Task Centered

Approach
SW- 121: Social Work with Specific Client Population
Reporter: Mary Chris Toslok
 The Task-Centered Model is a “technology for
alleviating specific target problems perceived by
clients, that is, particular problems clients
recognize, understand, acknowledge, and want to
attend to”.
A “task” is defined as what the client is to do to
alleviate the problem, which makes the task both an
immediate goal and at the same time the means of
achieving the goal of alleviating the problem.
 The following are the distinguishing
characteristics of this approach:
1. It is brief and time – limited;
2. It’s interventions are concentrated on
alleviating specific problems which the client
and practitioner expressly contract to work on;
3. Work on the client’s problem is organized
around tasks or problem- solving actions the
client agrees to carry out.
This approach to practice can be used with many
types of clients in many social work settings. Its
main target is the people whose problems are in
the area of:
1) Family and Interpersonal Relations;
2) Social Role Performance;
3) Effecting Social Transitions;
4) Securing Resources; and
5) Emotional Distress Reactive to Situation Factors.
THE PROCEDURES/ STEPS IN
TASK- CENTERED PRACTICE
START- UP Client referred by an agency source

or
Client applies independently and
voluntarily

STEP 1 Client’s target problems identified

STEP 2 Contract
Plans, target problem priorities, goals,
practitioner tasks, duration, schedule
participants

STEP 3 Problem Solving

STEP 4 Termination
 ILLUSTRATIVE CASE:
OSCAR
Oscar, 20, a student in a state university, was referred to the social worker-counselor in the
Guidance Office by his faculty adviser. Oscar needs advice because he has received his grades in the five
courses he enrolled in during the previous semester. He passed two of the courses, received
“Incomplete” in two others, and failed in one course. He was not interested in pursuing the 5year Civil
Engineering program anymore. He said he did not have the motivation to go back to the university in
June for a fourth year in this program.
He has accumulated four ratings of “Incomplete” (two from the first semester) and he did not
care about these courses anymore. His grades were not unexpected. He had been absent too many times
and failed to submit requirements for lack of interest. This last month he has been thinking about the
“rut” he was in: he enrolled in a course he really did not like but which his half-brother “told” him to
take. He said the first two years of General Education courses were “good,” his grades were above
average. It was when he went onto his “ major” (Engineering) when his problems started.
 Oscar is the only son of his biological parents. His father was already married with three children
when he had an affair with Oscar's mother who was then his secretary. She got married to another man when
Oscar was ten years old. Oscar's father died five years ago. One of his (legitimate) children, an engineer -
businessman in Davao sent for Oscar to attend his father's funeral. It was at this time that he told Oscar to take
up Civil Engineering and made a commitment to spend for his education. Oscar said he was not only too young
then but was also too awkward about his status to say anything. He, however, felt grateful for the offer.
Oscar said that what really interests him is Mass Communications. He wants to go into advertising and
envisions himself being successful in this line of work in the future. He had apprenticed the previous summer
in an advertising company. He received only transportation allowance but thoroughly enjoyed the experience.
No one knows about his situation except for a few close friends in the dormitory. He said everyone is
expecting him to graduate with an Engineering degree after two years.
 Oscar’s mother has three small children by her husband. She has stopped working but
gives Oscar pocket money regularly. Oscar thinks shé cares about him but he feels he is “out of
her lifé right now because she has her own family.” He thinks he should handle his own problem.
(“Ako na Jang; talaga namang ako lang ang nagpapasya tungkol sa aking sarili.”) He has no
conflict with her mother’s husband but he generally ignores Oscar so he tries to be “out of the
way.” Oscar spends at least one weekend each month in their house. He also occasionally visits
his 72-year old maternal grandmother who lives with another daughter now. She practically
raised him from the time he was born until high school as his mother was working and could
not attend to him.
He has no contact with his father’s family except for the half-brother who sends him
money through a bank at the start of each semester. The amount Oscar receives from him is just
enough to pay for school fees, food and lodging, and incidental expenses. The money always
arrives on time and Oscar always writes promptly to thank him. Oscar said he has never
expressed to him any concern or problem as they are “not really close.” He has not seen this
half-brother since he went to Davao City for his father’s funeral five years ago.
 Steps in the Task-Centered Approach as Illustrated in the Case of Oscar
Start-up:
1. Oscar was referred by his faculty adviser to the school social worker because of lack of motivation and
interest in continuing his Engineering course.
2. His faculty adviser wanted Oscar to resolve his problem before the next academic year. She understood
his situation and she _ recognized other professionals in a better position to help him.
Step 1. Client’s Target Problems Identified:
3. Oscar is not interested in Engineering. His interest is in Mass Communications.
4. He is very anxious about his family’s expectation (particularly on the part of his half-brother and
mother) that he would graduate with an Engineering degree after two years.
5. He is distressed about the prospect of continuing with Engineering next school year only to fail in
meeting requirements as what already happened during his third year.
6. He does not know how he can pursue Mass Communications unless his half-brother and his mother
provide him _ the necessary support.
Preliminary rapid statement:
Oscar has enrolled in a degree, statement program which his fund sponsor (half-brother) told him to
take but which after three years, he now openly admits, does not interest him. His interest is in another field
(Mass Communications), but he is worried about his family’s expectation that he would graduate with a
degree in Engineering and that they might not support him should he change to another degree program.
His main strength is his certainty about what he wants to do and his awareness of the problems he must
hurdle to realize his plans.

