Engage with Individuals, Families, Groups, Organizations, and Communities
As a competent social worker, I understand the importance of building human relationships while engaging with clients. I recognize that using empathy, small talk, and other conversational tools can create rapport and build a relationship with one’s client. Furthermore, I realize that nurturing these relationships is crucial for a client to achieve their goals and grow from their experiences. Trust is the foundation that sets the stage for success with individuals seeking care. Overall, without the knowledge about the different relational theoretical frameworks, a social work professional can not properly serve their clients. My commitment is to foster growth in my clients by creating a loving, accepting, and safe environment.
Evidence of Practice
While attending Southern Adventist University and studying my MSW, I engaged in a variety of activities that helped me to develop and master this competency.
6.1 – Examine evidence-based practices to prepare for professional engagement across systems
Course Evidence: During my Mental Health Practice class I created two infographics to educate myself, peers, and others about Equine-Assisted Therapy and Exposure and Response Prevention Therapy. Using infographics as a tool to educate is an incredible way to convey information in a condensed and visually-appealing way. Both these graphics teach the reader about the therapeutic modality, how it’s used as an intervention, the therapeutic process, and the benefits or outcomes. Please see the Equine-Assisted Therapy graphic here, and the Exposure and Response Prevention Therapy graphic here.
Field Evidence: During my internship with Mpowered, I committed the first few weeks to learning about the different perinatal/maternal mood disorders. This knowledge would be crucial in better understanding maternal mental health as I worked at Mpowered and developed services. I used this research and knowledge gained to write a powerpoint (affective level: responding) educating myself and peers about Postpartum Mood & Anxiety Disorders. I created this powerpoint as an educational tool for a class assignment for my Mental Health Practice class. Putting all of this knowledge and research into a powerpoint helped me to better memorize and understand each disorder. I can confidently say that I have a comprehensive understanding of maternal mental health. Please view this powerpoint: Postpartum Disorders Presentation.
6.2 – Engage with systems utilizing evidence-based practice strategies
Course Evidence: During my Advanced Clinical Practice with Groups class, my designated group wrote a Group Demonstration Script (cognitive level: application) that intervened with a group of college students displaying symptoms of anxiety and depression. The goal was to help members process and cope with major life changes. The pseudo members within this assignment had undergone big changes due to the Covid-19 Pandemic which contributed to their current symptoms of anxiety and depression. Furthermore, the pseudo facilitator used a combination of psychoeducation, CBT, and Gratitude exercises to intervene with this group. Through the 1st session the facilitator went through the purpose, introduction and group focus, role and confidentiality, and expectations. Our facilitator established and deepened the focus, facilitated evidence-based activities, navigated conflict, and brought the group to a timely and effective close. Through this group assignment I learned how to effectively conduct an evidence-based psychoeducation support group session. Please see our Group Demonstration Script here.
Field Evidence: During my internship, I provided Telehealth counseling services for a teen with anxiety. This client came to the Center for Counseling with significant anxiety (As indicated by GAD-7 assessment). During my time working with him I used a combination of CBT and other evidence-based activities to teach him tools to cope with his anxiety. Supervision with my field instructor helped me to form an understanding and conceptualization of the client’s specific case. In addition, my field instructor provided me with many evidence-based tools and activities to implement and use. During the beginning, I wrote out session plans to guide our time together. These session plans were structured and included a check-in, week summary, psychoeducation on different applicable topics, activities, discussion, and homework. I continued to use this structure in our sessions until termination. Each session was structured, but was flexible depending on the needs of the client on that particular day. Cognitive Behavioral Theory heavily influenced the way I worked with this client and completed the other evidences for this competency. This theory helped me to understand how to guide my clients to understand their behaviors, understand how they currently process their thoughts, and then transform this into a tool to re-wire their brains to create positive pathways and habits. Please see Session #3 as an example of our session structure.