Engage with Individuals, Families, Groups, Organizations, and Communities
As a competent social worker, I understand the importance of engaging with different populations on an individual level all the way up through the community level. Within my personal and professional life, I will be intentional to review and implement evidence-based practices and strategies when engaging with individuals, families, groups, organizations as well as communities. I recognize that best practice methods for different populations might differ and therefore will use ethical decision making when selecting intervention methods and strategies across all systems that I engage with.
6.1 Examine evidence-based practices to prepare for professional engagement across systems.
Course Evidence: As a part of my School Social Work Core Concepts class, I got the opportunity to do an interview with a school social worker in Hamilton County Schools. This gave me the chance to learn more about the evidence-based practices that are being used within the Hamilton County School system and how these practices align with the NASW code of ethics. To view the completed paper for this assignment, click here.
Field Evidence: During my practicum experience at Standifer Gap SDA School, I was able to work with my field supervisor, Amanda Ancheta to look at different parent questionnaires and create a parent feedback form. This parent feedback form was sent out to the parents of the students that attend Standifer Gap SDA School to see what things they felt I was doing well and what things I could improve on. The goal of this survey was to engage with families and assess areas that the families would like to see more engagement in. This survey was sent out on February 14, 2023. To view the test email of the survey, click here.
6.2: Engage with systems utilizing evidence-based practice strategies.
Couse Evidence: As a part of my Advanced Clinical Practice: Group Psychotherapy class, I was able to facilitate a group with pseudo-clients to demonstrate the skills that I was learning throughout the semester. To view the full video, click play on the embedded video, or click the link below:
https://www.youtube.com/watch?v=vT-FqrRYlxU
Field Evidence: After the parent feedback survey referenced in 6.1 was created, it was sent out via email to all parents and guardians of students attending the Standifer Gap SDA School. This survey was sent out on February 14, 2023. To view the test email of the survey, click here. This survey gave parents and guardians a chance to share things they had seen improvement in as well as areas they would like to see additional improvement in. Since this is the first time the school has had any mental health services, I felt it was important to get feedback halfway through the school year to help me plan out the second half of the school year. To view the results of this survey, click here. One aspect that was noted was that parents wanted to be more informed on the interventions that I was doing with their children and the information their children were learning. To help increase communication with parents, on February 15, 2023, we rolled out a new page on the Standifer Gap SDA School’s website that laid out everything I do and gave resources for them to engage more. To view this website, click the following link: Support Services : Standifer Gap SDA School Chattanooga TN (adventistschoolconnect.org)
Skills Used: Through the completion of these learning behaviors, I was able to use skills of respect, understanding human relationships, engagement, communication, and active listening.
Knowledge Used: Throughout this competency, knowledge was used from classes such as Advanced Clinical Practice: Group Psychotherapy class and School Social Work Core Concepts. Additionally, knowledge of interviewing skills, usage of google forms, working with groups, and written and oral communication skills was also utilized throughout this competency.
Values Present: Some values that are present through this competency are service and importance of human relationships. The value of service is seen through the different engagement methods and an overall goal of helping them better themselves or others. Additionally, the importance of human relationships is seen through the group video interactions as well as other interactions such as sending out a parent feedback survey. This values the relationship that parents have with their children and knowing their situation better than me.
Cognitive Processes Used: When completing this competency, several cognitive processes were used such as identifying questions for the interview and recording the answers that the school social worker gave. Applying the knowledge and questions learned through looking at parent surveys allowed me to design my own parent survey to send out to parents/guardians. Lastly, I was able to validate feelings and actions presented in the mock group therapy session and discuss different concepts with the group.
Affective Processes Used: Throughout the completion of this competency, affective processes such as sensing the mood of the mock group therapy session and interview, contribute to the conversation, capture the results of the parent feedback survey, and respect to each individual I engaged with were utilized.
Theoretical Foundation: Interview Illusion: This theory discusses the belief that after simple conversations, we often believe that we know many details about the individual and are able to predict how they will act. This can be an easy thing to do; however, it can be dangerous when working in social work. While we will predict some things based on behavior, it is important to remember that the client is the expert of their own situation as well as never to make assumptions. These aspects can help us avoid predicting how the person will act or what they will say. This allows us to engage in active listening and allow them to share what is most important about their situation.