defines the boundaries, authority, resources, and statutory mandate of the casework process. The agency's function shapes what kinds of help can be offered and provides the formal sanction for the worker's intervention.
4. The Process: A progressive, structured, and goal-directed transactional relationship between the social worker and the client. The process engages the client's cognitive and emotional faculties to identify focal difficulties, examine viable alternative solutions, make conscious choices, and implement adaptive actions.

The Dynamic of Change: Motivation, Capacity, and Opportunity (MCO)

Perlman asserted that human functioning and treatability depend on the dynamic interaction of three interrelated variables, later systematically operationalized by Lillian Ripple:

• Motivation: What the client wants and is emotionally and cognitively willing to invest in the change process. It encompasses the client's discomfort with the present status quo, their hope for a better future, and their active commitment to participate in problem-solving.
• Capacity: The client's physical, intellectual, and psychological abilities. It includes cognitive intelligence, emotional stability, ego strength, reality testing, impulse control, and adaptability.
• Opportunity: The presence of external environmental resources, social support systems, institutional access, and concrete services necessary to resolve the difficulty. Even the most motivated and capable client cannot resolve a problem if the social environment offers zero opportunity for housing, employment, or medical care.

The Role of the Caseworker

In Perlman's model, the social worker does not solve the problem for the client. Instead, the worker functions as a problem-solving enabler, educator, catalyst, and resource conduit, guiding the client through a systematic cognitive and behavioral sequence: defining the problem, exploring feelings and meanings, examining alternative choices, weighing consequences, and executing decisions.

Exam Trap: Board exam items frequently test whether the worker "fixes" or "solves" the client's dilemma in Perlman's model. Any option suggesting that the caseworker takes over decision-making or dictates the solution is incorrect. The worker's role is to stimulate and strengthen the client's own autonomous problem-solving ego capacity.

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3. Task-Centered Casework (William J. Reid & Laura Epstein)

Developed in the early 1970s by William J. Reid and Laura Epstein at the University of Chicago, Task-Centered Casework is an empirical, brief, and highly structured clinical technology designed to resolve specific target problems that clients explicitly acknowledge and desire to change.

Fundamental Tenets

1. Explicit Time Limits: Task-centered casework is strictly brief. It is conducted within a predetermined contract of 6 to 12 sessions spanning a period of two to three months. The time limit is established explicitly during the initial contract session to instill momentum, focus energy, and prevent therapeutic dependency.
2. Client-Defined Target Problems: The model operates strictly on target problems that the client perceives, acknowledges, and explicitly agrees to address. If a referral source (e.g., a court or school) identifies an issue, that issue cannot become a target problem until the client acknowledges it as something they personally want to work on. Target problems are limited to a maximum of two or three focal problems to avoid diffusion of effort.
3. Target Problem Typology: Reid and Epstein classified target problems into eight discrete psychosocial categories:
   • Interpersonal conflict (marital, parent-child, colleague disputes);
   • Dissatisfaction in social relations (loneliness, social withdrawal);
   • Problems with formal organizations (friction with schools, hospitals, housing authorities);
   • Difficulties in role performance (parenting deficits, occupational underperformance);
   • Reactive emotional distress (anxiety, grief, acute situational depression);
   • Inadequate resources (lack of income, housing, food);
   • Psychological/behavioral problems not elsewhere classified;
   • Problems in decision-making.

