Competency 8: Intervene with individuals, families, groups, organizations, and communities
Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior, person-in-environment, and other inter-professional conceptual frameworks, and they critically evaluate and apply this knowledge in selecting culturally responsive interventions with clients
and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of identifying, analyzing, and implementing evidence-informed interventions and participate in interprofessional collaboration to achieve client and constituency goals. Social workers facilitate effective transitions and endings.Social workers:
a. engage with clients and constituencies to critically choose and implement culturally responsive, evidence-informed interventions to achieve client and constituency goals; and
b. incorporate culturally responsive methods to negotiate, mediate, and advocate with and on behalf of clients and constituencies.
This competency strongly coincides with the roles of competencies 6 and 7. As social workers we can engage with our clients and then assess their needs, but if we then do nothing with that acquired information, our work is ultimately pointless. Intervening means that we do something about the needs that have been brought to the surface. This competency may require various different practices and services in order to ethically and effectively intervene. I believe that this competency engages me by helping me to maintain a solution-focused mindset. Instead of solely focusing on unearthing problems and needs, this competency helps to focus on the role of allocating solutions and interventions. I think that challenges may arise when ethical, effective, and research-based interventions cannot be allocated for an entity in a timely manner. This challenge inherently motivates me to maintain an awareness and connection to a variety of interventions and resources that are applicable to the demographic I am working with to avoid instances when searching for applicable interventions and resources is detrimental to the well-being of those involved. I plan on remaining committed to practicing this competency by constantly expanding my knowledge of social work interventions and also spreading what I learn to my colleagues.
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Intervention in social work holds deep personal significance for me as I prepare to become a future social worker. It represents my commitment to supporting young adults as they navigate life’s challenges and strive to fulfill their potential. As I envision my practice, I see myself working closely with young adults, offering guidance, support, and empowerment to overcome obstacles and achieve their goals.
My approach is based on the integration of evidence-based solutions and teamwork. I want to make sure that my interventions are efficient and customized according to the particular needs of every individual by utilizing evidence-based methods. I will apply theories in practice and respect client-determination, making sure that interventions are culturally sensitive and created for the unique needs of each person. Collaborating alongside clients, coworkers, and community resources will improve the effectiveness of interventions and promotes a developed strategy for handling complex social issues.
This competency challenges me to embrace the complexities of social work, recognizing that each intervention requires a thoughtful, client-centered approach. It motivates me to seek out opportunities for growth and learning, knowing that I have a responsibility to be an effective advocate and ally for those I serve. To remain committed to practicing this competency, I will cultivate a deep understanding of the experiences and perspectives of young adults, seek mentorship and professional development opportunities, and foster authentic connections with those I work with. Through my commitment to intervention, I aspire to be a catalyst for positive change and a beacon of hope for young adults as they navigate life’s journey.
Evidences:
EmpowerED Chattanooga, Excerpt from Grant Proposal
SOCW-455-A
This pseudo grant project served as a comprehensive experience, providing practical insights into intervention strategies across various community levels. By researching resources like Dr. Cheryl from Hamilton County Schools and accessing resources such as Waterford.com and UC Berkeley, I gained an understanding of addressing educational gaps. The formation of hypothetical implementation committees further emphasized the importance of collaboration in creating positive change within the community we chose.
Understanding ways to support Orchard Knob Elementary’s PTA/PTO and creating EmpowerED Chattanooga emphasized the role of community engagement and evidence-based interventions in academic success. Implementing gamification strategies outlined by Waterford.com involves incorporating engaging games and team-building activities, such as Jeopardy, into the educational curriculum. These interactive interventions make learning more enjoyable.
We drew from UC Berkeley’s concept of “failing safely,” we wanted to create an environment where students could feel comfortable taking risks and learning from mistakes. By implementing peer activities, allowing for assignment resubmissions, and offering multiple attempts on tests, students are given the opportunity to learn through trial and error, ultimately fostering resilience and growth mindset. This project showed me how social workers can help make education fairer and more equal. It also taught me that working together with teachers, leaders, and the community is key to making big changes. In the future, I’ll use what I learned to support students and families who need help with education and to push for rules that treat everyone fairly in school.
Email Documentation of Interventions and Wellness Checks
Practicum
As part of the First Year Experience program, the evidence involves contacting students who may be struggling emotionally or academically to offer support and assistance. This includes reaching out via email, text, or phone calls to express concern and provide resources. If necessary, further interventions such as wellness checks may be conducted in collaboration with the Deans.
This helped me develop knowledge, skills, and values related to intervention and wellness checks. It enhanced my ability to identify signs of distress and respond appropriately to students’ needs. Through conducting assessments and offering supportive measures, I gained insights into effective intervention strategies and the importance of collaboration with stakeholders. Additionally, maintaining confidentiality and respecting privacy laws reinforced the values of empathy and integrity in my practice.
I chose this as evidence for my competency in intervention because it provided a practical opportunity to apply intervention skills in a real-world setting. By contacting students for intervention and wellness checks, I demonstrated my ability to engage with individuals in need of support and facilitate appropriate interventions. Through this experience, I deepened my understanding of the importance of intervention in promoting student success and overall well-being.
De-stressing Activities for Students, Vejlefjordskolen, Denmark
Assistant Dean Position 2021-2022
During my volunteer work, I organized stress-relief activities to address the well-being of individuals within the school community. These initiatives aimed at alleviating stress and promoting mental well-being among students.
Through the organization of these activities, I intervened effectively at different levels, including individuals, groups, and the broader school community. I engaged with individuals by offering them opportunities to participate in stress-relief activities, fostering a sense of support and belonging. Also, by coordinating group activities such as making slime and cooking pasta, I facilitated interventions that promoted communal well-being and strengthened social connections.
By organizing stress-relief activities for students, I effectively addressed their well-being needs. These interventions, spanning various levels within the school community, highlight my mastery in promoting well-being and fostering a supportive environment.