case study assignment social work

Reading and Case Study Analysis for Social Work

Professor betty kramer, social work 821.

The purpose of this initial assignment is to demonstrate your understanding of the readings and your ability to apply course content to the mental health challenges faced by an elder and their family.

Instructions:

• Review lecture notes from Week 1 and all required readings for Week 1 and Week 2.
• Read the attached case study.
• Preliminary Assessment (Suspicions): Given what Vanessa shares with you, what might you initially suspect is causing her mother’s symptoms and why?  Be specific and provide and cite evidence from the reading to support your preliminary assessment.
• Engagement & the Clinical Interview: You will need to do a home visit to initiate the assessment.  What will you do in advance to prepare for the interview? How will you approach Mrs. Johnson?  What will want to accomplish during this home visit?
• Please list the various domains that you believe will be important to investigate as part of the assessment to determine the cause of Mrs. Johnson’s symptoms and the most appropriate care plan. Be sure to list the mental status tests and medical tests that you feel should be completed (see Ch. 4 McKinnis, 2009; Ch. 6 in Zarit & Zarit).  [Note: it is acceptable to provide bulleted list of points in response to these particular questions]
• Describe how that data will be collected (and by whom)?
• Provide a brief rationale for the assessment domains that will be included.
• Possible Recommendations: Assuming your preliminary assessment turns out to be correct, name 2-3 primary recommendations that you might make to Mrs. Johnson and her family? 
• Submit paper to Learn@UW dropobox by 9:00 a.m. before week 2 of class.

Daughter Requests Case Manager Consultation for her mother: Mrs. Johnson

Mrs. Johnson (Mrs. J.) is a 78-year-old, African American woman who lives in a small Midwestern city. About a year ago, her husband died suddenly of a stroke, leaving Mrs. J. to live alone in her home of 52 years. It was the home where she had raised her three children, all of whom graduated from college, have professional careers, and now live in other parts of the state. Her family is a source of pride, and her home has numerous pictures of her children and grandchildren.

About 3 months ago, Mrs. J.’s oldest daughter, Vanessa, got a call from one of the neighbors. Vanessa lives a 4-hour drive from her mother—a drive that can often be longer in bad weather. The neighbor stated that Mrs. J. had walked to the neighborhood store in her pajamas and slippers. Because Mrs. J. has lived in the community for several years, people have been watching out for her since her husband died, and someone gave her a ride back home. Mrs. J. doesn’t drive, and the temperature was fairly chilly that day.

As a result of the call, Vanessa went to Mrs. J.’s home for a visit. Although she and her siblings had been calling Mrs. J. regularly, no one had been to the family home in about 7 months. Vanessa was shocked at what she saw. Mrs. J. had been a cook in a school cafeteria earlier in life and always kept her own kitchen spotless. But now the house was in disarray with several dirty pots and pans scattered throughout different rooms. In addition, odd things were in the refrigerator such as a light bulb and several pieces of mail. Many of the food products were out of date, and there was a foul smell in the kitchen. Trash covered the counters and floor.

Vanessa contacted her siblings to ask them if their mother had told any of them that she wasn’t feeling well. Her brother, Anthony, remarked that their mother would often talk about Mr. J. in the present tense—but he thought that it was just her grief about his death. The younger brother, Darius, reported that his wife was typically the one who called their mother—about once a month. He didn’t know if there had been any problems—his wife never said anything about it to him. Vanessa also contacted the pastor of her church, Rev. M. He stated that Mrs. J. had been walking to church on Sundays, as usual, but he did notice that she left early a few times and other times seemed to come to service late. But like the brother, Anthony, he thought that this behavior was probably a grief reaction to the loss of her husband.

A final shock to Vanessa was when she went through her mother’s mail. There were several overdue bills and one urgent notice that the electricity was going to be cut off if the balance wasn’t paid. She owed several hundred dollars in past due heating, electric, and telephone bills.

Vanessa contacted her mother’s primary care physician (Dr. P.) who said that he had last seen Mrs. J. for her regular checkup 6 months earlier and that she had missed her last appointment a week ago. Dr. P. said that her staff had called to make another appointment but that her mother hadn’t called them back yet.  Mrs. J. is being treated with medication for arthritis, hypertension, and gastroesophogeal reflux (GERD). Her weight was stable, and her only complaint was some difficulty staying asleep at night. Dr. P. reported that her mother’s mood was sad but had improved some in the month before the last visit. The doctor asked about memory and concentration, but her mother denied having any problems with memory. Imagine that you a case manager at the local Senior Coalition.  Vanessa is calling you to seek advice about what to do. She would like you to do an assessment to help her determine what is wrong and how she can best help her mother.

• Interactive Cases

Sanchez Family Case Files

Celia sanchez, hector sanchez, junior sanchez, emilia sanchez, vicki sanchez, gloria sanchez, alejandro sanchez, carmen sanchez, joey sanchez, roberto salazar.

Woman, Wife, Mother, Sister, Aunt, Immigrant, Latina

Client History

Married to Hector for more than 30 years, Celia Sanchez has been in this country for about half her life. While there are aspects of the United States Celia appreciates—particularly the economic opportunities for her family—she never imagined that she would raise her children outside of Mexico. Indeed, coming to the United States was Hector’s dream—not hers. Devoted to her family, Celia has never worked outside the home and does not drive. She delights in cooking for her children and grandchildren, talking with her neighbors and by telephone with her sister and cousin, and taking care of the home.

Given her desire to stay close to home and family, Mrs. Sanchez has not developed the proficiency with English that her husband has. This has been a barrier to her efforts to care for the family. For example, in the relatively few instances that she has been so ill that she required the services of a physician, she needed one of her sons to interpret for her. She often struggled to advocate for her children in the school system, which seldom provided interpretation or bilingual educational staff. And when one of her children came in contact with the juvenile justice system, Celia was unable to understand fully the legal implications of the choices she faced.

Recently, the son of her sister Dolores came to the United States from Mexico (see Roberto’s history). Given her dedication to her family, there was no question Celia would welcome Roberto into her home; however, Hector does not fully support this decision.

Most of Mrs. Sanchez’s extended family still lives in Mexico. However, Celia has two cousins in California, and her ex-brother-in-law (Roberto’s father) was recently deported, after living in Chicago for several years. Celia returned to Mexico for a brief visit a few years ago for the funeral of her mother, but, given the expense and time involved, she mostly settles for telephone calls with her sister; when Alejandro can help her set it up and her sister has sufficient bandwidth, they video chat.

Mrs. Sanchez has been concerned with how to stretch their money to accommodate her family’s needs. After seeing how other neighbors stretch their budgets by utilizing some public resources, Celia wanted her husband to apply for financial assistance, but he is adamantly opposed. Unwilling to oppose Hector, Celia has secretly been obtaining commodities from her Church pantry. Since she is an active parishioner at the Our Lady of Guadalupe Church, her visits there do not raise her husband’s suspicions.

Client Concerns

• She is worried that there is not adequate income for the food the family needs, given the two extra mouths to feed and the variability in Hector’s employment, especially as his age advances.
• Mrs. Sanchez is unable to proficiently understand and communicate in English. The Sanchez family needs more information about the process of permanently adopting Celia’s grandson, Joey, especially if their daughter will contest this move.
• Celia is concerned about the tension between her husband and her over the presence of her nephew, Roberto, in their household.