The Task Planning and Implementation Sequence (TPIS)

The operational heart of the task-centered modality is the TPIS, a rigorous clinical procedure executed in every session:

  ┌─────────────────────────────────────────────────────────────┐
  │ 1. Agreeing on the Operational Task                         │
  │    Collaboratively define concrete actions to be performed  │
  └──────────────────────────────┬──────────────────────────────┘
                                 ▼
  ┌─────────────────────────────────────────────────────────────┐
  │ 2. Establishing the Implementation Plan                     │
  │    Formulate step-by-step strategy, timelines, and venues   │
  └──────────────────────────────┬──────────────────────────────┘
                                 ▼
  ┌─────────────────────────────────────────────────────────────┐
  │ 3. Analyzing Obstacles and Anticipating Barriers            │
  │    Identify psychological hesitations and environmental gaps│
  └──────────────────────────────┬──────────────────────────────┘
                                 ▼
  ┌─────────────────────────────────────────────────────────────┐
  │ 4. Guided Behavioral Rehearsal and Role-Playing             │
  │    Practice dialog, communication, and skills in-session    │
  └──────────────────────────────┬──────────────────────────────┘
                                 ▼
  ┌─────────────────────────────────────────────────────────────┐
  │ 5. Setting Checkpoints and Task Review                      │
  │    Rate accomplishment (1 to 4 scale) at following session  │
  └─────────────────────────────────────────────────────────────┘

Tasks are divided into Client Tasks (behaviors executed by the client between sessions in their real-world environment) and Worker Tasks (systemic interventions, collateral negotiations, and resource mobilization performed by the social worker on the client's behalf). Task accomplishment is systematically rated each week, driving iterative problem-solving until termination.

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4. Crisis Intervention: Caplan, Golan, and Roberts

Crisis intervention is a specialized, immediate, and time-sensitive casework modality designed to assist individuals and families undergoing acute psychological disequilibrium resulting from sudden traumatic events or overwhelming developmental transitions.

Theoretical Foundations: Gerald Caplan and Erich Lindemann

• Homeostasis and Disequilibrium: Gerald Caplan posited that individuals maintain a baseline state of emotional balance (homeostasis) through learned problem-solving mechanisms. When confronted by a hazardous event, customary coping repertoires fail, leading to increased tension, cognitive confusion, and subjective distress.
• The Precipitating Factor: If the stressor continues and emergency coping reserves are exhausted, a precipitating factor (the "last straw") shatters psychological balance, plunging the individual into an active crisis state.
• Time-Limited Duration: An acute crisis state is biologically and psychologically self-limiting, typically enduring for four to six weeks. Human psychology cannot sustain perpetual acute disequilibrium; the crisis state will inevitably resolve toward one of three endpoints:
  1. Return to pre-crisis level of functioning;
  2. Elevation to a higher level of functioning and resilience (crisis as developmental growth);
  3. Deterioration to a lower, maladaptive level of functioning (chronic dysfunction or neurosis).
• Typology of Crises:
  • Developmental / Maturational Crises: Universal, predictable life-stage transitions (e.g., childbirth, adolescence, retirement);
  • Situational / Accidental Crises: Sudden, unforeseen external shocks (e.g., death of a breadwinner, motor vehicle crash, sudden job loss, house fire);
  • Adventitious / Social Crises: Rare, catastrophic community-wide disasters (e.g., typhoons, armed conflict, mass displacement, violent civil unrest).

Albert R. Roberts' Seven-Stage Crisis Intervention Model (R-SSSCIM)

Albert R. Roberts synthesized modern crisis intervention into a sequential, evidence-based protocol utilized globally in emergency casework and clinical social work:

  Stage 1: Biopsychosocial and Lethality / Imminent Danger Assessment
    │ Assess suicide, homicide risk, medical status, acute safety
    ▼
  Stage 2: Rapidly Establish Psychological Contact and Collaborative Rapport
    │ Empathetic listening, non-judgmental acceptance, active presence
    ▼
  Stage 3: Identify Major Problems and Crisis Precipitants
    │ Pinpoint the "last straw" event; prioritize focal concerns
    ▼
  Stage 4: Encourage Exploration of Feelings and Emotional Ventilation
    │ Catharsis, active validation, emotional containment
    ▼
  Stage 5: Generate and Explore Alternative Coping Strategies
    │ Identify dormant strengths, past successes, external resources
    ▼
  Stage 6: Restore Cognitive & Behavioral Functioning via an Action Plan
    │ Implement concrete, realistic, stabilizing short-term steps
    ▼
  Stage 7: Establish a Follow-Up Protocol and Booster Schedule
    │ Post-crisis evaluation at 30, 60, and 90 days to reinforce gains

