Direct Systems Essay

The Council for Standards in the Human Services Program entails the importance of
direct services through standards 12, 14, 15, 16, 17, 19, and 21. One thing I liked in-particular
about the Human Service program was the ability to practice direct services within the classroom
prior to field experience.
One class that gave me the opportunity to practice providing direct service was HSP 325
Interviewing for Human Services. During this class each student was given the opportunity to
interview and analyze social problems people were experiencing. While students conducted these
interviews they also used interviewing skills such as active listening, critical thinking, and
paraphrasing. I was able to follow standard 14 of the CSHSE National Standards by participating
in this interview process.
Another assignment students were required to do in HSP 325 was to record an interview
session with another student. This gave me an opportunity to see from an outside perspective
how I conduct myself during an interview. I was able to identify my strengths and weaknesses
during this process which helped me develop interviewing skills. My self- assessment interview
follows standard 12 by describing my participation and interpersonal relationship during my
interview.
One class that helped prepare me to provide direct services was HSP 315- Human
Development and Human Services. HSP 315 helped educate me on the different types of people
and populations I would be serving. Following standard 12 I learned about theories of human
development; discussing and researching the developmental process of each life stage. I found
HSP 315 to be a useful foundational class because it educated me the various people I would be
providing direct services to in the field.
HSP 345 Case Management and Intervention helped me develop my interpersonal
communication skills which follow standard 17. During this class I was required to have one
individual on my caseload that was provided information to create a mock client. I was also
required to develop a case scenario where I pretended to be another classmates client. Through
this experience I learned how to use my interpersonal skills to conduct my intake papers. I
developed a rapport with my client and helped them deal with their issues.
After practicing direct services to students in the classroom I was provided the
opportunity to use my developed skills in the field. In HSP 340 Practicum and Seminar I I
conducted my field experience at Interfaith Homeless Shelter in Everett, WA. Here I provided
direct services to children, youth, and their families. I interned as a Child Advocate; providing
case management services to my clients. I followed standard 15, 16, and 21 during my field
experience by analyzing and assessing my clients needs. One individual I worked with was an
adolescent youth who struggled to attend school regularly. Due to their lack of attendance at
school this youth found themselves constantly becoming involved in illegal activities. After
being caught by the police for vandalism I sat down with their mother and them and developed
goals and a means of accomplishing their goal. With the collaboration of the Everett Police
Department, Everett School District, drug and alcohol services, and the youths family I was able
to design a program that would enhance and improve their school attendance and social-
wellbeing. Unfortunately my time at Interfaith Homeless Shelter was very limited which led me
to delegate the program evaluation to a fellow social worker. This experience has taught me how
to deliver services and participate in prevention and intervention services.
After interning at Interfaith Homeless Shelter I felt motivated to continue working with
the children and youth population. I conducted my second and third field experiences at a
juvenile center known as Echo Glen Childrens Center. Here I started to become involved in the
youths treatment plans. Echo Glen currently utilizes dialectical behavior therapy (DBT) to help
rehabilitate children and youth. Following standard 16 I began participating in this treatment
process. DBT is intended to promote or decrease particular behaviors children and youth are
exhibiting. Based on these behaviors staff provide rewards or reinforcements to try and
increase or decrease an observed behavior. These rewards and consequences are intended to
shape a youths behavior. During the intake process I assisted staff to develop a treatment plan
that specified particular behaviors we would like to eliminate and promote. After developing
these treatment plans I would sit down with the youth and describe the plan we developed.
Following standard 17 I would clarify expectations, establish a rapport, and deal with any
conflict that arose. As time progressed I would help staff change and alter the residents
treatment plans based on the youths reaction to their treatment.
One story I would like to share that occurred during my time at Echo Glen Childrens
Center involved confidentiality and CSHSE standard 19. While I was interning at Echo Glen
Childrens Center I met a dental assistant who had a son who was a resident at Echo Glen. I
currently have frequent visits to the orthodontist because I have braces. My dental assistant
quickly learned that I worked at Echo Glen Childrens Center and began asking me various
questions about the facility. At first these questions were appropriate, but later progressed to
inappropriate questions. She would ask do you think the treatment there is good? or how is
the facility. As time progressed and the more orthodontist visits I attended I noticed the mother
slowly began asking more and more personal questions. She asked about things that pertained to
her son and his treatment plans. My first reaction was to tell her he was doing great and his time
at Echo Glen was beneficial, but I quickly realized that answering these questions would be
violating standard 19. It was difficult to tell the mother that even though the client is her son, I
cannot disclose any information. I discuss this experience in a reflective paper called IDAG
confidentiality. This situation taught me how easy it is to violate confidentiality. Even though
this woman is the son of a client at Echo Glen Childrens Center I still needed to keep
appropriate professional boundaries while respecting her sons rights. Thankfully I was educated
on confidentiality and other professional boundaries prior to my field experience, so I was able to
handle the situation professionally.
The Human Services Program does an excellent job integrating school experience to
fulfill standard 21. I was able to develop many skills within the classroom that helped me learn
how to provide direct services. Once I developed a foundation I was then exposed to working in
the field. This framework in the Human Services Program helped me to become successful in the
field.