Goals For Client

Keep these goals in mind throughout your analysis

• Find additional resources for food and possibly income support
• With Hector’s active involvement, seek clarification of the legal issues associated with the presence of Roberto in their home and the issues involved in Joey’s adoption
• Enroll in a class for persons learning English as a second language

Critical Questions to Consider

• How do Mrs. Sanchez’s identities—as a woman, Latina, immigrant, mother, wife—influence her experiences today? How might these dynamics affect her engagement with you, as a social worker, as you begin to work together?
• What are Mrs. Sanchez’s language rights, when, for example, she needs translation assistance within the court or school systems? Is the information available from Limited English Proficiency, an interagency federal website, helpful to you as you advocate for her language access ( www.lep.gov )?
• Does the fact that the Sanchez family is mostly Lawful Permanent Residents, not yet U.S. citizens, affect the kinds of income supports for which they might qualify? Check out the resources regarding non-citizen eligibility for means-tested benefits at the National Immigration Law Center ( www.nilc.org ).

Man, Husband, Father, Immigrant, Latino

Hector is the family patriarch of the Sanchez family. He came to this country in 1979 as a young, undocumented agricultural worker. For years, Hector endured long separations from his wife, who was also alone in Mexico, struggling to raise their young children—none of whose births Hector was able to witness. In 1986, encouraged by the passage of law allowing for a federal amnesty program, Hector applied for and was given a green card, making him a legal, permanent resident. He then applied for the same status on behalf of his wife and the children they had at the time. After waiting additional years for the processing, Celia and the children reunited with Hector in the United States. Their subsequent children were born in the U.S. after Hector left agricultural work, in pursuit of more stable employment in construction. Hector has never become a citizen. Although that has been a lifelong goal of his, Hector has never felt that he could take the time off work to study for the test, nor that the increasing application fee was something his family could readily afford. Hector often works six days per week, particularly as the housing market has experienced construction labor shortages and rising demand. However, Hector’s health is not what it once was (he now has diabetes and high blood pressure), and his job is physically demanding, which may limit the number of years he can expect to work. Having suffered much discrimination and having been victimized by hate crimes in his early years in the United States—when he was often subject to ugly slurs and accusations—Mr. Sanchez is deeply proud that he has never asked for public assistance. To get by on the family’s limited income, Mr. Sanchez skips lunch regularly, a serious problem for someone with diabetes.

• Hector is worried about what will happen to his family when he can no longer work at his physically demanding job, particularly because he has been working outside the Social Security system for much of his career.
• Even working full-time, Hector is unable to meet all his family’s needs in the way that he would like. Their house is small for the number of residents living there, and this adds to his stress.
• Roberto’s presence in the house, and his undocumented status, worries Hector. He is not sure what this could mean for his family, especially since the state in which the family lives has considered legislation that would empower local law enforcement, educators, social services, and other personnel to take on immigration enforcement duties.

Clearly review Hector’s strengths and talents and help him assess whether there is any employment available that might be less physically taxing for his health

Discuss with Celia his feelings about the crowded conditions of the house, with the goal of getting Celia to cooperate in finding a place where Roberto can safely stay

Assess the severity of his health concerns and discuss the importance of stress reduction and healthy nutrition

Begin the process of pursuing citizenship for Hector

• How might the Sanchez family’s lives have been different if he had come to the U.S. just a few years later than he did? How have immigration policies shaped their family’s journey? You can learn more about the Immigration Reform and Control Act of 1986—the policy under which Hector obtained his green card—from the Migration Policy Institute https://www.migrationpolicy.org/pubs/legalization-historical.pdf .
• How have experiences with discrimination and bias-fueled harassment affected Hector? How might the recent increases in hate crimes and anti-immigrant sentiment affect Hector’s mental and physical well-being, in light of this history? How could you explore these dynamics with him?
• How do the eligibility rules for means-tested income supports in the U.S.—like SNAP—contribute to the stigma that people like Hector feel when contemplating receiving such assistance? What messages has Hector absorbed about this kind of help, and what does this say about stereotypes about low-income people in the U.S.? Try searching for “stigma and SNAP” to see how organizations that address hunger in the U.S. are trying to combat these perceptions.

Son, Husband, Father, Latino

Junior is the oldest child, married to Lola, and the father of four children, aged two to ten. He lives close to his parents and works in the same job as his father. Junior was already in school when he, his mother, and his siblings reunited with their father in the U.S., and he took to school quickly, learning English and earning good grades. Encouraged by his successes, Junior and his parents expected he would be the first in his family to go to college. However, the tension between the need to bring honor to the family through his academic achievements and the reality that money was needed to support everyone prevented him from pursuing higher education. Although he is older now, and with responsibilities of his own, Jr. is still motivated to go to college and has been taking classes as he can at the local community college. When he graduates from there, he hopes to go to the university close by.

• While Junior’s job is secure for now, given the hot construction market and the desirability of his bilingual skills and high school diploma, he does not want to stay in manual labor, particularly as he sees the strains this has put on his father’s health.
• Junior lacks a college education, but increasing college costs and reductions in available student aid combine to make his goals of obtaining a four-year degree difficult. Additionally, he finds it hard to make time for studies, on top of his other responsibilities, and the college’s shift to online instruction was not a good fit for his learning needs.
• Learn more about college programs available in the area for Junior and the loan and grant programs that might finance his education
• Explore employment options for Lola, Junior’s wife, including childcare resources if Lola wants to work outside the home and/or home-based business options, if she wants to continue to stay home.
• How might Junior’s experiences with his family of origin influence his consideration of his future? How could you engage Lola in the helping process, as you support Junior?
• What types of policy changes would make college more affordable and, therefore, more within the reach of students like Junior? What ideas seem to have the most traction in today’s policy debates, and what would help Junior the most?
• What types of income supports might Junior’s family be eligible for—the Earned Income Tax Credit, Supplemental Nutrition Assistance Program, expanded Child Tax Credits? What would you need to know about Junior’s family—income, state of residence, tax-filing status—in order to determine exactly what they could receive?

Daughter of Celia and Hector, Sister of Junior, Vicki, Gloria, Alejandro and Carmen

As the eldest daughter, Emilia spent a great deal of her childhood helping her mother take care of the siblings and helping with the housework. Until the age of 14, she was a quiet, compliant child. At that point, however, Emilia began to change. Her mother did not know why and was too overwhelmed by the care of the younger children and the difficulties of adjusting to a new country and new cultural context to pay close attention, and her father was working a great deal. However, this is the point at which Emilia began an involvement with drugs, which continues to the present. Emilia is the mother of Joey, described below. Following the birth of Joey, as she struggled with substance use disorder, Emilia became pregnant again. After much anguish, but with great resolve, Emilia had an abortion. This has resulted in an estrangement from her family: in particular, her parents believe that she has committed a mortal sin and do not want her around their home.