Board Exam Tip: In Roberts' model, Stage 1 (Lethality Assessment) is always the immediate, non-negotiable first priority. A social worker must never begin exploring feelings (Stage 4) or brainstorming alternatives (Stage 5) before establishing that the client is physically safe and free from imminent suicidal or homicidal intent.

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5. Gordon Hamilton & Florence Hollis’s Psychosocial (Diagnostic) Model

Rooted in Mary Richmond's foundational casework methodology and refined by Gordon Hamilton (1940) and Florence Hollis (1964, Casework: A Psychosocial Therapy), the Psychosocial Model (historically known as the Diagnostic School) conceptualizes client difficulties through the Person-in-Situation (Gestalt) framework.

Theoretical Assumptions

The psychosocial model views the individual as an organismic whole embedded within a transactional social matrix. Psychosocial casework asserts that:

1. Human problems arise from an imbalance between internal intrapsychic needs and external environmental pressures;
2. Current adult functioning is dynamically influenced by past developmental experiences and unresolved childhood conflicts;
3. The worker must formulate a differential diagnosis assessing etiology, dynamic functioning, and potential for change.

Florence Hollis’s Typology of Casework Treatment

Hollis classified casework interventions into two broad operational categories: Indirect Treatment (Environmental Modification) and Direct Treatment.

A. Environmental Modification (Indirect Treatment)

The worker acts directly upon the client's physical, social, or economic environment to reduce stress and unlock resources (e.g., liaising with an employer, negotiating with housing authorities, securing DSWD emergency cash relief). The worker acts as mediator, advocate, and resource mobilizer.

B. Direct Treatment (The Six Reflective Levels)

Direct treatment involves face-to-face communication between worker and client, categorized into six distinct clinical techniques:

1. Sustainment: The use of acceptance, active listening, sympathetic interest, and reassurance to lower overwhelming anxiety and establish basic trust in the casework relationship.
2. Direct Influence: The conscious use of the worker's professional authority to offer guidance, advice, or suggestions when the client's judgment is impaired or during an emergency.
3. Catharsis / Ventilation: Providing a safe therapeutic vessel for the discharge of repressed, intense emotions (anger, grief, guilt) to alleviate internal pressure.
4. Reflective Discussion of the Current Situation: Guiding the client to rationally examine their external environment, the behavior of others, their own decisions, and the real-world consequences of their actions.
5. Pattern-Dynamic Reflection: Assisting the client to recognize recurring patterns of behavior, maladaptive interpersonal scripts, and unconscious defense mechanisms across their current relationships (e.g., helping a client recognize that they consistently sabotage supportive romantic partners due to fears of abandonment).
6. Developmental Reflection: Guiding the client to explore the early childhood and historical origins of their present behavioral patterns (e.g., tracing a client's intense fear of authority figures back to harsh, punitive treatment by an abusive parent during early childhood).

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6. Cognitive-Behavioral Therapy (CBT) and Behavioral Modification

Cognitive-behavioral modalities in social casework operate on the premise that human emotion and behavior are mediated by cognitive interpretations of environmental events rather than by the events themselves.

Aaron Beck's Cognitive Model

Aaron Beck identified that psychological disorders (particularly depression and anxiety) are driven and maintained by distorted cognitive schemas:

• The Cognitive Triad: Systematic negative evaluations of: (1) The Self ("I am a total failure"); (2) The World/Environment ("The world is unforgiving and hostile"); and (3) The Future ("Nothing will ever get better").
• Automatic Thoughts: Reflexive, rapid, and unexamined thoughts that arise spontaneously in response to situational triggers.
• Cognitive Distortions: Systematic errors in logic, including:
  • Catastrophizing: Anticipating the worst possible outcome without evidence;
  • All-or-Nothing / Dichotomous Thinking: Viewing reality in rigid black-or-white categories;
  • Overgeneralization: Drawing sweeping negative conclusions based on a single isolated event;
  • Personalization: Assuming unwarranted personal responsibility for external occurrences;
  • Mind Reading: Assuming others harbor negative judgments without verification.

