Case Study Workshop

Case Study Workshop
Workshop Outline
• What is a case study?

• Purpose.
• Types of case studies at ACAP.
• Analysing & identifying the problem/s.
• Theoretical orientation/s.
• Generating possible solutions.
• Evaluating possible solutions.
• Deciding & justifying your choice of solution/s.
• Formulating and implementing the action plan.
• Case study structure.
• Case conceptualisation – Example.
• Constructing a case study – Example.
www.navitasworld.com Slide 2
What is a Case Study?
“The case is the real life [italics added] situation, the case study is
the analysis of this situation” (Monash University, 2007, p. 27).
• The case may be given to you in the assessment question or you

may need to develop your own case scenario.
• Is a written description of an incident/activity/problem that contains

a real or hypothetical situation at a specific point in time.
• A case study requires students to:

– formulate and conceptualise a case in light of a specific
theoretical orientation; and
– demonstrate the practical applications of the theory in use.
Monash University. (2007). Case study. Retrieved April 15, 2009, from
http://www.monash.edu.au/lls/llonline/quickrefs/27-case-study.xml
Purpose
• Assist students in learning the applications of various theories

through replicated situations.
• Develop students’ problem-solving and decision-making skills.
• Allow students to learn by doing through the application of

principles.
• Allow students to reinforce and apply theories and concepts in given

context.
A Successful Case Study Should…
• Link the theory you have learned in the module and apply this to the
case you have been presented or asked to create.
• Identify the presenting/main problems of the case and contributing
factors.
• Suggest solutions to these problems.
• Recommend the best solution to be implemented.
• Detail how this solution should be implemented.
• Consider other issues surrounding the case and how these would
need to be addressed.
• Provide recommendations for further action (only applicable for some
case studies).
Monash University. (2007). Case study. Retrieved April 17, 2009 from
http://www.monash.edu.au/lls/llonline/quickrefs/27-case-study.xml
Case Conceptualisation…One Case Many Perspectives!
• One case study has the potential to be looked at from many different
perspectives (theoretical orientations). Therefore, do not be surprised
when the case study asks you to use two different perspectives to
analyse the case study.
• The perspective you view the case from determines what information
in the case is illuminated and relevant.
Types of Case Studies at ACAP
• Counselling case studies:
– The student assumes the role of the counsellor.

– An actual or made up situation involving a client with a
presenting problem/s to be addressed.
• Management case studies:
– The student analyses the problem from a managerial perspective.

– An actual or made up situation involving an organisation with a
management problem/s to be addressed.
How to Begin?
1. Analyse and identify the causative

(presenting/macro) issues and the
symptomatic (underlying/micro) issues.
2. Consider the theory you need to use.
3. Choose the analysis tool/s that can be applied
to the case study.
4. Generate and evaluate possible solutions.
5. Decide and justify your choice of solutions.
6. Formulate and implement the action plan.
Analysing & Identifying the Problem/s
• Read the case, requirements of the assessment task and the marking
criteria.
• Some of the information you read is not relevant to the problem and
must be carefully filtered and eliminated.
• Determine what the causative issues are. Often there are

symptomatic issues underpinning the situation. For example, drinking
may be the significant problem, but what is causing it?
Unemployment, recent divorce, or no friends. Many main issues arise
from one or more of the following reasons – domineering ex-wife, low
self-esteem or lack of learning qualifications, however, this list is not
exhaustive.
• Record all of the above in the “Case Study Draft Framework”

provided. For Developmental Psychology Assessment 2, please refer
to “Case Study Draft Framework – Developmental Psychology”.
Theoretical Orientation/s
• The module you are studying and assessment task will indicate the
appropriate theory to use.
• Based on the theory you need to use for the identified problem, start
thinking of preliminary ideas for solutions. The theory are your
evidence for your ultimate decisions for problem-solving.
• Use the “Case Study Draft Framework” or the “Case Study Draft
Framework – Developmental Psychology” to make notes of the
causes and consequences of the problem highlighted in the case.
Generating Possible Solutions – Keep the Theory/s in Mind
• When generating and evaluating possible solutions, it is important

that this information is set out as clearly as possible. This can be
done through the use of:
1. Brief headings which present each possibility.
EXAMPLE:
Heading: Motivating the Teachers

Sub-heading: Professional Development
Professional development is important for teachers to assist in
learning new skills, update them on pedagogy and their own practice,
and obtain new or advanced insight of content and resources.
However, teachers need to be replaced by substitute teachers when
they go for professional development.
Sub-heading: Best Teacher Award
Generating Possible Solutions continued...
2. Sub-sections based on an advantages/disadvantages structure.
EXAMPLE:
Heading: Motivating the Teachers