• Emilia has been unable to complete treatment for addiction, despite an authentic desire to stop using drugs. It is often difficult for Emilia to secure a treatment spot quickly, when she is motivated to change, and the few treatment programs she has experienced have seldom been culturally-consistent with her identities or fully evidence-based.
• Because of her substance use history, Emilia lacks consistent work history. She did finish high school, but she has rarely worked since.
• As a Lawful Permanent Resident, Emilia’s drug problems could result in her judgment as a person of ‘poor moral character’, which, under U.S. immigration law, could result in denial of an application for U.S. citizenship, or even her deportation. While Hector and Celia do not understand these risks well, Emilia’s siblings, especially Junior and Alejandro, have a better sense of the potential repercussions if Emilia is arrested for drug offenses, but they do not know how to help their sister.
• Emilia is separated from her family due to their rejection of her following her abortion, leaving her with a limited social support system.
• Emilia needs to find a drug treatment program that will provide the guidance and supervision required to enable her to get and remain sober.
• Emilia wants to reestablish a relationship with her family.
• In the future, Emilia needs to secure training that would allow her to find a job that pays enough to support Joey and herself.
• Emilia needs ongoing therapeutic support to manage her recovery and effectively parent.
• How have Emilia’s identities, as a woman, Latina, migrant, and mother, contributed to her unique experiences with substance use disorder and recovery? How might these dimensions be leveraged as strengths, to support Emilia’s pursuit of her goals?
• Substance use disorder treatment is expensive, and, unless an individual is court-ordered to attend, it is difficult to find affordable options. Since Emilia does not have health insurance coverage, how could she obtain the treatment she needs? What options are available, if Emilia was in your community? How might you use a case like Emilia’s to advocate for expansion of substance use disorder treatment options? What messages and arguments could convince policymakers of the importance of these investments?
• How have changing attitudes about drugs and drug use altered the landscape for someone like Emilia, who is struggling with substance use disorder? How might your work with Emilia be different today, compared to a few decades ago?
• Emilia has little contact with Joey’s father, who she runs into only sporadically. Is she entitled to child support to help meet Joey’s financial needs? As Joey’s guardians, are her parents entitled to such assistance? Who could you turn to for help navigating the court system?

Daughter, Sister, Latina, Person with a Disability

When Vicki was 11, social workers from Child Protective Services visited the Sanchez house. Their identified client was actually Emilia; her problems had been brought to their attention by the school. But during that visit, they noted that Vicki’s behavior, which included repetitive motions and a failure to respond to her environment, warranted further assessment. They spoke with Vicki’s school and discovered that Vicki had, in fact, been attending special classes for students with disabilities. However, Vicki had not received therapeutic or developmental intervention—in or outside of school—to support her optimal functioning. Mrs. Sanchez, while aware of a diagnosis of autism spectrum disorder, seemed unaware of its ramifications. Speaking through Jr. at the time, she told the social workers that Vicki had been “touched,” but that she was still able to go to school and that “the other children help her.” As Vicki aged out of the school system, Celia directed her attention to Vicki’s care management, focusing on making her comfortable and keeping her content. This often means long hours in front of the television, although Vicki can also help with some household tasks and particularly enjoys working in her mother’s garden.

• Uncertainty about where Vicki will live when her parents are no longer able to take care of her
• Conflict between Vicki's parents over her ability to work (and little insight into Vicki’s preferences for how she spends her days)
• Lack of information about continuing educational or training services for Vicki as an adult
• Lack of companions outside her immediate family
• Develop a plan that will outline Vicki’s future and prepare for the time when her parents are no longer able to care for her.
• Move Vicki toward greater independence as she is able, involving Vicki as much as possible in these decisions.
• Find appropriate outside resources for Vicki, such as group homes, activity centers, and supported employment, to help her navigate adulthood and build strong relationships beyond her immediate family.
• Even if Mrs. Sanchez becomes convinced that Vicki could thrive in a group residential placement, these services for people who are developmentally disabled often have waiting lists. Since Mrs. Sanchez is unlikely to agree to group home placement for Vicki if there is uncertainty about whether the resources will be there to continue this going forward, investigate the status in your state. Is there a waiting list for these services?
• Early intervention is critical in supporting maximal functioning for those with autism, but, in Vicki’s case, services were delayed for a few years after initial diagnosis, because, as a non-citizen, Vicki was not eligible for Medicaid for her first five years as a Lawful Permanent Resident. This Medicaid change dates to 1996 and the Illegal Immigration Reform and Immigrant Responsibility Act. What were the arguments for this legislation at the time? How might you respond, in a case like Vicki’s? How are similar arguments playing out today, about immigrants’ eligibility for essential services?
• What legislative changes have been made in recent years to provide greater support for individuals with autism and their families? See the Department of Health and Human Services’ resources regarding the Combating Autism Act ( https://www.hhs.gov/autism/factsheet_autism_support.html ) for more information.

Daughter, Sister, Wife, Latina, Survivor

Gloria lives near her parents, with her husband, Leo. Leo and Gloria have been together for so long that everyone thinks of him as part of the family. Gloria’s sister, Carmen (see below), visits Gloria often at her house. For some time, Carmen has been concerned because Leo hits Gloria, often in her presence. When this happens, Gloria will send Carmen home. When Carmen returns the next day, she often finds Gloria bruised and cut, and Leo in the house, as if nothing has happened. Since these episodes began, Gloria has come to her parents’ house less and less and has many excuses for not coming over. Carmen has confronted Gloria about the need to get help, but Gloria responds that her relationship with Leo will get better when she stops making him mad.

She has considered divorce, but believes that the Church would not allow it, and she knows that it would be hard on her parents if she defied the Church’s teachings. She is also afraid to call the police, even when Leo becomes violent, because Leo is undocumented. In their community, local law enforcement often collaborate with the Department of Homeland Security, especially in domestic violence cases. As a result, Gloria is afraid that, if she called the police, Leo could end up in deportation proceedings. She wants the violence to stop, but she does not want her husband permanently removed from the United States.

• There is domestic violence in the home, endangering Gloria’s physical, mental, and social health.
• Gloria fears that her parents would abandon her if she pursued a divorce from Leo.
• Without a job, education beyond high school, or job training, Gloria has few financial prospects without Leo’s income.
• As many of her high school friends are having their second child, Gloria very much wants to be a mother, as well, but she is too afraid to bring a child into the violence of her home with Leo.
• End the violence, either by getting Leo to enter a batterers’ intervention program or by securing safe housing alternatives for Gloria.
• Connect Gloria to community resources, including health care and social supports.
• Address the barriers and fears Gloria encounters as she contemplates her options if she leaves the relationship.
• What are the arguments in favor of policies that promote cooperation between law enforcement and immigration officials, and how do such policies cause problems for immigrants and for social workers working with them? The Immigration Policy Center and American Immigration Council have some information about these local/federal agreements. You may also find coverage of policy debates in your local area, as well, as policymakers and advocates consider the human rights implications of such enforcement tools.
• What strategies and resources might help domestic violence programs to work in culturally-sensitive ways with Latinas, such as Gloria? How would your own identities affect your engagement with Gloria?

