Intervene with individuals, families, groups, organizations, and communities.

For us as social workers to practice effectively, we must implement interventions into their clients and/or communities. We need to be well-versed in policy, social inequities, and client situations. In order to meet the needs and preferences of the client, evidence-based interventions must be used. In order to implement this, I will consider the needs of the client and stay up to date on intervention techniques that best support their aspirations. This ability challenges me since I tend to want the intervention to be as error-free as possible. Although this is rarely the case, I am dedicated to this ability since social work’s specialty of intervening puts us in touch with people and communities.

Evidences

8.1 Implement evidence-based interventions with individuals, families, and/or groups.

Course Evidence: Adv. Group Final Script

In my Advanced Clinical Practice: Psychotherapy Group course, I co-facilitated a simulated CBT-based therapeutic group for adults managing anxiety and depression. Our group, designed for middle-aged participants facing stress from life transitions such as divorce, caregiving, or job instability, centered on engagement, assessment, planning, intervention, and evaluation. I played a central role in developing and leading structured activities that fostered therapeutic engagement and cognitive restructuring.

Using knowledge of cognitive-behavioral therapy (CBT) and group development theory, I facilitated interactive sessions that addressed maladaptive thought patterns through role-plays, thought logs, and psychoeducation. I intentionally applied the person-in-environment perspective, integrating each group member’s cultural and emotional context into our interventions. This helped promote self-determination, mutual aid, and resilience, aligning with social work values of dignity, respect, and human relationships.

Through both affective and cognitive engagement, I demonstrated professional judgment and attunement to emotional safety in the group. I acknowledged client resistance, encouraged self-reflection, and modeled empathy and hope, while maintaining the therapeutic boundaries essential to clinical group work. This experience sharpened my clinical skills and affirmed my ability to deliver evidence-based interventions that support individual and group progress.

Field Evidence: Meal Card Assistance

While co-facilitating the Barbershop LifeGroup at Southern Adventist University, I worked with a fellow group leader to address an emerging need—several group members were running low on meal plan funds and faced food insecurity as the semester ended. Recognizing how this could impact their emotional well-being and engagement, we collaborated to secure campus meal cards to support them through finals.

This effort reflected the generalist model’s core phases: we engaged with members to identify a practical need, assessed how food access intersected with academic stress, and coordinated a supportive intervention. Rooted in the person-in-environment perspective, our approach recognized that basic needs are foundational to student success and mental health.

By responding to this challenge quickly and collaboratively, I demonstrated professional values such as service, social justice, and the dignity and worth of every person. The experience also required affective and cognitive insight, as I considered how systemic barriers and campus policies can impact students’ daily lives. This action strengthened my skills in group leadership, resource navigation, and ethical advocacy.

8.2 Integrate macro level evidence-based strategies with organizations and/or communities.

Course Evidence: Adv. Admin Final Project

As part of my Advanced Administration Leadership course, my group developed the Second Chance Collective marketing campaign. A macro-level initiative designed to promote community engagement, volunteerism, and referral partnerships for a reentry program serving formerly incarcerated fathers. This project allowed me to apply evidence-based strategies across multiple systems while addressing social reintegration barriers and stigma reduction.

Our campaign development process was grounded in social work knowledge of community organizing, nonprofit administration, and macro intervention frameworks. My group members and I contributed to the design of five strategic steps of awareness, action, maintenance, volunteer recruitment, and referral development—each supported by peer-reviewed literature. For instance, our storytelling component was backed by Chung & Cho (2017), who found that narrative-based outreach increases emotional engagement and donor support. Similarly, volunteer recruitment strategies drew on research by Johnson et al. (1997), emphasizing the power of faith-based and civic group mobilization.

This work reflected key social work values, such as the importance of human relationships, dignity and worth of individuals, and a commitment to service and social justice. Our campaign intentionally centered the voices of system-impacted individuals and used accessible, inclusive messaging to foster empathy and engagement.

I applied macro-level skills in strategic planning, community-based marketing, and stakeholder engagement. This included designing targeted outreach for volunteers, donors, and professional partners, while ensuring that messaging was trauma-informed and community-driven. Social Exchange Theory guided our analysis of stakeholder participation, helping us understand how perceived benefits and barriers shape engagement in reentry efforts.

Throughout this process, I engaged both cognitive and affective domains by evaluating how stigma and exclusion affect returning citizens and by reflecting on how macro-level systems often reinforce inequity. This deepened my understanding of how social workers can influence public perception, expand community resources, and build collaborative infrastructures that promote long-term client success.

This project strengthened my ability to integrate macro-level, evidence-based strategies that advance both organizational capacity and community justice which are key components of ethical and effective social work practice.

Field Evidence: Student Worker Recruitment Flyer 

As part of my internship with the DHSI Title V Grant at Southern Adventist University, I developed a recruitment flyer to promote on-campus, paid internship opportunities for social work students. Recognizing barriers such as lack of transportation and unpaid placements, I helped design a solution that integrates students directly into academic support roles such as case management and resource navigation within Student Success Services.

Using macro-level social work knowledge and values, I collaborated with the project team to align these roles with student retention goals and equity in educational access. I applied communication and program planning skills to develop a visually accessible, inclusive flyer targeting social work majors, connecting their training to micro, mezzo, and macro opportunities in a practical setting.

Grounded in systems theory and social justice frameworks, this initiative helped bridge gaps in service delivery and student learning. It also enhanced my cognitive and affective understanding of how institutional design can either limit or expand equitable access for both students receiving support and those entering the profession.

This project represents an intentional effort to use evidence-based, student-centered strategies to strengthen organizational capacity, promote equity, and create sustainable pathways for experiential learning.