Albert Ellis's Rational Emotive Behavior Therapy (REBT)

Albert Ellis formulated the ABCDE Framework to demonstrate how irrational beliefs generate emotional suffering:

• A (Activating Event): The external event or adversity;
• B (Belief System): The client's rational or irrational beliefs (musts, shoulds, and demands);
• C (Consequence): The emotional and behavioral outcome produced by the belief;
• D (Disputation): The worker's active philosophical and empirical questioning to dispute irrational beliefs;
• E (Effective New Philosophy): The adoption of flexible, reality-based preferences and emotional equilibrium.

Clinical Techniques

Key CBT tools deployed by caseworkers include Thought Records (identifying Situation, Automatic Thought, Emotion, Rational Alternative, and Re-rated Affect), Socratic Questioning, Behavioral Activation, Graded Task Assignments, Assertiveness Role-Playing, and Activity Scheduling.

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7. Strengths Perspective & Solution-Focused Brief Therapy (SFBT)

Dennis Saleebey's Strengths Perspective

Pioneered by Dennis Saleebey at the University of Kansas (The Strengths Perspective in Social Work Practice), this framework directly challenges the pathologizing, deficit-focused medical model. It asserts that every individual, family, and community possesses innate competencies, survival knowledge, and resilience.

Saleebey established the CPR Construct:

• Competence: The client's existing capabilities, skills, and life achievements;
• Possibilities: The untried opportunities, creative visions, and future prospects available to the client;
• Resilience: The client's demonstrated capacity to survive, adapt, and rebound from past traumatic adversity.

Solution-Focused Brief Therapy (Insoo Kim Berg & Steve de Shazer)

Developed at the Brief Family Therapy Center in Milwaukee, SFBT assumes that the client is the expert on their own life and that constructing solutions is far more therapeutically efficient than dissecting problem pathology.

Core Clinical Techniques:

1. The Miracle Question: Inviting the client into a thought experiment: "Suppose tonight while you are sleeping, a miracle happens, and the problem that brought you here is completely resolved. Because you were sleeping, you did not know the miracle occurred. When you wake up tomorrow morning, what is the very first small, concrete thing you will notice that will tell you a miracle has taken place?" This technique breaks problem-saturated thinking and surfaces actionable behavioral goals.
2. Exception-Finding Questions: Identifying times when the problem did not occur or was less intense: "Tell me about a time during the past two weeks when this conflict could have escalated, but didn't? What did you do differently that helped?"
3. Scaling Questions (1 to 10): Quantifying subjective experiences to track progress and identify incremental steps: "On a scale from 1 to 10, where 1 means total despair and 10 means your life is exactly as you want it, where are you standing today? What would it take to move from a 3 to a 4?"
4. Coping Questions: Highlighting inherent resilience under severe hardship: "Given how overwhelming this crisis has been, how did you manage to get out of bed this morning and ensure your children had breakfast?"

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8. Narrative Therapy (Michael White & David Epston)

Developed in Australia and New Zealand by Michael White and David Epston, Narrative Therapy is grounded in postmodernism and social constructionism. It posits that people construct meaning about their identities and lives through stories. When individuals encounter difficulties, they often develop problem-saturated narratives that obscure their personal agency, strengths, and values.

Core Theoretical Axiom: "The Person is Not the Problem"

A central tenet of Narrative Therapy is: "The problem is the problem; the person is not the problem." Traditional clinical models tend to internalize pathology, labeling clients as "defiant," "bipolar," or "delinquent." Narrative therapy views the problem as an external entity that has entered the client's life and relationship network.