Son, Brother, Student, Latino

Alejandro recently graduated high school and lives at home, where he goes to technical school and works weekends and evenings selling cars. In high school, he was quite popular but something of a loner, primarily excelling in art. Alejandro makes money purely on commissions at his job and works very hard. He is fully bilingual in English and Spanish and is known as a resource for those in the immigrant community looking to purchase a car. He feels deeply obligated to help his parents, who have worked so hard for all of them. Alejandro has always been able to “disappear” into the family because the others were always so focused on more acute problems requiring immediate attention. However, Alejandro has a sense of unhappiness that he has decided to talk about to one of the social workers at the Center that he really likes.

• Even prior to the pandemic and its effects on his stress and isolation, Alejandro struggled with decreased energy and increased irritability.
• While he makes a good income, Alejandro dislikes his job in car sales and wants to pursue a different career.
• Alejandro has relatively few friends and has never had a romantic relationship. He has questions about his sexuality but did not feel that he fit in on the few occasions he tried out a gay club a few towns away from home.
• Get a full physical, drawing on the insurance coverage he has through his place of business, to determine if there is any physical explanation for how he feels emotionally.
• Explore the possibility of pursuing his artistic interests professionally, including through the completion of additional training and/or preparation of portfolios that could be leveraged into employment.
• If Alejandro needs mental health treatment to address his emotional well-being, laws requiring insurance parity for physical and mental health treatment will be instrumental in governing the kind of coverage he has available. What are the federal regulations that require parity? What do parity requirements look like in your state?
• Alejandro is particularly worried about his parents’ economic situation, particularly as he sees his father struggle physically at his job. He knows a fair amount about the U.S. economy and social policy systems from his classes in high school and college, and he wonders if his parents will be eligible for Social Security and Medicare when they reach retirement age. What factors determine if Hector and Celia will receive these social insurance benefits?
• While increasing attention to intersectionality has contributed to more resources for people of color and immigrants who are LGBTQ+, it can be difficult for people to find strong supports at these intersections. In your community, what organizations are working on queer rights within immigrant communities, and vice versa? How might you help Alejandro connect to allies as he navigates his own sexuality?

Daughter, Sister, Latina, Deaf Person

As a result of rubella contracted by Celia when she was pregnant, Carmen has a profound hearing impairment. Diagnosed early on when a heavy pan clattered to the floor and she did not respond, social workers were able to assist the family in finding resources to support Carmen’s development. However, the School that Carmen attended taught her American Sign Language (ASL), which her parents do not understand much at all, and which few of her siblings know fluently. Nevertheless, Carmen is very close to her family. Carmen’s school prepared her well for a college curriculum, and Carmen’s teachers are unanimous that she is bright and well-equipped to succeed in higher education. After a great deal of anguish about leaving, Carmen has decided to go to college some distance away. She will be the first child to leave the family’s home community. Carmen is excited about the opportunities in her future and anxious about the changes and how she’ll manage them alone.

• There is still some uncertainty about the finances of Carmen’s higher education. She does not know the full financial aid package she’ll receive, and she does not know how she’ll afford to travel to and from the school she has chosen (largely for its success in working with and cultivating community around deaf students).
• While she has decided on a university, Carmen is uncertain about her career options. She has few role models of deaf professionals outside educators, and she wants to explore more possibilities.
• Carmen’s close connections to her family members are strained by her impending departure, particularly as they deal with their own anxieties about the distance and uncertainty.
• Help Carmen continue to develop her self-advocacy skills and connect with mentors who can guide her decision-making.
• Support Carmen’s investigation of career options, using your assessment skills to determine areas of strong interest, talent, and skills.
• Because Carmen’s parents are not citizens, is she eligible for federal financial aid? What are the rules regarding financial aid eligibility for immigrant students?
• What supports does your higher educational institution provide to first-generation college students like Carmen? For students with disabilities? What kinds of modifications and assistance could Carmen expect to receive if she enrolled at your college? How might these influence the likelihood of her college success?
• How could you engage with Carmen separately, Celia and Hector as her parents, and with the entire family unit, as they face this large change in their lives?

Child, Son, Grandson, Nephew

Joey Sanchez, age 4, is a happy, healthy child who loves Lego and stories about the Incredible Hulk. He loves it when his Uncle Alejandro (whom he calls Ayo) reads to him from the latest adventures of the Hulk and can often be found in front of the television, watching old reruns of the adventures of the Hulk. When Joey was born , he displayed signs of drug exposure. This prompted the social worker at the hospital to take Joey into custody. Until his first court hearing when he was three months old, Joey was in foster care. During this time, his mother, Emilia, was remanded to drug treatment, which she only partially completed. His father was nowhere to be found. Thus, Joey was placed in kinship care with his grandparents, where he remains. His grandparents are in the process of adopting Joey since, under the Adoption and Safe Families Act of 1998, there must be some disposition of Joey’s case. Joey’s mother (Emilia) understands that her life is too unstable for her to be a responsible parent, but she would still like to work towards regaining a parental role in Joey’s life. She has continued to seek regular visitations with Joey during the intervening months, and she is committed to continuing her recovery process so that she can reunite with Joey permanently.

• While still too young to understand all the dynamics, Joey is a bright, curious, loving child. He is happy at his grandparents’ house and thrives with Celia’s love, but he also feels a bond to Emilia, whose affection for him is authentic and evident.
• Joey will start school in the next several months, and he is anxious about being away from Celia during the school day.
• Joey’s grandparents have every intention of adopting him, while his mother would like to regain custody. These diverging aims create conflict in the Sanchez family.
• All the adults in Joey’s life want to see him have a strong start to his education.
• What considerations should the child welfare system take in deciding to whom to award custody of Joey? Does the Adoption and Safe Families Act of 1998 provide the child welfare system with guidelines for resolving these kinds of cases?
• What special services might Joey need in school, as he copes with his attachment instabilities and lack of formal pre-kindergarten preparation? How can Celia and Hector best navigate the school resources to advocate for Joey?
• What types of income and social supports would Hector and Celia be eligible for, if they take full custody of Joey? What resources are available to help them as custodial grandparents?

Son, Cousin, Nephew, Immigrant, Latino

Roberto is a cousin to the Sanchez children and a nephew to Celia. He came to the United States across the border in Texas and is undocumented. As a young boy, he learned enough English from conversing with English-speaking tourists that he has been able, with his uncle’s help, to find day work. Injured during the traumatic border crossing and without adequate medical care in childhood or today, Roberto is plagued by a host of medical problems, including debilitating back pain and poor eyesight. Recently, he fell off a roof he was working on. Had he been in the country legally, he would have certainly received worker’s compensation, but, as it was, he was not even paid for the day’s work he had put in, and he was afraid to say anything to the boss, who was paying him in cash. He worries now that these medical concerns will make it harder for him to secure and keep employment. The Sanchez family is worried too. They are harboring an undocumented worker and do not know what will happen if the immigration authorities find out. Their landlord is very strict about non-family living in the house and tells the family he can charge extra rent if he finds such persons in residence. He insists that this is in the rental contract, but Mrs. Sanchez does not read English, and the contract language is not comprehensible to Mr. Sanchez. At the same time, the Sanchez family cannot imagine putting Roberto out of their house.