Sub-heading: Professional Development - Advantages
Professional development is important for teachers to assist in
learning new skills, update them on pedagogy and their own
practice, and obtain new or advanced insight of content and
resources.
Sub-heading: Professional Development - Disadvantages
However, teachers need to be replaced by substitute teachers
when they go for professional development.
Evaluating Possible Solutions
• Why did you select this particular solution/approach?
• Did your decision making reflect objective criteria or your personal

preferences or worldview?
• How well do you anticipate this solution/approach will work, under

these circumstances, addressing the identified problems?
• What are the potential limitations of this solution/approach in

addressing the identified problems?
• What other solutions/approaches might you use to supplement the

conceptual framework you used here?
• What are the strengths and weaknesses of your

solutions/approaches?
Evaluating Possible Solutions – Analysis tools
Analysis tools can assist you in evaluating possible

solution/s. They help you gather, analyse and use
information to assist in organising an action plan. Use one
or both:
• SWOT analysis:
– Identifies the strengths and weakness, as well as
external opportunities and threats of your solution/s.
• Situation analysis:
– Provides a contextual overview of a particular
condition at a given point in time.
– Is open to modification according to your case study.
– Enables and ensures all areas have been given due
consideration.
Analysis Tools
• Click on for the SWOT analysis.
• Click on for the Situation analysis – Counselling.
• Click on for the Situation analysis – Management.
Deciding & Justifying Your Choice of Solution/s
• Once you have evaluated your choice of solution/s, decide on a

solution/s for your action plan.
• It is important to justify your decision and explain how the solution/s

will solve the identified problems through the theoretical
orientation/s. Use theory/s as evidence for your decisions.
Formulating and Implementing the Action Plan
Keep these questions in mind when formulating

your action plan:
• What should be done?
• By whom?
• In what sequence/timing?
• Will it work?
• Are there any social, legal and/or ethical issues
involved?
• What are the desired outcomes?
N.B. Use the “Action Plan Framework” to assist you with
this process.
Writing Style
• Check marking criteria for writing style.

• Use third person when discussing the client, organisation or
counsellor in the case.
• Use first person to provide your own critical reflection about the case,
its personal impact upon you and how this might influence your
application of theories, concepts and skills being considered.
EXAMPLE:
There is significant potential for the client to be distressed while

telling their story. The counsellor would need to be sensitive to the
emotional content of the client’s story and attend to the pace of the
session being careful not to rush. I might find this challenging as
counsellor because I have similar experiences to the client in this
case.
The Case Study Structure
…. follows a basic academic essay structure:
Introduction
Main Body
Conclusion
The only difference is that headings and sub-headings can be used. They
should be informative and descriptive providing a clue to the contents of the
section or sub-section. Headings are formatted in title case, centred and not
underlined. If sub-headings are used, they are italicised, flushed left and in title
case.
Heading Levels
• One Level:
Centred with Title Case Capitalisation
• Two Levels:
Flushed Left with Title Case Capitalisation in Italics
• Three Levels
Flushed Left with Title Case Capitalisation in Italics
Indented with sentence case capitalisation in italics with full-stop.
Introduction
1. Introduce context and topic of the case study – brief background of

the case study and identification of the problem/s of the case study.
2. Focus – brief introduction to the theory/s you are going to use to

solve the identified problem/s.
3. Signpost structure of argument – how you intend to solve the

problem/s.
4. The thesis statement - indicate the position you are going to take in
answering the question. For example:
Each methodology has its strengths, however, it could be argued that
a more effective approach is to use a combination of methodologies
to address the uniqueness of each case.
Main Body
Your main body should include:

1. Key problems identified.
2. Application of theory to solve the identified problems.
3. Proposal of possible solutions you have evaluated.
4. Decision and justification of your choice of solution/s to solve the
identified problems. Use theory/s to justify.
5. Formulation of the action plan, the implementation process and how
to assess the action taken (if needed).
N.B. Check marking criteria for additional information needed.
Conclusion
Your conclusion should include:
1. Draw together your findings.
2. A concluding statement of your analysis and

assessment of the case study.
3. Consider the implications of your conclusions

for debate within the discipline or field.
Conceptualising a Given Case Study
Worked Example
Read the case study of Stan provided and identify the client’s:
• presenting issue – as the client describes it, as the counsellor

