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 Implement evidence-based interventions with individuals, families, and/or groups
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 facilitated live orientation sessions for Chatter Camp volunteers, preparing them to support children who are nonverbal or partially verbal and use augmentative and alternative communication (AAC). These group-based interventions served not only as training but also as intentional opportunities to shape an inclusive, regulated, and trauma-informed environment for both volunteers and campers. Drawing from the Chatter Camp Volunteer Handbook, the updated Volunteer ACEs Toolkit, and direct feedback from speech-language staff and past volunteers, I created a consistent onboarding model aligned with evidence-based group facilitation strategies (K, S, T).
The orientation content emphasized the use of respectful and supportive language, co-regulation techniques, and communication across modalities. These practices were grounded in trauma-informed care and ACEs awareness, which helped ensure volunteers could engage with campers in ways that promote emotional safety and affirm neurodiversity (K, V, T). For example, I guided volunteers in how to recognize signs of distress, respond to sensory overload without coercion, and use strengths-based communication to promote autonomy and belonging. This approach reflected the core social work values of empathy, dignity, and service (V).
While each orientation followed a structured format, I remained responsive to individual and group needs by encouraging real-time questions, adjusting examples based on prior experience levels, and using emotional awareness to foster trust and confidence among volunteers (S, C–A). I also modeled inclusive language and flexibility in tone, reinforcing a culture of collaboration and mutual respect. By incorporating trauma-informed reflection and peer support strategies, I helped volunteers see themselves as part of a cohesive care team rather than isolated helpers (T, C–A).
These sessions demonstrate my ability to integrate research-informed knowledge, interpersonal insight, and group facilitation theory into practice. By centering ACEs-informed engagement and strengths-based support, I laid the foundation for a more regulated, inclusive, and mission-aligned camp experience, for both children and volunteers (K, V, S, T, C–A).
8.2 Integrate macro level evidence-based strategies with organizations and/or communities
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
Competency_8.2_Field_Evidence_Final
As part of my MSW field experience at Signal Centers, I completed the development of a supplemental training module designed to enhance the volunteer orientation process for Chatter Camp. This project integrates macro-level, evidence-based strategies from national organizations and is scheduled for implementation during the next Chatter Camp cycle.
The training was informed by best practices from The Arc, the National Service Inclusion Project (NSIP), and the Office of Disability Integration and Coordination. These sources guided the creation of a volunteer add-on that emphasizes trauma-informed care, communication with nonverbal children and AAC users, and emotional regulation strategies. The training includes a printed handbook insert and a set of scenario-based reflection prompts designed to encourage inclusive, strengths-based volunteer engagement. It is intended to be delivered during orientation and made accessible through printed materials and optional QR code links.
This work reflects my ability to use national-level research to enhance program-level practice (K, S, T), while embedding core social work values such as inclusion, dignity, and empowerment (V). The use of reflection-based learning activities promotes volunteer self-awareness and emotional responsiveness (C–A), which are essential in creating safe and affirming environments for children with developmental and communication needs.
Although the training was developed specifically for Chatter Camp, it was intentionally designed with flexibility in mind. It may serve as a foundation for similar trauma-informed volunteer preparation initiatives across other programs in the future. This project demonstrates my capacity to integrate macro strategies into community settings to improve the quality, consistency, and ethics of volunteer-supported services.