• Roberto’s health makes it difficult for him to work regularly, but he is not eligible for income supports. Even when Roberto’s employers refuse to pay him for work that he has completed, which happens fairly frequently, he is afraid to complain, because he thinks that his employers know that he is in the country illegally and may report him.
• Roberto is unable to receive medical care except in the event of true life-threatening emergencies, due to his status as an undocumented worker.
• Roberto knows that he is increasing the crowding in the Sanchez household and he wants to take the pressure off them by finding his own place to live, but he does not know how he can afford this, or whether he can even sign a contract as an undocumented immigrant.
• Roberto would like to legalize his status in the U.S. He does not know if this is even possible, and he does not know how to start this process.
• Find a job that produces as little strain on his health as possible.
• Explore any options to pursue legal immigration status.
• Find some help for his medical problems, through a medical service that will not ask him questions about his immigration status.
• Stay out of the way of the landlord, who is unaware of his presence in the home, or, ideally, find alternative housing.
• What legal remedies does Roberto have when his employers fail to pay him? Does he have a right to be paid, since he does not have work authorization in the U.S.? What about his workplace injury; are undocumented workers entitled to the same health and safety protections as citizen workers? To workers’ compensation? What organizations might be able to help Roberto in these situations?
• What health care resources are available to immigrants, without regard to their immigration status? How have recent changes--including those catalyzed by the pandemic—affected immigrants’ eligibility for and experiences with health care services in the United States?
• How might someone like Roberto be affected by the passage of federal immigration reform? What types of policy changes would be most beneficial to someone in his situation?

Review each family member's social supports through their own ecomap.

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Critical Thinking Questions

These core questions, specific to each client, will help you better understand and assess your client. Refer back to your answers throughout your assessment.

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Organizing Your Social Sciences Research Assignments

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• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
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• Generative AI and Writing
• Acknowledgments

Definition and Introduction

Case analysis is a problem-based teaching and learning method that involves critically analyzing complex scenarios within an organizational setting for the purpose of placing the student in a “real world” situation and applying reflection and critical thinking skills to contemplate appropriate solutions, decisions, or recommended courses of action. It is considered a more effective teaching technique than in-class role playing or simulation activities. The analytical process is often guided by questions provided by the instructor that ask students to contemplate relationships between the facts and critical incidents described in the case.

Cases generally include both descriptive and statistical elements and rely on students applying abductive reasoning to develop and argue for preferred or best outcomes [i.e., case scenarios rarely have a single correct or perfect answer based on the evidence provided]. Rather than emphasizing theories or concepts, case analysis assignments emphasize building a bridge of relevancy between abstract thinking and practical application and, by so doing, teaches the value of both within a specific area of professional practice.

Given this, the purpose of a case analysis paper is to present a structured and logically organized format for analyzing the case situation. It can be assigned to students individually or as a small group assignment and it may include an in-class presentation component. Case analysis is predominately taught in economics and business-related courses, but it is also a method of teaching and learning found in other applied social sciences disciplines, such as, social work, public relations, education, journalism, and public administration.

Ellet, William. The Case Study Handbook: A Student's Guide . Revised Edition. Boston, MA: Harvard Business School Publishing, 2018; Christoph Rasche and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Analysis . Writing Center, Baruch College; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

How to Approach Writing a Case Analysis Paper

The organization and structure of a case analysis paper can vary depending on the organizational setting, the situation, and how your professor wants you to approach the assignment. Nevertheless, preparing to write a case analysis paper involves several important steps. As Hawes notes, a case analysis assignment “...is useful in developing the ability to get to the heart of a problem, analyze it thoroughly, and to indicate the appropriate solution as well as how it should be implemented” [p.48]. This statement encapsulates how you should approach preparing to write a case analysis paper.

Before you begin to write your paper, consider the following analytical procedures:

• Review the case to get an overview of the situation . A case can be only a few pages in length, however, it is most often very lengthy and contains a significant amount of detailed background information and statistics, with multilayered descriptions of the scenario, the roles and behaviors of various stakeholder groups, and situational events. Therefore, a quick reading of the case will help you gain an overall sense of the situation and illuminate the types of issues and problems that you will need to address in your paper. If your professor has provided questions intended to help frame your analysis, use them to guide your initial reading of the case.
• Read the case thoroughly . After gaining a general overview of the case, carefully read the content again with the purpose of understanding key circumstances, events, and behaviors among stakeholder groups. Look for information or data that appears contradictory, extraneous, or misleading. At this point, you should be taking notes as you read because this will help you develop a general outline of your paper. The aim is to obtain a complete understanding of the situation so that you can begin contemplating tentative answers to any questions your professor has provided or, if they have not provided, developing answers to your own questions about the case scenario and its connection to the course readings,lectures, and class discussions.
• Determine key stakeholder groups, issues, and events and the relationships they all have to each other . As you analyze the content, pay particular attention to identifying individuals, groups, or organizations described in the case and identify evidence of any problems or issues of concern that impact the situation in a negative way. Other things to look for include identifying any assumptions being made by or about each stakeholder, potential biased explanations or actions, explicit demands or ultimatums , and the underlying concerns that motivate these behaviors among stakeholders. The goal at this stage is to develop a comprehensive understanding of the situational and behavioral dynamics of the case and the explicit and implicit consequences of each of these actions.
• Identify the core problems . The next step in most case analysis assignments is to discern what the core [i.e., most damaging, detrimental, injurious] problems are within the organizational setting and to determine their implications. The purpose at this stage of preparing to write your analysis paper is to distinguish between the symptoms of core problems and the core problems themselves and to decide which of these must be addressed immediately and which problems do not appear critical but may escalate over time. Identify evidence from the case to support your decisions by determining what information or data is essential to addressing the core problems and what information is not relevant or is misleading.
• Explore alternative solutions . As noted, case analysis scenarios rarely have only one correct answer. Therefore, it is important to keep in mind that the process of analyzing the case and diagnosing core problems, while based on evidence, is a subjective process open to various avenues of interpretation. This means that you must consider alternative solutions or courses of action by critically examining strengths and weaknesses, risk factors, and the differences between short and long-term solutions. For each possible solution or course of action, consider the consequences they may have related to their implementation and how these recommendations might lead to new problems. Also, consider thinking about your recommended solutions or courses of action in relation to issues of fairness, equity, and inclusion.
• Decide on a final set of recommendations . The last stage in preparing to write a case analysis paper is to assert an opinion or viewpoint about the recommendations needed to help resolve the core problems as you see them and to make a persuasive argument for supporting this point of view. Prepare a clear rationale for your recommendations based on examining each element of your analysis. Anticipate possible obstacles that could derail their implementation. Consider any counter-arguments that could be made concerning the validity of your recommended actions. Finally, describe a set of criteria and measurable indicators that could be applied to evaluating the effectiveness of your implementation plan.

Use these steps as the framework for writing your paper. Remember that the more detailed you are in taking notes as you critically examine each element of the case, the more information you will have to draw from when you begin to write. This will save you time.

NOTE : If the process of preparing to write a case analysis paper is assigned as a student group project, consider having each member of the group analyze a specific element of the case, including drafting answers to the corresponding questions used by your professor to frame the analysis. This will help make the analytical process more efficient and ensure that the distribution of work is equitable. This can also facilitate who is responsible for drafting each part of the final case analysis paper and, if applicable, the in-class presentation.

