| Course | MSW 505 Direct Practice I (Individuals and Families) |
|---|---|
| Week | 7 |
| Paper type | Intervention write-up |
| Length | About 500 words, 5 pages |
| Format | APA 7 student paper |
| School | Chamberlain University |
| Program | Master of Social Work (MSW) |
| Updated | October 2026 |
Free sample paper for MSW 505 Week 7
Intervention Case Write-Up at Four Weeks: Each Objective Quoted as Written, Delivery Including Where It Drifted, Results Measured Objective by Objective, J.'s and R.'s Views Kept Separate, an Analysis That Explains and the Plan Revised
Student Name
Chamberlain University
MSW 505: Direct Practice I (Individuals and Families)
Instructor Name
Month Day, Year
Intervention Case Write-Up at Four Weeks: Each Objective Quoted as Written, Delivery Including Where It Drifted, Results Measured Objective by Objective, J.'s and R.'s Views Kept Separate, an Analysis That Explains and the Plan Revised
Objectives Quoted as Written
Each is given by its key words from the October 20 plan. 1a: math attendance, "3 of 5 days" in each of "4 weeks." 1b: one meeting with the teacher, before the end of October, to agree how J. would catch up. 2a: "a written morning plan" on school days for four weeks. 2b: a doctor's visit for the stomach pain, booked by R. by October 30.
Delivery, Including Drift
Graded exposure ran as planned in weeks 1 and 2. In week 3 the school changed J.'s math period from first to fourth, which removed the morning anxiety for math but not the habit of staying home; the exposure plan drifted to "attend the whole day," which was not what we had agreed. The 07:15 text started on October 23 and was used on 14 of 20 school days.
Measured Objective by Objective
1a: met in weeks 1, 2 and 4 (3, 4 and 3 days); not met in week 3 (2 days), the week of the schedule change. 1b: met October 28; the teacher set a two-week catch-up plan. 2a: partly met; the chart was used 14 of 20 days. 2b: met; the visit on October 29 found no medical cause for the stomach pain.
J.'s and R.'s Views, Kept Separate
J.: "Math is better now. The mornings are still bad sometimes." R.: "The texts help. I can drive without worrying every morning."
The two views are not in conflict, but they measure different things. R. judges the plan by the mornings R. experiences from the truck; J. judges it by how the day feels. Neither matches the attendance record exactly, which is why all three are reported.
Analysis That Explains
The objectives tied to a specific trigger, math, worked. The morning anxiety persisted when the trigger moved, which suggests it is broader than one class. A response-to-intervention approach to attendance expects some students to need a more intensive tier when a first-level plan helps only partly (Kearney & Graczyk, 2014). J. may need that tier, possibly a referral for anxiety treatment.
The Plan Revised
1a revised: attend school on at least 4 of 5 days, all classes, for 4 weeks. New 1c: J. to be offered a referral to a school-based therapist for anxiety by November 20; J. to decide. 2a continues. Review December 15.
The revision keeps what worked, the morning text and the math catch-up, and changes only what the results questioned.
References
Kearney, C. A., & Graczyk, P. (2014). A response to intervention model to promote school attendance and decrease school absenteeism. Child & Youth Care Forum, 43(1), 1-25. https://doi.org/10.1007/s10566-013-9222-1
MSW 505 Week 7 instructions, in plain terms
The seventh week asks for an account of what happened set against what was planned. Quote each objective exactly as written. Report the intervention as delivered, including where it drifted from the plan. Measure results objective by objective, using the measure named in the plan. Keep the clients' own views separate from your measurements. Then analyze: explain why some objectives were met and others were not. End by revising the plan. If an objective was not measurable as written, say so and say how you measured it. Client feedback does not have to be positive. Repeat only as much of the plan as the reader needs. Cite evidence that helps explain the results.
How the MSW 505 Week 7 example is put together
The four objectives are quoted as written. Delivery notes graded exposure as planned in weeks 1 and 2, a schedule change in week 3 that moved math to fourth period and a drift to whole-day attendance, and the morning text used on 14 of 20 days. Measurement reports 1a met in three of four weeks, 1b met on October 28, 2a partly met and 2b met with no medical cause found. J. says math is better but mornings are still hard; R. says the texts help. The analysis argues the trigger-specific objectives worked while broader morning anxiety persisted, citing Kearney and Graczyk (2014). The revision raises attendance to four of five days, adds a therapist referral for J. to decide on and sets a December 15 review.
Reading the MSW 505 Week 7 grading rubric
Write-ups are graded on the gap between plan and delivery. A report that says everything went as planned, with no drift, is rarely credible and earns less than an honest account. Objectives must be quoted and measured with the planned measure. Faculty weigh the separation of client views from worker measurements. The analysis carries the most weight because it explains results rather than listing them. A revised plan that follows from the analysis completes the core. Evidence used in the analysis should be cited in APA form.
Common MSW 505 Week 7 mistakes, and how to avoid them
Intervention write-ups commonly list activities completed and declare the plan successful, with no measurement against the objectives. Another frequent gap is mixing the client's satisfaction with the worker's measures. Some write-ups also stop without revising the plan. If your intervention went differently, send the objectives as written and what actually happened; we would quote each objective, report delivery including drift, measure each result, keep the clients' views separate, explain the pattern and revise the plan. If an objective was not measurable, the write-up would say how it was measured instead. If a school or other agency changed something mid-plan, as a timetable change did here, the write-up would name it as drift outside your control and show how you responded.
Get a MSW-505 Week 7 example written to your instructions
Send the Week 7 instructions along with your plan and whatever the case supplies about how the work went, and a custom example is written to that material and returned inside 24 to 48 hours. The first one is free. Judging your own practice is the part that has to stay yours.
More MSW 505 papers and MSW samples
- MSW 505 Week 1: First Session Worry Post
- MSW 505 Week 2: Engagement Skills Analysis
- MSW 505 Week 3: Process Recording
- MSW 505 Week 4: Family Biopsychosocial Assessment
- MSW 505 Week 5: Goal Negotiation Role-Play Analysis
- MSW 505 Week 6: Family Treatment Plan
- MSW 505 Week 8: Practice Skills Reflection
- MSW 504 Week 7: Person-in-Environment Analysis
MSW 505 Week 7 questions, answered
What if the objectives were not measurable?
Say so, and treat it as a finding about the plan. An evaluation that reports honestly that an objective could not be assessed as worded, and then says how it should have been worded, usually scores above one that invents a measurement. Faculty teaching evaluation are looking for exactly that recognition, since it is the lesson the week exists to teach.
Does client feedback have to be positive?
No, and negative feedback is often the more useful material. What matters is that it is reported as the client's view rather than merged into your own, and that the analysis takes it seriously. A write-up in which the client's perspective agrees entirely with the worker's assessment is the version instructors read skeptically.
How much of the plan should I repeat?
Only the objectives, quoted, plus a compressed line on the interventions. The plan was submitted the week before and the instructor read it. Length spent restating it is length taken from the measurement section, which is where the marks are, and that trade is the commonest structural error in these write-ups.
Where can I find a free MSW 505 Week 7 sample paper?
This page carries a complete MSW 505 Week 7 intervention write-up that measures each objective and records drift from the plan.
Why is the plan revised in the MSW 505 Week 7 sample?
Math attendance improved, but morning anxiety continued after the class moved, suggesting a broader problem that may need a referral for anxiety treatment.