observes it.
• client’s reaction to issues – perception, cognitive appraisal,

emotional responses, behavioural responses.
• client’s resources, strengths and coping strategies.
Overview of Key Themes
• Would like to turn my life around, but do not know where to start.
• Worried if he is smart enough to complete his studies and do what is

needed to become a counsellor.
• Although he likes to have people in his life, he is not sure how to go

about making friends or getting close to people.
• When he is with other people, he is afraid of looking stupid.
• When he feels alone, scared and overwhelmed, he drinks excessively

to feel better.
Corey, G. (2005). Theory and practice of counselling & psychotherapy (7th ed.). Belmont, CA: Brooks/Cole.
Key Themes continued…
• When he is around a woman, he feel nervous. He feels

that she is judging him and will think he is not a real man.
• He is so afraid of people, especially strong and attractive

women. They overwhelm him.
• Sometimes at night he feels a terrible anxiety and feels as

if he is dying.
• There have been times when he has fantasized about

committing suicide, and wondered who would care.
Corey, G. (2005). Theory and practice of counselling & psychotherapy (7th ed.). Belmont, CA:
Brooks/Cole.
Worked Example…Theoretical Approach
Assume that you are a practitioner who works from the

theoretical orientation of Person Centred Counselling.
You have read Stan’s case and are familiar with the key
themes in his life. For this case study:
• How would you approach Stan’s case?
• What techniques would you use?
• What would you be hypothesising?
Compare your answers with slides 29 & 30.
Person-Centred Applied to the Case of Stan
• Person-Centred Therapist concerned with understanding Stan from

his internal frame of reference (get into his world).
• Believes that Stan has the capacity to come to his own conclusions,
to find his own way and has the resources for personal growth.
• Listens not only to Stan’s words but to the way in which those words
are said.
• Expresses empathy, and unconditional positive regard encouraging
Stan to drop and barriers and to fully and freely express himself.
• Empathically responds to Stan helping Stan to hear himself and
therefore increase his self awareness.
Person-Centred Applied to the Case of Stan
• Is congruent and speaks truth giving Stan “permission” to also be

congruent and that he will not be judged.
• Creates a supportive, trusting atmosphere with a genuine interest in

Stan of which aids Stan in realising that others do accept him and
encouraging him to accept himself.
• Through the relationship with the therapist, Stan is no longer alone,

he is taking the risk of allowing the therapist into his private world.
• The faith that the therapist has in Stan increases Stan’s faith in
himself and in his ability to help himself.
Consider:
Now, consider the strengths and weaknesses of the

Person-Centred Approach using the questions below:
• How well do you anticipate this approach will work

with this client, under these circumstances,
addressing this particular presenting concern?
• What are the potential limitations of this model in

addressing the needs of this client?
• What other approaches might you use to supplement

the conceptual framework or counselling process you
use here?
• What are your model's strengths and weaknesses?
N.B. This exercise will help you in formulating your

action plan.
Constructing a Counselling Case Study
What to Include…
• Background information – sex, age, marital status, current living

situation, education, occupation, ethnic background.
• Brief overview of family origin.
• Major life events.
• Presenting issue – as the client describes it, as the counsellor observes it .
• Client’s reaction to issues – perception, cognitive appraisal, emotional

responses, behavioural responses.
• Conceptualisation of client’s issues – client’s resources, strengths and

coping strategies, definition of issue according to the DSM (only for Mental
Health Issues module).
• Action plan – issues to be addressed, plans to manage issues,

interventions, resources that can be activated for client, referral.
Example:
The Case of Marie

Subject: Mental Health Issues
Background Information
Marie is a 35 year old wife and mother of one. She has

recently moved country where she was living since she
was seven years of age. The move came about as a result
of her husband’s job requiring him to head up one of their
new offices and was quite an upheaval for the whole
family. Before and during the move, Marie had felt herself
getting increasingly anxious and nervous about what their
new home would bring. She put her anxiety down to
feeling “stressed” and felt that it was “natural considering
the circumstances”. However when Marie’s anxiety and
nervousness did not subside after the move and quite a
few months into being in her new home, she decided to
seek counselling for her distress.
Family of Origin Overview
Marie was born and lived in South Africa until the age of seven when
her family and her moved to England where her parents were
originally from. Marie had been excited about the move and about
starting at her new school, however Marie’s excitement soon
diminished when she realised how “different she felt to the other
children”. Marie remembers the other children laughing at the way
she spoke because she had a slight African accent. Marie hated
having to speak in class especially when the teacher went around and
asked individuals to read in turn.
Family of Origin Overview continued…
When this happened Marie was overtaken with anxiety, her “palms
would get sweaty”, she “found it hard to breathe”, and she “found
herself not being able to follow what others were saying because she
was thinking so much about how she would soon have to read”.
Marie explains that this had the detrimental effect of making her
unsure of where in the reading she was to follow and as a result she
would stumble over her words and thus be even more anxious and
embarrassed. She often felt as though she was “outside of her body
looking at herself in the situation”.
Major Life Events
These feelings of anxiety and fear around speaking in front of people