Step 2. Contract:
(These nine items comprise the basic structure of the intervention plan.)
1. Priority Target problems
• Oscar does not want to continue with Engineering and wants to shift to Mass Communications.
• Oscar is worried because his mother and half-brother expect him to graduate with an Engineering degree
after years.
• Oscar cannot enroll in Mass Communications next school year unless his half-brother and his mother
continue to provide him support.
2. Client’s specific goals (accepted by practitioner)
• Make a decision about shift to Mass Communications,
• Obtain understanding and support of mother and half brother in relation to change in degree program.
• Plan alternative action if family refuses to provide support.
3. Client tasks
• Seek guidance from University Testing Center: request earliest appointment to take appropriate tests
(IQ aptitude etc.); take tests as scheduled; return to Testing Center to get test results/advice based on
results; bring copy of results/advice to school social worker.
• Make mother and half-brother understand decision to shift to Mass Communications: explain situation
to maternal grandmother and seek her help in presenting his predicament to his mother before he
goes to see her; talk to mother and explain his decision (career plans, supporting test results, advice
from Faculty Adviser, Psychometrician, Social Worker); explore what support mother can give; write
half-brother about some things taken up with mother; express appreciation /gratitude for all support
given by half-brother and appeal for understanding and continued support; follow-up letter with
telephone call to half-brother.
• See instructors in courses with ratings of “Inc.” and seek advice to avoid failing grades which can
jeopardize transfer to Mass Communications.
4. Practitioner tasks
• Provide emotional support/ facilitate access to resources necessary to be able to make decision to
change degree program: write referral letter/ telephone Testing Center to explain urgency of client’s
need for tests and career guidance; review results of test and recommendations _ of Testing Center staff;
provide counseling to Oscar for full understanding of test results and implications of shift to Mass
Communication;
• Guide/help Oscar on how to handle the situation with his mother and half-brother: discuss Oscar’s plans
and make appropriate suggestions; rehearse/role-play presentation to grandmother and mother; guide
Oscar on approach and content of letter to half-brother and rehearse/ role-play possible telephone
conversation with him; make one’s self available to talk to mother and half brother.
5. Duration
• Two months
6. Intervention schedule
• Sessions 1, 2, 3
(First three weeks of April) Oscar takes tests and its helped to understand results; Oscar is guided in
obtaining all necessary information pertinent to Mass Communications and in complying with other academic
rules and requirements to effect smooth transfer to Mass Communications program (“Incompletes,“ etc.)
Sessions 4, 5, 6,7, 8
(Last week of April and first three weeks of May) Help Oscar in dealing with mother and half brother.
• Sessions 9, 10
(Last week of May) Review and evaluate work together; plan forward.
7. Interview Schedule
April 5, 12, 19, 22, 28; May 4, 10, 16, 22, 29.
8. Participants
Oscar and worker (but tasks will involve his grandmother, mother, and half-brother).
9. Location
Social worker's office in the University Guidance Office.
 Step 3. Problem solving; task achievement, problem reduction

This step is essentially the solving; task implementation of solving what is achievement, contained in
the contract (Step 2). Alternatives are: Oscar’s case if reduction mother and half-brother refuse to
commit support to Oscar’s shift to Mass Communications.
1) Oscar works part-time and takes part-time student load in Mass Communications.
2) Oscar works for a minimum number of hours, his limited funds supplemented by some form of
financial assistance and enrolls on full-time basis.
3) Oscar goes on Leave of Absence from the University to work until he has saved enough Money to
support his Mass Communications studies.
Any one of these alternatives will require worker and Oscar to revise their contract (goals,
tasks, etc.),
 Step 4. Termination
In the last two interviews:
• Review with Oscar what (in relation to the target problems and goals) he and practitioner have
accomplished; did not accomplish; and what each one did.
• Point to the future and assure Oscar that he can come back if he feels he needs to.
Principles that can be applied:

1.) Acceptance
2.) Self-Determination
3.) Confidentiality
4.) Purposeful Expression of Feelings
5.) Non-Judgmental Attitude
Roles of Social Worker:
1.) Facilitator
2.) Collaborator
3.) Enabler
4.) Planner
5.) Educator
 Strengths:
1) The task-centered approach is a generic approach in the sense that it can be
applied to a variety of problems / difficulties.
2) The task-centered approach can be easily used in combination with other
theories and methods and across many settings.
3) The approach is empowering in that the social worker and client enter into a
partnership where the client identifies the problem, specifies a goal and
participates in small tasks that lead to reaching the goal. The social worker and
client equally participate in this process, are both accountable and are able to
receive feedback about their work together.
4) The approach has continually been subjected to research and has been found to be
a cost-effective method of working. The approach incorporates aspects of social
systems theory and therefore, although clients define the problems and goals, they
do not have to be the focus of intervention and the problem does not necessarily
have to reside with them.
 Limitations:
1. The task-centered approach may not be appropriate for all clients.
For instance, the approach requires that the client make links between
problems, tasks and goals (that is, actions and consequences), yet
some clients may experience limitations or difficulties to this type of
thought.
2. The task-centered approach may be difficult to implement if the
client is mandated to work with you.
Thank you!