CASE STUDY ( ONLY FOR EXAMPLE and practice ) A new case study will be provided in class for assessment 2

Cate and Henry have been together for five years. They have one child, Tom, who is five years old. Cate recently lost her job and has been considering her options for future employment. Henry is feeling increasing pressure and stress as the only income earner. The cost of living is rising, and rent has recently increased. Tension about money is creating conflict within their relationship, with the couple arguing about spending and bills. One evening, Henry came home to find Cate sitting on the lounge, watching Netflix and enjoying a meal that she had prepared earlier. Frustrated by his day, Henry questioned Cate about her job search and why she was watching TV. Cate rolled her eyes and ignored him. Angered by this, he smashed the kitchen walls with a fist, grabbed the remote and threw it at the TV, narrowly missing their pet cat. He began to call Cate lazy and selfish. “You’re pathetic!” he said. Upset, Cate got off the couch and went to put her plate in the kitchen. Henry shoved her, sending her into the fridge door where she hurt her shoulder. She swore at him, grabbed her keys and left. Minutes later Henry called her, remorseful and apologetic. He blamed a stressful workday and long commute. Cate’s shoulder was bruised and sore. Henry rubbed her shoulder, and they settled down to watch TV. Nothing further was said. When this happened, Tom was sleeping in his room, but he heard a loud noise, which made them fearful. They also woke up to see a hole in the wall. Last year, Henry punched the wall in Tom’s presence, and following this, Tom’s kinder teacher noticed that Tom was fearful and heightened when hearing loud noises. Tom also began messing wetting himself while taking naps at kinder. When other children play with the male kinder teacher, Tom sits alone in a corner or cling to the female teacher.

Family Assessment –  Cate, Henry, and Tom

Step 1: Review of Case Study

This assessment is based on a comprehensive case study involving Cate (32), Henry (34), and their five-year-old son, Tom. The family has recently experienced significant conflict, including financial stress following Cate’s job loss, escalating verbal disputes, and a recent incident of domestic violence. Observations from the incident, previous behavioural notes regarding Tom, and information gathered from educational staff have been reviewed to assess risks, resources, and appropriate interventions.

Step 2: Family Demographics

Member Name Age Relationship Occupation/Role
1 Cate 32 Mother Recently unemployed
2 Henry 34 Father Full-time employed
3 Tom 5 Son Attending kindergarten
  • Family Structure: Nuclear family
  • Ethnic/Cultural Background: Not specified
  • Living Arrangements: Renting, living together
  • Community Context: Not specified
  • Disability: N/A
  • Aboriginal or Torres Strait Islander: No

Step 3: Presenting Problem

Primary concerns include heightened financial stress, domestic violence, and the emotional well-being of the child. Cate’s recent unemployment has intensified pressure on the household, leading to conflicts around role expectations and financial contributions. The trigger for the violent episode was a dispute during which Henry physically assaulted Cate and damaged property.

Tom, while not physically harmed, was present and emotionally affected by the altercation. Behavioural changes observed in Tom—fear of loud noises and men, regression in toilet training—suggest trauma exposure. Cate’s decision to leave the home after the incident indicates both recognition of danger and willingness to protect herself and her child.

Step 4: Family Development Cycle

The family is navigating the transition from early parenting to school-age parenting. This stage generally involves adapting to a child’s formal education needs and restructuring parental responsibilities. However, unresolved emotional and financial stressors have led to role confusion, tension, and conflict.

Some of the challenges at this stage include:

  • Adjusting to reduced household income
  • Re-negotiating caregiving roles
  • Managing relational stress under pressure
  • Supporting Tom’s emotional and developmental needs

Unresolved tension threatens the family’s ability to maintain a stable home environment, increasing the risk of continued dysfunction and emotional harm to Tom.

Step 5: Relationships and Resources

Intra-Family Dynamics:

  • Cate and Henry’s relationship is volatile. Physical and emotional abuse have occurred. Patterns suggest cyclical violence with post-conflict reconciliation, though issues remain unresolved.
  • Cate maintains a nurturing bond with Tom, indicative of a secure attachment.
  • Henry, while not directly abusive toward Tom, contributes to an environment of fear and emotional insecurity.

External Relationships:

  • Tom’s kindergarten setting is a stable environment where teachers have noticed emotional dysregulation and behavioural cues suggesting trauma.

Strengths and Protective Factors:

  • Cate’s proactive step to leave post-incident is a protective factor. It may be difficult for people to deescalate or move away from the scene however if clients are able to do so this is considered a protective factor.
  • Presence of engaged educational professionals, the educators were able to identify behaviours reflecting a potential impact of the violence and stress at home.
  • Tom’s enrolment in a consistent schooling environment, the schooling environment is supportive of Tom’s growth and development through various types of learning.
  • Cate’s attentiveness to Tom’s emotional well-being is a protective factor. Despite stressors within the home, Cate is able to attend to Tom’s wellbeing.