followed Marie into her adolescent and college life where it was a
common occurrence. Although Marie had lost her accent many years
earlier, the feelings of embarrassment followed her into social
situations where she was the focus of attention like reading in front
of people and presentations, she explains that “she was always afraid
that people would laugh at the way I spoke”. Marie’s anxiety dropped
when she left college and went to work in the field of computing
where she had very little interaction with others and where there was
almost never an occasion where she would have to read or present.
Major Life Events continued…
Marie did not have to have an interview for the job, a situation she
would have dreaded because the job came through a friend of the
family. Marie’s anxiety around speaking in front of people was mainly
limited to formal settings and she was quite comfortable talking and
“being herself” in front of her family and close friends. Marie did
however find that she would get quite nervous when meeting new
people and it took her a while to be comfortable with people.
Presenting Issue
In the counselling session, Marie says that she feels

as though she has gone back in time to when she
last moved at age 7. Except this time she explains
she was not excited but very anxious about leaving
her familiar home, job and friends with whom she felt
comfortable. She now felt very anxious about
meeting new people because she was “scared of
what they will think of me” and “scared of coming
across as different”.
Presenting Issue continued…
This has affected Marie’s everyday living in that she has found herself
not wanting to be around people so will spend lots of time in the
house with her daughter. Her husband is concerned because Marie
does not want to join him in meeting his new colleagues and their
wives. Marie also has a huge fear of looking for a new job because
she dreads having to attend an interview where “all eyes will be on
me”, this is also causing problems between her and her husband.
Client’s Reactions (behavioural responses)
Marie also describes the types of behaviour that she engages in;
behaviours that Rapee (2001) describes as avoidance and escape
behaviours. She says that she is “constantly turning down requests
to social events where she would have to engage in conversation with
people she doesn’t know” and that she has been avoiding telephone
calls from prospective employers that her husband arranges for her.
She says that when she has to be in a social situation she will think
about ways in which she can reduce the chances of her feeling
embarrassed. For example, in an attempt to stop her face from going
red she makes sure she wears light clothes and has a cold drink and
if she feels her face going red she will put her hand up to her face.
Client’s Reactions (behavioural responses) continued…
She says that she will do as much as possible not to draw attention
to herself by standing back from circles of people and speaking very
quietly. These behaviours are what Crozier and Alden (2005) describe
as safety behaviours that are intended to minimize the outcome the
individual fears, however quite ironically these behaviours can often
draw more attention to the individual, for example speaking quietly is
more likely to cause people to look more intensely at an individual in
order to follow what they are saying.
Conceptualisation of Issue
Marie’s anxiety occurs in a variety of social situations where the focus

might be on her and there is the potential for people to view her as
different or laugh at her and where she will feel embarrassed. This is
indicative of social phobia but because the anxiety occurs in a
number of situations the diagnosis according to the DSM-IV-TR
(2005) would be Generalised Social Phobia. In this way Specific
Phobia can be eliminated because the anxiety is not the direct cause
of a specific object, person or place.
Conceptualisation of Issue continued…
Although Marie’s physical symptoms are uncomfortable for her they

do not warrant the diagnosis of panic attacks. The fact that Marie
avoids interpersonal contact, is preoccupied with being criticised or
rejected and has feelings of inadequacy also suggests the diagnosis
of Avoidant Personality Disorder (DSM-IV-TR, 2005, p. 721) and it is
often argued that Generalized Social Phobia and Avoidant Personality
Disorder are the same condition viewed from different perspectives.
Action Plan
As a counsellor working with Marie the first

issue that would need to be addressed would be
to educate Marie on the nature of shyness and
social phobia, reassuring her that she was not
alone and that her experience was common of
many people. Reality testing is one way that
socially phobic individuals can test to see if how
they think people will respond to them is how
they respond in reality. So in Marie’s case the
counsellor might ask her to take gradual steps
at putting herself in social situations, the word
gradual is important here because this form of
exposure as it is often referred to can be quite
overwhelming to the individual and runs the
risk of making them even more anxious, as
Vitkus (1996) highlights, clients should be
encouraged to proceed only when they feel
calm and ready.
Action Plan continued…
Other effective ways of helping socially phobic clients to take a more