Framework for Case Analysis . College of Management. University of Massachusetts; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Rasche, Christoph and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Study Analysis . University of Arizona Global Campus Writing Center; Van Ness, Raymond K. A Guide to Case Analysis . School of Business. State University of New York, Albany; Writing a Case Analysis . Business School, University of New South Wales.

Structure and Writing Style

A case analysis paper should be detailed, concise, persuasive, clearly written, and professional in tone and in the use of language . As with other forms of college-level academic writing, declarative statements that convey information, provide a fact, or offer an explanation or any recommended courses of action should be based on evidence. If allowed by your professor, any external sources used to support your analysis, such as course readings, should be properly cited under a list of references. The organization and structure of case analysis papers can vary depending on your professor’s preferred format, but its structure generally follows the steps used for analyzing the case.

Introduction

The introduction should provide a succinct but thorough descriptive overview of the main facts, issues, and core problems of the case . The introduction should also include a brief summary of the most relevant details about the situation and organizational setting. This includes defining the theoretical framework or conceptual model on which any questions were used to frame your analysis.

Following the rules of most college-level research papers, the introduction should then inform the reader how the paper will be organized. This includes describing the major sections of the paper and the order in which they will be presented. Unless you are told to do so by your professor, you do not need to preview your final recommendations in the introduction. U nlike most college-level research papers , the introduction does not include a statement about the significance of your findings because a case analysis assignment does not involve contributing new knowledge about a research problem.

Background Analysis

Background analysis can vary depending on any guiding questions provided by your professor and the underlying concept or theory that the case is based upon. In general, however, this section of your paper should focus on:

• Providing an overarching analysis of problems identified from the case scenario, including identifying events that stakeholders find challenging or troublesome,
• Identifying assumptions made by each stakeholder and any apparent biases they may exhibit,
• Describing any demands or claims made by or forced upon key stakeholders, and
• Highlighting any issues of concern or complaints expressed by stakeholders in response to those demands or claims.

These aspects of the case are often in the form of behavioral responses expressed by individuals or groups within the organizational setting. However, note that problems in a case situation can also be reflected in data [or the lack thereof] and in the decision-making, operational, cultural, or institutional structure of the organization. Additionally, demands or claims can be either internal and external to the organization [e.g., a case analysis involving a president considering arms sales to Saudi Arabia could include managing internal demands from White House advisors as well as demands from members of Congress].

Throughout this section, present all relevant evidence from the case that supports your analysis. Do not simply claim there is a problem, an assumption, a demand, or a concern; tell the reader what part of the case informed how you identified these background elements.

Identification of Problems

In most case analysis assignments, there are problems, and then there are problems . Each problem can reflect a multitude of underlying symptoms that are detrimental to the interests of the organization. The purpose of identifying problems is to teach students how to differentiate between problems that vary in severity, impact, and relative importance. Given this, problems can be described in three general forms: those that must be addressed immediately, those that should be addressed but the impact is not severe, and those that do not require immediate attention and can be set aside for the time being.

All of the problems you identify from the case should be identified in this section of your paper, with a description based on evidence explaining the problem variances. If the assignment asks you to conduct research to further support your assessment of the problems, include this in your explanation. Remember to cite those sources in a list of references. Use specific evidence from the case and apply appropriate concepts, theories, and models discussed in class or in relevant course readings to highlight and explain the key problems [or problem] that you believe must be solved immediately and describe the underlying symptoms and why they are so critical.

Alternative Solutions

This section is where you provide specific, realistic, and evidence-based solutions to the problems you have identified and make recommendations about how to alleviate the underlying symptomatic conditions impacting the organizational setting. For each solution, you must explain why it was chosen and provide clear evidence to support your reasoning. This can include, for example, course readings and class discussions as well as research resources, such as, books, journal articles, research reports, or government documents. In some cases, your professor may encourage you to include personal, anecdotal experiences as evidence to support why you chose a particular solution or set of solutions. Using anecdotal evidence helps promote reflective thinking about the process of determining what qualifies as a core problem and relevant solution .

Throughout this part of the paper, keep in mind the entire array of problems that must be addressed and describe in detail the solutions that might be implemented to resolve these problems.

Recommended Courses of Action

In some case analysis assignments, your professor may ask you to combine the alternative solutions section with your recommended courses of action. However, it is important to know the difference between the two. A solution refers to the answer to a problem. A course of action refers to a procedure or deliberate sequence of activities adopted to proactively confront a situation, often in the context of accomplishing a goal. In this context, proposed courses of action are based on your analysis of alternative solutions. Your description and justification for pursuing each course of action should represent the overall plan for implementing your recommendations.

For each course of action, you need to explain the rationale for your recommendation in a way that confronts challenges, explains risks, and anticipates any counter-arguments from stakeholders. Do this by considering the strengths and weaknesses of each course of action framed in relation to how the action is expected to resolve the core problems presented, the possible ways the action may affect remaining problems, and how the recommended action will be perceived by each stakeholder.

In addition, you should describe the criteria needed to measure how well the implementation of these actions is working and explain which individuals or groups are responsible for ensuring your recommendations are successful. In addition, always consider the law of unintended consequences. Outline difficulties that may arise in implementing each course of action and describe how implementing the proposed courses of action [either individually or collectively] may lead to new problems [both large and small].

Throughout this section, you must consider the costs and benefits of recommending your courses of action in relation to uncertainties or missing information and the negative consequences of success.

The conclusion should be brief and introspective. Unlike a research paper, the conclusion in a case analysis paper does not include a summary of key findings and their significance, a statement about how the study contributed to existing knowledge, or indicate opportunities for future research.

Begin by synthesizing the core problems presented in the case and the relevance of your recommended solutions. This can include an explanation of what you have learned about the case in the context of your answers to the questions provided by your professor. The conclusion is also where you link what you learned from analyzing the case with the course readings or class discussions. This can further demonstrate your understanding of the relationships between the practical case situation and the theoretical and abstract content of assigned readings and other course content.

Problems to Avoid

The literature on case analysis assignments often includes examples of difficulties students have with applying methods of critical analysis and effectively reporting the results of their assessment of the situation. A common reason cited by scholars is that the application of this type of teaching and learning method is limited to applied fields of social and behavioral sciences and, as a result, writing a case analysis paper can be unfamiliar to most students entering college.

