Competency 8: Intervene with individuals, families, groups, organizations, and communities.
Intervening effectively means using strategies that work in real-world situations and addressing challenges at every level, including organizations. At Signal Centers, I step in by finding practical solutions that support individuals, groups, and organizations, whether it’s helping someone navigate a personal challenge, collaborating with a team, or implementing organizational changes that benefit the broader community. I stay flexible and responsive, ensuring my interventions are grounded in proven methods while also being adaptable to the unique needs of each situation. With organizations, I focus on improving processes, fostering collaboration, and aligning efforts with the mission and goals to create sustainable improvements. My goal is to create meaningful, lasting impact through thoughtful and evidence-based actions.
8.1 Course Evidence
Group Imitative Behavior Therapy Intervention Script
As part of my Advanced Clinical Group Psychotherapy course, I facilitated a cognitive-behavioral therapy (CBT) session for college-aged clients diagnosed with Generalized Anxiety Disorder (GAD). The session was part of an eight-week structured group curriculum and focused on helping participants recognize and challenge unhelpful automatic thoughts using Socratic questioning techniques (K, S). I designed the session based on evidence-informed practices from Hofmann and colleagues, and implemented interventions drawn from CBT research and Yalom’s therapeutic factors to support group cohesion and interpersonal learning (T, K).
Throughout the session, I emphasized trauma-informed norms and created a space that encouraged vulnerability and reflection (V, CA). I monitored verbal and nonverbal cues to guide the pace and emotional intensity of the conversation and used open-ended prompts, validation, and intentional silence to deepen group engagement (S, CA). The session promoted peer connection and supported clients in collaboratively reframing cognitive distortions related to perfectionism, fear of failure, and self-worth (K, S).
The intervention also centered culturally responsive practice, recognizing how academic pressure, identity development, and family expectations uniquely impact first-generation college students in the group (V, CAP). I relied on theoretical frameworks like the CBT triangle and strengths-based approaches to guide both the psychoeducation and the practical application of coping strategies (T). The feedback I received from participants, who reported feeling more connected, hopeful, and less alone, reinforced the importance of pacing, empathy, and flexibility when implementing clinical group interventions (CAP). This experience strengthened my capacity to deliver person-centered, evidence-based care in a group setting and helped refine my ability to translate theory into practice (K, V, S, T, CA).
8.1 Field Evidence
Chatter Camp Volunteer Training Handbook
Volunteer ACEs Toolkit Updated
At Signal Centers, I led orientation sessions for Chatter Camp volunteers, preparing them to work with children who are nonverbal or partially verbal and use AAC. I drew from trauma-informed principles, input from our speech and support staff, and feedback from previous summers to build a consistent onboarding approach. During orientation, I covered classroom expectations, communication strategies, and camper support tips in a way that helped volunteers feel confident stepping into a new environment. These sessions emphasized empathy, patience, and respect, aligning with the values of dignity and service.
While the structure was consistent, I stayed responsive to volunteer questions, adjusting how I explained things based on their concerns. I viewed these sessions not only as logistical preparation but as an intervention to set the tone for inclusion, flexibility, and teamwork. I used reflection and emotional awareness to help volunteers feel supported, and I was intentional about modeling respectful language and affirming that every camper deserved to be understood and celebrated.
8.2 Course Evidence
Marketing Campgaign for Second Chance Collective
For a collaborative field assignment, I helped design a multi-step marketing campaign for Second Chance Collective, a reentry organization serving formerly incarcerated fathers. Our campaign aimed to increase public awareness, mobilize volunteers, and strengthen referral networks. This project required the direct application of evidence-based intervention strategies in a macro practice context (K, S).
I developed several components of the campaign, including a storytelling series, social media outreach, educational events, and community partnerships. These strategies were grounded in nonprofit marketing literature and behavioral engagement research, such as the impact of narrative-based campaigns and peer-to-peer fundraising models (K, T). My contribution included identifying target audiences, shaping messaging, and aligning each campaign step with a measurable outcome to ensure effectiveness and accountability (S).
Throughout the project, I upheld social work values by ensuring our campaign promoted dignity, equity, and inclusion, particularly by centering the voices of formerly incarcerated fathers and actively reducing stigma through public education (V). I also integrated accessibility practices, such as multilingual materials and outreach to faith-based and civic groups, to reflect the cultural and linguistic diversity of the community (V, S).
The project encouraged deep reflection as I considered how stigma, systemic exclusion, and social identity influence both the design and reception of reentry services (CAP). Engaging with real-world barriers to service access helped me grow in ethical decision-making and cultural responsiveness. The process of designing a campaign that invited both empathy and action taught me how to implement macro-level interventions that are grounded in theory and informed by the lived realities of vulnerable populations (K, V, S, T, CAP).
8.2 Field Evidence
Chatter Camp Volunteer Training Video
To improve volunteer preparedness across programs, I collaborated with Signal Centers staff to develop a training video for Chatter Camp. The video included guidance on working with children who use AAC, understanding common sensory needs, and using trauma-informed practices to reduce stress and support emotional regulation. It was based on actual scenarios from prior summers and best practices shared by staff and professional resources.
This project gave me the chance to help shape a resource that could reach more volunteers than in-person orientation alone. It also made training more consistent and accessible. My role included helping outline the structure, reviewing the script, and making sure the tone was inclusive and strengths-based. I saw this as a macro-level intervention, one that strengthened our system, reduced staff strain, and improved camper outcomes through better-prepared volunteers.