realistic view of themselves is through video recording themselves in
social situations and then reviewing this. Crozier and Alden (2005)
quite rightly highlight that this process must be done in such a way
where before showing the client the video, the client must state
exactly how they think they will come across in the video and then
when they watch the video they are asked to watch the video as if
they were not themselves but another person watching the video.
The aim of this is to lessen the chances that the individual will go into
their habitual negative evaluation and will take a more objective
view.
Recommended Reading
Corey, G. (2005). Theory and practice of counselling &

psychotherapy (7th ed.). Belmont, CA: Brooks/Cole.
Palmquist, M. (1993). Writing guides, case studies. Retrieved
November 20, 2008, from
http://writing.colostate.edu/guides/research/casestudy/com2a3
.cfm
University of New South Wales. (2005). What is a case study?
Retrieved November 20, 2008, from
http://www.lc.unsw.edu.au/case_study/2a.htm
Monash University. (n.d.). Skills for writing in management.
Retrieved April 15, 2009, from
http://www.monash.edu.au/lls/llonline/writing/business-
economics/management/2.xml
Further Support
• For Brisbane on-campus students, please contact:

 Jennifer Crowe at supportbris@acap.edu.au
• For Melbourne on-campus students, please contact:

 Anita Harris at supportmelb@acap.edu.au
• For Sydney on-campus, as well as, online and distance education

students, please contact:
 Louise Kesterson at supportsyd@acap.edu
 Santalia Deane-Johns at support@acap.edu

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Case Study Workshop

• What is a case study?

• The case may be given to you in the assessment question or you

• Is a written description of an incident/activity/problem that contains

• A case study requires students to:

• Assist students in learning the applications of various theories

• Develop students’ problem-solving and decision-making skills.

• Allow students to learn by doing through the application of

• Allow students to reinforce and apply theories and concepts in given

• Counselling case studies:

– The student assumes the role of the counsellor.

• Management case studies:

– The student analyses the problem from a managerial perspective.

1. Analyse and identify the causative

• Determine what the causative issues are. Often there are

• Record all of the above in the “Case Study Draft Framework”

• When generating and evaluating possible solutions, it is important

Heading: Motivating the Teachers

2. Sub-sections based on an advantages/disadvantages structure.

Heading: Motivating the Teachers

• Why did you select this particular solution/approach?

• Did your decision making reflect objective criteria or your personal

• How well do you anticipate this solution/approach will work, under

• What are the potential limitations of this solution/approach in

• What other solutions/approaches might you use to supplement the

• What are the strengths and weaknesses of your

Analysis tools can assist you in evaluating possible

• Click on for the SWOT analysis.

• Click on for the Situation analysis – Counselling.

• Click on for the Situation analysis – Management.

• Once you have evaluated your choice of solution/s, decide on a

• It is important to justify your decision and explain how the solution/s

Keep these questions in mind when formulating

• Check marking criteria for writing style.

There is significant potential for the client to be distressed while

…. follows a basic academic essay structure:

Centred with Title Case Capitalisation

Indented with sentence case capitalisation in italics with full-stop.

1. Introduce context and topic of the case study – brief background of

2. Focus – brief introduction to the theory/s you are going to use to

3. Signpost structure of argument – how you intend to solve the

Your main body should include:

Your conclusion should include:

1. Draw together your findings.

2. A concluding statement of your analysis and

3. Consider the implications of your conclusions

• presenting issue – as the client describes it, as the counsellor

• client’s reaction to issues – perception, cognitive appraisal,

• client’s resources, strengths and coping strategies.

• Worried if he is smart enough to complete his studies and do what is

• Although he likes to have people in his life, he is not sure how to go

• When he is with other people, he is afraid of looking stupid.

• When he feels alone, scared and overwhelmed, he drinks excessively

• When he is around a woman, he feel nervous. He feels

• He is so afraid of people, especially strong and attractive

• Sometimes at night he feels a terrible anxiety and feels as

• There have been times when he has fantasized about

Assume that you are a practitioner who works from the

• How would you approach Stan’s case?

• What techniques would you use?

• What would you be hypothesising?

Compare your answers with slides 29 & 30.

• Person-Centred Therapist concerned with understanding Stan from

• Is congruent and speaks truth giving Stan “permission” to also be