The Human Services Program has given me the opportunity to learn the direct services skills needed to perform a variety of tasks in my practicum and to prepare for my future career. These direct service skills included working with clients face to face or over the phone, performing intakes, conducting interviews, and carrying out interventions, among other things.
CSHSE Standard 17: "Learning experiences shall be provided for the student to develop his or her interpersonal skills." (Council for Standards in Human Services Education, 2013, pp. 8-9). The first class that prepared me for direct contact with clients was HSP 325, Interviewing for Human Services. My paper, Interview Self-Evaluation (Appendix J) provides evidence of my learning about the process of interviewing, verbal, non-verbal communication and listening skills. In that paper, I describe using active listening and the SOLER (Sit squarely, Open posture, Lean forward, Eye contact, Relax)form of non-verbal communication, which included setting up the area in which the interaction was to take place. This form of non-verbal communication sets the tone for the encounter and enabled me as the professional to become a better listener and convey caring (J. Deiro, personal communication, Fall Quarter, 2013). I modified the sitting arrangement to be at a 30-degree angle from my interviewee in an attempt to make myself less imposing and improve my hearing since we were at a crowded place. Providing a safe environment for my client where he or she felt free of judgment was the first step. A crucial component of any interaction with a client is to assure them of our commitment to confidentiality. As professionals, we then establish a time parameter and clarify expectations. I asked my client what he wanted to get out of our meeting; I proceeded to allow my client to talk about anything he wanted, and I offered supporting words that communicated empathy and understanding. Using open-ended questions I had my client elaborate on his thoughts, I then used paraphrasing in order to make sure there were no misunderstandings and to let my client know that I was listening. Throughout the encounter, I established my professional boundaries while genuinely caring and offering my client all my attention and the best of my knowledge. I was pleasantly surprised by the positive connection I built with this person, even though it was an exercise, and we were focusing on demonstrating skills, it was very easy to communicate openly. I hope this continues to happen in my professional life because it felt right.
CSHSE Standard 15: "The curriculum shall provide knowledge and skill development in systematic analysis of services needs; planning appropriate strategies, services, and implementation; and evaluation of outcomes." (Council for Standards in Human Services Education, 2013, p. 8) and CSHSE Standard 16: "The curriculum shall provide knowledge and skills in direct service delivery and appropriate interventions." (Council for Standards in Human Services Education, 2013, p. 8). Another class that gave me a rich overview of direct service in human services was HSP 345 Case Management & Interventions. This course led me through the different steps of effective case management. I had the opportunity to perform an intake interview. I planned and coordinated services for my client and provided follow-up. I learned to document our interactions properly, and finally, I considered making a referral to a different professional and I also practiced service termination. A critical assignment that helped me think like a case manager was the Case Study paper (Appendix G). I was given the information about a hypothetical client, I then proceeded to evaluate that person's population and the types of barriers they encounter. I developed a service plan based on local agencies and resources, all of these actions were backed up by information on my textbooks and online research. I also compared and contrasted two different models of case management, both of these models are client-centered and strength-based. As case managers, we work in partnership with our clients taking into account their individual needs and we help them empower themselves and become self-sufficient. In client-centered services, we offer our clients the resources they will need for an extended period of time. We try to cover as many of their needs as possible, but we also aim for their self-sufficiency. I also examined inappropriate models of case management and articulated why they were deemed as such. Some things that I should always keep in mind are the ethical considerations and cultural competencies regarding my clients as well as laws and regulations that could influence the delivery of services. The last part of the assignment led me to research the sources of funding for the agencies and programs used for my client. This research gave me knowledge about the services available in my community, and their supporters. I have become a believer in strength-based practice because it fully involves the client while respecting their right to self-determination. Overall, people are more successful when implementing changes in their life if they are motivated to do it and guided through the system that will support them.
Other components of the class were the weekly readings and online discussions through which I prepared for my group role-play sessions. During my group sessions, I took turns being the client, the social worker, and an observer. I was happy to use the interviewing techniques learned my first quarter as a junior for the initial intake and then during the individual counseling sessions. I discovered interesting approaches to building rapport and interviewing through my classmates' in the role of case manager. My Skill Building Report (Appendix L) details my case management skills and my learning as I played the role of the observer and the role of the client. When I played the case manager, I attempted to communicate as clearly as possible while taking notes and refocusing the conversation to address the issue my client and I needed to cover. I found myself feeling somewhat lost and in need of support from other professionals since I was working with a pregnant client with schizophrenia. Working with other professionals such as mental health professionals, obstetricians, and general practitioners became imperative. A professional team approach would benefit Claire, my client. Together we would create the most comprehensive plan of action possible while keeping in mind the welfare of the unborn baby and the potential behavioral issues that could affect the client as she stopped taking her anti-psychotic medication. I gained an insight into the thoughts of a client by playing the role of Jessica, a diabetic woman in the hospital who had just gone through a crisis with her mother, her care-receiver. Jessica was about to become homeless and needed help. I had low self-esteem, resented everyone and trusted no one. I was facing living on my own for the first time without the burden of being a caregiver. I could understand why some clients are quiet or seem uncooperative, perhaps because they are ashamed to be receiving help or maybe because they are afraid of the unknown. I cannot pretend to know what my clients may be thinking or what their personal barriers to service acceptance could be, but I can be more tolerant and open to their needs.
CSHSE Standard 21: "The program shall provide field experience that is integrated with the curriculum." (Council for Standards in Human Services Education, 2013, p. 10). Throughout my internships within the Human Services Program, I have had opportunities to connect directly with clients and with people n the community. During my internship at the Alzheimer's Association, I conducted a survey geared toward the Hispanic population in Snohomish County. The survey was meant to assess the public's knowledge of dementia and required the creation of a questionnaire that was easy to understand and respectful of the Hispanic culture. I proceeded to visit places where Hispanic adults gathered and had them answer my questionnaire. I was surprised by people's interest in learning more about dementia and mental health. The interactions were positive and engaging.My conclusion from that exercise was that people need information and want services available in Spanish in Snohomish County. I reflected on my learning for the quarter in my essay titled Connections (Appendix M) where I describe the real-life applications for the skills I developed in the Human Services Program. I have had incredible experiences throughout my internships, and I know that my knowledge will provide a firm foundation for my future career in direct services.
My whole life I have known that helping others would give me great satisfaction. I enjoy human contact, and I can say that I am better prepared to work one-on-one with the public because of the proficiencies acquired at Western.
References Council for Standards in Human Services Education. (2013). Retrieved from: http://www.cshse.org/documents/Standards-Bachelor_2013Revised.pdf