After you have drafted your paper, proofread the narrative flow and revise any of these common errors:

• Unnecessary detail in the background section . The background section should highlight the essential elements of the case based on your analysis. Focus on summarizing the facts and highlighting the key factors that become relevant in the other sections of the paper by eliminating any unnecessary information.
• Analysis relies too much on opinion . Your analysis is interpretive, but the narrative must be connected clearly to evidence from the case and any models and theories discussed in class or in course readings. Any positions or arguments you make should be supported by evidence.
• Analysis does not focus on the most important elements of the case . Your paper should provide a thorough overview of the case. However, the analysis should focus on providing evidence about what you identify are the key events, stakeholders, issues, and problems. Emphasize what you identify as the most critical aspects of the case to be developed throughout your analysis. Be thorough but succinct.
• Writing is too descriptive . A paper with too much descriptive information detracts from your analysis of the complexities of the case situation. Questions about what happened, where, when, and by whom should only be included as essential information leading to your examination of questions related to why, how, and for what purpose.
• Inadequate definition of a core problem and associated symptoms . A common error found in case analysis papers is recommending a solution or course of action without adequately defining or demonstrating that you understand the problem. Make sure you have clearly described the problem and its impact and scope within the organizational setting. Ensure that you have adequately described the root causes w hen describing the symptoms of the problem.
• Recommendations lack specificity . Identify any use of vague statements and indeterminate terminology, such as, “A particular experience” or “a large increase to the budget.” These statements cannot be measured and, as a result, there is no way to evaluate their successful implementation. Provide specific data and use direct language in describing recommended actions.
• Unrealistic, exaggerated, or unattainable recommendations . Review your recommendations to ensure that they are based on the situational facts of the case. Your recommended solutions and courses of action must be based on realistic assumptions and fit within the constraints of the situation. Also note that the case scenario has already happened, therefore, any speculation or arguments about what could have occurred if the circumstances were different should be revised or eliminated.

Bee, Lian Song et al. "Business Students' Perspectives on Case Method Coaching for Problem-Based Learning: Impacts on Student Engagement and Learning Performance in Higher Education." Education & Training 64 (2022): 416-432; The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Georgallis, Panikos and Kayleigh Bruijn. "Sustainability Teaching using Case-Based Debates." Journal of International Education in Business 15 (2022): 147-163; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Georgallis, Panikos, and Kayleigh Bruijn. "Sustainability Teaching Using Case-based Debates." Journal of International Education in Business 15 (2022): 147-163; .Dean,  Kathy Lund and Charles J. Fornaciari. "How to Create and Use Experiential Case-Based Exercises in a Management Classroom." Journal of Management Education 26 (October 2002): 586-603; Klebba, Joanne M. and Janet G. Hamilton. "Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course." Journal of Marketing Education 29 (August 2007): 132-137, 139; Klein, Norman. "The Case Discussion Method Revisited: Some Questions about Student Skills." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 30-32; Mukherjee, Arup. "Effective Use of In-Class Mini Case Analysis for Discovery Learning in an Undergraduate MIS Course." The Journal of Computer Information Systems 40 (Spring 2000): 15-23; Pessoa, Silviaet al. "Scaffolding the Case Analysis in an Organizational Behavior Course: Making Analytical Language Explicit." Journal of Management Education 46 (2022): 226-251: Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Schweitzer, Karen. "How to Write and Format a Business Case Study." ThoughtCo. https://www.thoughtco.com/how-to-write-and-format-a-business-case-study-466324 (accessed December 5, 2022); Reddy, C. D. "Teaching Research Methodology: Everything's a Case." Electronic Journal of Business Research Methods 18 (December 2020): 178-188; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

Writing Tip

Ca se Study and Case Analysis Are Not the Same!

Confusion often exists between what it means to write a paper that uses a case study research design and writing a paper that analyzes a case; they are two different types of approaches to learning in the social and behavioral sciences. Professors as well as educational researchers contribute to this confusion because they often use the term "case study" when describing the subject of analysis for a case analysis paper. But you are not studying a case for the purpose of generating a comprehensive, multi-faceted understanding of a research problem. R ather, you are critically analyzing a specific scenario to argue logically for recommended solutions and courses of action that lead to optimal outcomes applicable to professional practice.

To avoid any confusion, here are twelve characteristics that delineate the differences between writing a paper using the case study research method and writing a case analysis paper:

• Case study is a method of in-depth research and rigorous inquiry ; case analysis is a reliable method of teaching and learning . A case study is a modality of research that investigates a phenomenon for the purpose of creating new knowledge, solving a problem, or testing a hypothesis using empirical evidence derived from the case being studied. Often, the results are used to generalize about a larger population or within a wider context. The writing adheres to the traditional standards of a scholarly research study. A case analysis is a pedagogical tool used to teach students how to reflect and think critically about a practical, real-life problem in an organizational setting.
• The researcher is responsible for identifying the case to study; a case analysis is assigned by your professor . As the researcher, you choose the case study to investigate in support of obtaining new knowledge and understanding about the research problem. The case in a case analysis assignment is almost always provided, and sometimes written, by your professor and either given to every student in class to analyze individually or to a small group of students, or students select a case to analyze from a predetermined list.
• A case study is indeterminate and boundless; a case analysis is predetermined and confined . A case study can be almost anything [see item 9 below] as long as it relates directly to examining the research problem. This relationship is the only limit to what a researcher can choose as the subject of their case study. The content of a case analysis is determined by your professor and its parameters are well-defined and limited to elucidating insights of practical value applied to practice.
• Case study is fact-based and describes actual events or situations; case analysis can be entirely fictional or adapted from an actual situation . The entire content of a case study must be grounded in reality to be a valid subject of investigation in an empirical research study. A case analysis only needs to set the stage for critically examining a situation in practice and, therefore, can be entirely fictional or adapted, all or in-part, from an actual situation.
• Research using a case study method must adhere to principles of intellectual honesty and academic integrity; a case analysis scenario can include misleading or false information . A case study paper must report research objectively and factually to ensure that any findings are understood to be logically correct and trustworthy. A case analysis scenario may include misleading or false information intended to deliberately distract from the central issues of the case. The purpose is to teach students how to sort through conflicting or useless information in order to come up with the preferred solution. Any use of misleading or false information in academic research is considered unethical.
• Case study is linked to a research problem; case analysis is linked to a practical situation or scenario . In the social sciences, the subject of an investigation is most often framed as a problem that must be researched in order to generate new knowledge leading to a solution. Case analysis narratives are grounded in real life scenarios for the purpose of examining the realities of decision-making behavior and processes within organizational settings. A case analysis assignments include a problem or set of problems to be analyzed. However, the goal is centered around the act of identifying and evaluating courses of action leading to best possible outcomes.
• The purpose of a case study is to create new knowledge through research; the purpose of a case analysis is to teach new understanding . Case studies are a choice of methodological design intended to create new knowledge about resolving a research problem. A case analysis is a mode of teaching and learning intended to create new understanding and an awareness of uncertainty applied to practice through acts of critical thinking and reflection.
• A case study seeks to identify the best possible solution to a research problem; case analysis can have an indeterminate set of solutions or outcomes . Your role in studying a case is to discover the most logical, evidence-based ways to address a research problem. A case analysis assignment rarely has a single correct answer because one of the goals is to force students to confront the real life dynamics of uncertainly, ambiguity, and missing or conflicting information within professional practice. Under these conditions, a perfect outcome or solution almost never exists.
• Case study is unbounded and relies on gathering external information; case analysis is a self-contained subject of analysis . The scope of a case study chosen as a method of research is bounded. However, the researcher is free to gather whatever information and data is necessary to investigate its relevance to understanding the research problem. For a case analysis assignment, your professor will often ask you to examine solutions or recommended courses of action based solely on facts and information from the case.
• Case study can be a person, place, object, issue, event, condition, or phenomenon; a case analysis is a carefully constructed synopsis of events, situations, and behaviors . The research problem dictates the type of case being studied and, therefore, the design can encompass almost anything tangible as long as it fulfills the objective of generating new knowledge and understanding. A case analysis is in the form of a narrative containing descriptions of facts, situations, processes, rules, and behaviors within a particular setting and under a specific set of circumstances.
• Case study can represent an open-ended subject of inquiry; a case analysis is a narrative about something that has happened in the past . A case study is not restricted by time and can encompass an event or issue with no temporal limit or end. For example, the current war in Ukraine can be used as a case study of how medical personnel help civilians during a large military conflict, even though circumstances around this event are still evolving. A case analysis can be used to elicit critical thinking about current or future situations in practice, but the case itself is a narrative about something finite and that has taken place in the past.
• Multiple case studies can be used in a research study; case analysis involves examining a single scenario . Case study research can use two or more cases to examine a problem, often for the purpose of conducting a comparative investigation intended to discover hidden relationships, document emerging trends, or determine variations among different examples. A case analysis assignment typically describes a stand-alone, self-contained situation and any comparisons among cases are conducted during in-class discussions and/or student presentations.

