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
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 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).
Field Evidence: https://www.ihelpchattanooga.org/need/detail/?need_id=1082567
For Chatter Camp, a summer program serving children who are nonverbal or partially verbal and use AAC devices, I developed and implemented a targeted volunteer recruitment post through the United Way’s website. I applied evidence-based practices by identifying key traits and backgrounds that align with successful support for children with communication challenges. The post encouraged applications from individuals with interests in social work, psychology, speech-language pathology, and special education, while also making space for those without formal experience by emphasizing traits like patience and enthusiasm. To ensure alignment between volunteer strengths and camper needs, I facilitated brief interviews with all applicants. This screening process helped create a supportive, well-prepared volunteer team. By combining research-informed messaging with inclusive onboarding practices, I helped build a volunteer experience that was both meaningful for participants and impactful for the campers we served.
6.2 Engage with systems utilizing evidence-based practice strategies.
I designed and led a therapeutic group session focused on helping participants develop coping strategies, self-awareness, and stronger interpersonal relationships. The session was structured using evidence-based practices drawn from Yalom’s curative factors and Corey’s group process framework. To reduce initial anxiety and build rapport, I facilitated a warm-up activity called “Teach a Class,” encouraging participants to share their interests and pronouns in a welcoming environment. I guided the group through a discussion of norms and confidentiality, followed by two core exercises: a reflection on current coping strategies and a round discussion on personal goals. These interventions were chosen to promote universality, self-reflection, and emotional safety. I integrated regular check-ins to gauge group comfort and used inclusive, nonjudgmental language to support cultural responsiveness. This experience helped me strengthen my ability to facilitate structured, intentional group sessions that promote connection, trust, and individual growth.
Field Evidence: Training Video ( in progress)
As part of my work at Signal Centers, I helped develop a comprehensive volunteer training video for Chatter Camp, a summer program serving children who are nonverbal or partially verbal and use augmentative and alternative communication (AAC). This training initiative was designed to prepare volunteers as a cohesive support group by using evidence-based strategies for engagement, communication, and crisis response. The content incorporated best practices in working with neurodivergent children, including modeling communication across modalities, using positive reinforcement, and supporting regulation without coercion. I collaborated with staff to ensure the training reflected real group dynamics, addressed common challenges, and promoted inclusion and emotional safety. By equipping volunteers with clear, trauma-informed guidance, we created a structured intervention that supports both group cohesion and camper well-being. This project demonstrates my ability to apply research-informed tools and group facilitation methods to real-world community settings.