                    NARRATIVE THERAPY CLINICAL TRAJECTORY
  ┌─────────────────────────────────────────────────────────────────────────────┐
  │ 1. EXTERNALIZING CONVERSATIONS                                              │
  │    Separate the client's core identity from the problem; name the problem   │
  ├─────────────────────────────────────────────────────────────────────────────┤
  │ 2. MAPPING INFLUENCE (TWO-WAY ASSESSMENT)                                   │
  │    • Map the influence of the Problem on the Person's life and relationships│
  │    • Map the influence of the Person on the Problem (finding exceptions)    │
  ├─────────────────────────────────────────────────────────────────────────────┤
  │ 3. IDENTIFYING UNIQUE OUTCOMES ("SPARKLING MOMENTS")                        │
  │    Pinpoint times when the client resisted, outsmarted, or evaded problem   │
  ├─────────────────────────────────────────────────────────────────────────────┤
  │ 4. RE-AUTHORING / RE-STORYING THE ALTERNATIVE NARRATIVE                     │
  │    Thicken the preferred storyline across landscape of action & consciousness│
  ├─────────────────────────────────────────────────────────────────────────────┤
  │ 5. DEFINITIONAL CEREMONIES & OUTSIDE WITNESSES                              │
  │    Authenticate the new identity through supportive community audiences     │
  └─────────────────────────────────────────────────────────────────────────────┘

Key Narrative Interventions in Casework:

1. Externalizing Conversations: Linguistically separating the problem from the person by transforming adjectives and nouns into external entities. Instead of saying "The child is truant and aggressive," the worker explores "When did Truancy and Anger start tricking you into skipping classes?" This dismantles blame, relieves paralyzing guilt (hiya), and empowers the client to team up with the worker to push back against the problem.
2. Deconstruction: Examining and unpacking taken-for-granted cultural beliefs, gender expectations, and dominant societal discourses that reinforce feelings of inadequacy (e.g., deconstructing traditional machismo beliefs that prevent Filipino men from expressing grief or seeking mental health support).
3. Unique Outcomes ("Sparkling Moments"): Uncovering vital episodes in the client's history that contradict the problem-saturated narrative. For instance, when working with a youth labeled as an "incorrigible thief," the worker discovers an instance where the youth found a lost wallet and returned it to its owner intact.
4. Re-Authoring across Dual Landscapes:
   • Landscape of Action: The sequence of events, behaviors, and decisions the client executed during the unique outcome;
   • Landscape of Consciousness / Identity: What those actions reveal about the client's true intentions, personal values, ethical commitments, and hopes for their life.
5. Outside Witnesses and Therapeutic Documents: Utilizing letters, certificates, and definitional ceremonies where trusted peers or family members acknowledge and validate the client's new, preferred identity.

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9. Comparative Matrix of Major Casework Models

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10. Selection of Modality Based on Client Assessment

Selecting the appropriate casework modality is a foundational competency tested in the SWLE. The practitioner must never force a client into a favorite theoretical framework; rather, the modality must match the diagnostic assessment across five key parameters:

