Competency 6: Engage with individuals, families, groups, organizations, and communities.
Introduction: Engaging with individuals from diverse backgrounds and systems is at the heart of my social work practice. I am committed to building meaningful connections through evidence-based strategies that foster trust and collaboration. At Signal Centers, I work closely with volunteers by actively listening to their needs and being fully present in our interactions. For example, when onboarding volunteers for our inclusive summer camps, I tailor orientations based on their comfort levels and prior experience with children of varying abilities. I’ve learned that flexibility is essential, no two people or situations are the same. By remaining open and responsive, I help create a welcoming environment where volunteers and community members feel seen, supported, and respected.
6.1 Synthesize evidence-based information to prepare for professional engagement across systems
Course Evidence:
During SOCW 618, I worked with peers to support Second Chance Collective, a reentry organization for fathers impacted by incarceration. I was responsible for shaping community engagement efforts that would bring awareness to the barriers these men face after release and highlight the resources available to support their reintegration. Our campaign, titled “Second Chances, Stronger Families,” was designed to reach both the public and local organizations in a way that reduced stigma and encouraged partnership (V).
To guide this work, I drew on social work research and evidence-based practices related to stigma reduction, public education, and nonprofit outreach (K). I made sure our messaging emphasized respect, dignity, and the strength of human connection, especially when discussing families impacted by incarceration (V). I also applied practical skills such as stakeholder analysis, campaign planning, and collaborative brainstorming with my team, all of which were essential in developing a strategy that felt both professional and people-centered (S).
This project was grounded in the Strengths-Based Perspective, which emphasizes clients’ existing capacities, resilience, and potential for growth. This framework encouraged our team to highlight the value and potential of justice-involved fathers rather than focusing solely on their past. It helped shift public narratives toward empowerment and inclusion, aligning with ethical principles of dignity, worth of the person, and the importance of human relationships (Fiveable Library, n.d.).
This experience stretched me emotionally and ethically. I had to think deeply about how systems like criminal justice, housing, and employment overlap in the lives of justice-involved parents and their children (CAP). I also spent time reflecting on how language and presentation affect whether a community feels seen or further marginalized. This process helped me become more intentional in how I engage with communities, especially those who have historically been excluded from support systems (CAP). Working on this campaign strengthened my ability to engage compassionately and effectively with individuals, families, and organizations (K, V, S, CAP).
Reference
Fiveable Library. (n.d.). Unit 5: Person-in-environment. Retrieved from https://library.fiveable.me/foundations-social-work-practice/unit-5
Field Evidence:
https://www.ihelpchattanooga.org/need/detail/?need_id=1082567
Evidence_Based_Volunteer_Screening_Questions
To support Chatter Camp, a specialized summer program for children who are nonverbal or partially verbal and use augmentative and alternative communication (AAC) devices, I strategically engaged the broader Chattanooga community through a volunteer recruitment initiative hosted on the United Way’s iHelp platform. Grounded in theoretical frameworks of person-in-environment and ecological systems theory (T), I recognized the value of connecting macro-level outreach strategies with the individualized needs of our campers (K, T).
I applied evidence-based engagement strategies (K, S) by drafting an inclusive and strengths-based recruitment post that explicitly welcomed individuals with backgrounds in social work, psychology, speech-language pathology, and special education. Simultaneously, I prioritized accessibility by inviting individuals without formal credentials but with key interpersonal traits—such as empathy, flexibility, and enthusiasm—to apply. This aligns with social work values of dignity and worth of the person and the importance of human relationships (V), ensuring equitable access to service and community contribution.
To promote informed, ethical engagement, I conducted verbal screenings with each interested volunteer using a consistent set of informal guiding questions. These conversations addressed prior experience, availability, comfort with AAC users, and openness to trauma-informed care. Though no written data was recorded, I maintained a professional and equitable process, designed to ensure volunteers were prepared and appropriately matched to the needs of the children (S, C–A). A full explanation of this process, along with the recruitment post, is included in the attached documentation.
Ultimately, this activity demonstrated my ability to integrate theory into practice (T), utilize professional knowledge of communication disorders and developmental needs (K), and uphold the core values of inclusivity, competence, and service (V) while engaging meaningfully with both individuals and the wider community.
6.2 Engage with systems utilizing evidence-based practice strategies.
Course Evidence:
I designed and led a structured therapeutic group session focused on helping participants develop coping strategies, increase self-awareness, and build stronger interpersonal relationships (K, S). Drawing from Yalom’s curative factors and Corey’s group process model (T), I selected evidence-based methods to reduce anxiety and promote trust during the first session (K). I opened with an inclusive icebreaker called “Teach a Class,” where participants shared their interests and pronouns to promote comfort, connection, and mutual respect (V, S).
Afterward, I facilitated a discussion on group purpose, confidentiality, and norms, encouraging participant input to build shared ownership and reinforce a sense of safety (V, S). Two core activities followed: a coping strategy reflection and a round discussion on personal goals, both aimed at promoting self-awareness and interpersonal learning through universality and shared experience (K, S, V). I checked in frequently with participants to assess comfort and adjusted my facilitation based on the group’s emotional responses (S, CAP).
Throughout the session, I used inclusive, nonjudgmental language and remained sensitive to participants’ cultural backgrounds, personal struggles, and communication styles (V, CAP). This experience deepened my ability to engage with groups in a way that promotes trust, emotional safety, and individual growth within a culturally responsive framework (K, V, S, CAP).
Field Evidence:
To enhance volunteer preparedness and promote inclusive, developmentally informed support for children with communication needs, I collaborated on the creation of a comprehensive Chatter Camp 2025 training video. This project applied multiple theoretical frameworks including ecological systems theory and trauma-informed care by recognizing the diverse environmental, developmental, and behavioral contexts in which our campers and volunteers interact (K, T).
The video was designed to reach volunteers with varied levels of experience. Drawing from the person-in-environment framework, we structured the content to emphasize how each camper’s behavior is shaped by their communication tools, sensory processing needs, and social environment (K, T). For instance, volunteers were guided to honor all forms of communication including AAC devices, gestures, and body language, and to encourage camper engagement without coercion (S, V).
The training also highlighted core strategies grounded in child development and trauma-informed practice, such as giving children space during dysregulation, using positive reinforcement, and modeling safe, trusting relationships (S, T). By presenting scenarios that illustrated these principles and reinforcing key safety guidelines, we ensured the training remained both practical and values-driven (V, CA).
We intentionally embedded inclusive practices that protected camper dignity and privacy, reinforcing boundaries around toileting support, medical needs, and confidential information (V, S). The video concludes with clear instructions for accessing staff support and emergency protocols, modeling appropriate help-seeking and teamwork in high-stakes situations (S, T).
This training video served not only as a preparatory tool but also as a means to reinforce social work competencies across macro and micro systems. Through collaborative planning and content design, I contributed to an evidence-based training model that supports inclusive, ethical, and developmentally responsive volunteer practice (K, V, S, T, CA).