Resources Available:

  • Kindergarten staff for monitoring and referrals. The staff are essential for monitoring Tom’s well being and provide recommendations of support to the parents. They can also provide referrals if required.
  • Community support services, including domestic violence and employment programs
  • Mental health services for trauma and stress management can help  

Step 6: Risk Assessment

Physical Risk: The risk to Cate’s physical safety is considered high. The recent violent episode included Henry punching a wall, throwing household objects, and pushing Cate. These actions are indicative of escalating physical aggression and pose a direct threat to Cate’s safety. Given that Henry’s aggression has become physical, there is a serious risk of further harm if protective measures are not implemented.

Emotional Risk: Tom is showing several behavioural changes that strongly suggest emotional trauma. For instance, he has exhibited a fear of loud noises and male authority figures—behaviours likely linked to witnessing or overhearing the violent episode between his parents. Additionally, he has experienced regression in toilet training, which is a common indicator of emotional distress in children. Cate is also at emotional risk, as she is likely experiencing symptoms of anxiety, stress, and possibly post-traumatic stress due to the abuse and ongoing conflict.

Domestic Violence: There is clear evidence of intimate partner violence (IPV). Henry’s behaviour escalated to physical assault and property destruction in response to tensions surrounding Cate’s unemployment. Cate has been pushed, and objects have been thrown in her direction, demonstrating a pattern of intimidation and violence. This is not an isolated incident, as similar aggressive behaviours have been reported in the past. The fact that Tom heard the altercation adds to the severity of the situation, as witnessing domestic violence—even indirectly—can have serious psychological consequences for a child.

Neglect: At this stage, there is no clear evidence of physical or medical neglect of Tom. Cate appears to be attentive and involved in his life. However, ongoing exposure to domestic conflict and emotional instability could lead to emotional neglect if his psychological needs are not adequately addressed. If Cate becomes emotionally overwhelmed or if violence escalates, her capacity to meet Tom’s emotional needs could diminish.

Child Risk: Tom is at high risk of emotional and psychological harm. Being exposed to violence in the home—whether as a witness or through environmental cues such as yelling, fear, or changes in caregivers’ behaviour—can result in developmental delays, increased anxiety, attachment issues, and behavioural problems. Tom’s current symptoms indicate he is already affected and needs early therapeutic intervention to prevent long-term impacts.

Protective Measures Noted: Cate has taken an important protective action by leaving the home after the violent incident. This indicates a recognition of danger and a proactive stance to safeguard herself and Tom. Additionally, Tom’s kindergarten teacher has observed signs of emotional distress and could serve as a key support in monitoring his behaviour and advocating for further assessments. These are critical factors in mitigating risk and providing early intervention.

Step 7: Plan of Action

Immediate Safety Measures:

  • Conduct a comprehensive safety assessment with Cate to explore safe housing, legal options, and support systems.
  • Facilitate referral to domestic violence specialist services for advocacy, housing, legal aid, and trauma counselling.
  • Provide Cate with information about intervention orders and legal rights.

Support for Cate:

  • Referral to employment services to regain financial independence
  • Connection to financial aid and social services.
  • Referral to individual counselling for trauma recovery and empowerment
  • Parenting support to maintain consistency for Tom under stress examples maybe the triple Positive parenting program

Support for Henry:

  • Referral to anger management programs and men’s behavioural change interventions focusing on accountability and non-violence
  • Psychological assessment for potential mental health or substance misuse issues
  • In every country there are different legal consequences for exhibiting violent behaviours. Given Henry is a migrant, he may benefit from receiving clear communication of legal responsibilities and consequences. The social worker will provide this information to Henry.

Support for Tom:

  • Referral to child psychological services for trauma assessment and therapy for example play therapy. Tom’s psychological wellbeing may have been impacted by exposure to family violence.
  • Collaboration with kindergarten staff for trauma-informed classroom support
  • Encouragement of secure and stable routines to foster emotional safety

Ongoing Monitoring:

  • Involvement of child protection services to assess the risk over time and ensure follow-through on safety planning
  • Development of a case management plan with inter-agency collaboration, involving family, legal, and educational stakeholders. It is essential that professionals involved in this case—including domestic violence advocates, child protection workers, educators, and mental health clinicians—work in collaboration to ensure an integrated and sustainable safety plan.
  • Regular family support check-ins to track progress and adjust interventions

Long-Term Goals:

Long-term goals are important when creating a family assessment action plan for Cate, Henry, and Tom because they help provide direction, stability, and a shared vision for the future. The social worker will work with the family to:

  • Establish a safe, violence-free home environment
  • Develop healthy communication and conflict-resolution skills within the family
  • Promote emotional healing and developmental support for Tom
  • Rebuild financial stability and independent living for Cate if separation persists

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