The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Yin, Robert K. Case Study Research and Applications: Design and Methods . 6th edition. Thousand Oaks, CA: Sage, 2017; Crowe, Sarah et al. “The Case Study Approach.” BMC Medical Research Methodology 11 (2011):  doi: 10.1186/1471-2288-11-100; Yin, Robert K. Case Study Research: Design and Methods . 4th edition. Thousand Oaks, CA: Sage Publishing; 1994.

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More From Forbes

Why solo apps just don’t work: a kardashian case study.

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LOS ANGELES, CA - OCTOBER 27: (L-R) TV personalities Khloe Kardashian and Kim Kardashian watch the ... [+] season opening game between the Los Angeles Clippers and the Los Angeles Lakers at Staples Center on October 27, 2009 in Los Angeles, California. NOTE TO USER: User expressly acknowledges and agrees that, by downloading and or using this photograph, User is consenting to the terms and conditions of the Getty Images License Agreement. Mandatory Copyright Notice: Copyright 2009 NBAE (Photo by Kevork Djansezian/Getty Images)

In today’s world, if one is lucky enough to amass millions of followers or fans, it’s hard not to think of the millions they can help create in revenue.The potential for monetization has been made clear by social media sites and yet, sometimes, what traditional social media has to offer doesn’t seem like enough. That’s where the Kardashians found themselves just shy of a decade ago. They figured that if they could get their “followers” to follow them to their own app, they could charge the followers and convert their follower count into a dollar count. The Kardashians’ logic was sound, and their path is one that’s tempting to follow, however it ended in failure. How did their seemingly bright idea of solo-apps fade? Why hasn’t this become the model for all social media stars?

Content is Queen

Kim Kardashian West made her App Store debut with a game, “Kim Kardashian: Hollywood,” which may have grossed the star and development partner $200 million in annual revenue . The game was free-to-play but players could purchase in-game currency, “K-stars ,” to buy in-game items, like special wardrobe items and furniture . That seemed to pave the way for individual Kardashian sister apps, and in 2015, the whole family got involved.

Kim Kardashian West, Khloé Kardashian, Kendall Jenner and Kylie Jenner each launched their own subscription apps, all of which shot up into the App Store’s top charts . There was no charge for each of the Kardashian-Jenner apps, but they all offered additional content to subscribers who paid $2.99 per month .

The difference between Kim’s initial launch and the subsequent solo apps was that a game has very clear content and an experience that can’t be found anywhere else. However the sister’s solo apps largely shared content that was being offered for free elsewhere—namely on Instagram. This difference was significant: Kim’s game lasted for nearly a decade , whereas the solo apps died within three years. With the rise of social media, consumers are used to obtaining content for free, making monetization even more difficult. Requiring an audience to move to another platform necessitates that celebrities and creators provide a deeper level of access to exclusive content.

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Value is Vital

The importance of ample, quality content in the success of a content creator’s standalone app is made quite apparent by one of the few solo apps that’s still standing: Martha Stewart TV . Martha Stewart has created seasons of beloved television shows and, as she said when the app launched, “ Wherever I go, I am always asked where these classic television shows can be found - everyone misses them .” At launch, her app made over 750 episodes available to an audience that had been wanting them; it added value to her fans’ experience. By contrast, the Kardashian-Jenner apps offered content that could be found elsewhere. As Vox put it, rather bitingly, “ Can you think of a time when you didn’t have easy access to healthy living and motherhood tips from Kourtney Kardashian? Or workout tips and product recommendations from Khloé Kardashian? Or Kylie Jenner’s personal music preferences? ”

Safety in Numbers

While the promise of having one’s own app seems desirable for purposes of hoarding all the possible revenue, there are also problems with being the only celeb on an app. Taylor Swift experienced this pitfall. Her short-lived app The Swift Life , which debuted at #1 in the App Store in 2017, fell to 56th place by day three and plummeted to 793rd in its second week, mainly because its content moderation system couldn’t handle all the racist and homophobic users who seem to have embraced the dedicated app as the perfect place to air all their fury . And Swift wasn’t the only one whose app faced this fate. Jeremy Renner’s app came and went in about six months thanks to the community on the app being unbelievably toxic . But this isn’t the only reason it’s beneficial to be on an app with others. Marketing costs can skyrocket when trying to get fans to download a specific program. They already have so many other apps in the palm of their hand—Instagram, TikTok, et al.—it’s often more cost-effective to distribute content on a shared platform, assuming one can capture the fans’ attention there. Platforms like Patreon, OnlyFans, Substack and Fireside exist to help celebrities and creators maintain control by owning and monetizing their content, while simultaneously providing the same ‘safety in numbers.’ Fans also still have the benefit of accessing all of their content in one place without needing to download additional applications.

Back to Basics

While it’s understandable that the Kardashian-Jenners liked the idea of being a big fish in a small pond—so small that they were the only fish, and it seemed sensible that they might be able to convert their followers to subscribers of their solo app, time has shown that there’s been little to lose for sticking with a shared platform. Every single one of the Kardashian-Jenner sisters has more than doubled their Instagram follower count in the past six years and, as of July 2024, Kourtney has 222 million followers, Kim has 362 million followers, Kylie has 398 million followers, Kendal has 292 million followers and Khloe has 308 million followers . Given that Kylie makes $847,544 per sponsored Instagram post and no longer has any of the costs of keeping up a solo app, she clearly demonstrates that there’s plenty of reason to enjoy being an influencer fish in a big social media pond.

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User accounts will be blocked if we notice or believe that users are engaged in:

• Continuous attempts to re-post comments that have been previously moderated/rejected
• Racist, sexist, homophobic or other discriminatory comments
• Attempts or tactics that put the site security at risk
• Actions that otherwise violate our site's  terms.

So, how can you be a power user?

• Stay on topic and share your insights
• Feel free to be clear and thoughtful to get your point across
• ‘Like’ or ‘Dislike’ to show your point of view.
• Protect your community.
• Use the report tool to alert us when someone breaks the rules.

Thanks for reading our community guidelines. Please read the full list of posting rules found in our site's  Terms of Service.