                               MODALITY SELECTION CRITERIA
  ┌───────────────────────────────┬─────────────────────────────────────────────────────────────┐
  │ CRITERION                     │ CLINICAL INDICATORS & RECOMMENDED MODALITY                  │
  ├───────────────────────────────┼─────────────────────────────────────────────────────────────┤
  │ 1. Urgency & Safety           │ Imminent harm, acute shock, severe trauma within 4-6 weeks  │
  │                               │ ➔ CRISIS INTERVENTION (Roberts' 7 Stages)                   │
  ├───────────────────────────────┼─────────────────────────────────────────────────────────────┤
  │ 2. Problem Chronicity & Scope │ Deep-seated childhood wounds, repetitive relationship trauma│
  │                               │ ➔ PSYCHOSOCIAL MODEL (Hollis & Hamilton)                    │
  ├───────────────────────────────┼─────────────────────────────────────────────────────────────┤
  │ 3. Cognitive Readiness        │ Explicit client-acknowledged problem, discrete focus        │
  │                               │ ➔ TASK-CENTERED CASEWORK (Reid & Epstein)                   │
  ├───────────────────────────────┼─────────────────────────────────────────────────────────────┤
  │ 4. Cognitive Distortions      │ Persistent irrational beliefs, automatic depressive schemas │
  │                               │ ➔ COGNITIVE-BEHAVIORAL THERAPY (Beck & Ellis)               │
  ├───────────────────────────────┼─────────────────────────────────────────────────────────────┤
  │ 5. Overwhelm & Indecision     │ Diffuse, multi-layered crisis paralyzing coping             │
  │                               │ ➔ PROBLEM-SOLVING MODEL (Perlman - Partialization)          │
  ├───────────────────────────────┼─────────────────────────────────────────────────────────────┤
  │ 6. Resource Scarcity & Time   │ Need for rapid empowerment, short agency time frames        │
  │                               │ ➔ SOLUTION-FOCUSED BRIEF THERAPY (Berg & de Shazer)         │
  ├───────────────────────────────┼─────────────────────────────────────────────────────────────┤
  │ 7. Stigma & Oppressed Identity│ Internalized self-blame, social marginalization, youth      │
  │                               │ ➔ NARRATIVE THERAPY (White & Epston - Externalization)      │
  └───────────────────────────────┴─────────────────────────────────────────────────────────────┘

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11. Philippine Clinical Case Scenario

Case Presentation: Mang Ramon

Mang Ramon, a 42-year-old assembly line worker in Caloocan City, was abruptly retrenched following a severe workplace hand injury. Three months behind on house rent and facing an imminent eviction notice for his family of five, Ramon walks into the Local Social Welfare and Development Office (LSWDO). During initial intake, Ramon displays uncontrollable trembling, expresses feelings of total worthlessness as a father, and whispers, "Baka mas mabuti pang mawala na lang ako para makatanggap sila ng tulong" (Perhaps it would be better if I were gone so they could receive assistance).

Clinical Intervention Pathway

The registered social worker recognizes that Ramon is experiencing an acute situational crisis with active suicidal ideation, requiring a coordinated, two-stage clinical response:

  PHASE 1: ACUTE CRISIS STABILIZATION (Roberts' Seven-Stage Model)
  • Stage 1 (Lethality Assessment): Evaluate immediate suicide plan, means, and intent;
    formulate a binding Safety Commitment Contract with spouse present.
  • Stages 2-4 (Rapport & Catharsis): Provide empathetic sustainment; validate feelings
    of grief, masculine role strain, and helplessness; alleviate acute panic.
  • Stages 5-6 (Action Plan): Execute immediate environmental modification via LGU Assistance
    to Individuals in Crisis Situation (AICS) to cover 1 month rent; connect with barangay.
  • Stage 7 (Follow-up): Schedule 48-hour home check-in to confirm crisis stabilization.

                                  │ (After 3 weeks: Equilibrium Restored)
                                  ▼
  PHASE 2: RESTORATION & REINTEGRATION (Task-Centered Casework)
  • Contract Formulation: Agree on an 8-week task-centered contract.
  • Target Problem 1: Vocational retrenchment and loss of family income.
  • Target Problem 2: Ongoing rehabilitation of injured hand.
  • TPIS Execution:
    - Client Task: Attend weekly physical therapy at public hospital and submit biodata
      to the Public Employment Service Office (PESO) for administrative desk jobs.
    - Worker Task: Endorse Ramon to the DSWD Sustainable Livelihood Program (SLP) and
      TESDA for specialized computer literacy retraining.