I majored in Human Service at Western Washington University with the goal of learning how to be an effective counselor. I want to work direct with individuals to promote individual change. I want to promote overall healthy community. The interaction between the professional and client is called direct services. Direct services may include case management, empowering people, interviewing, individual and group therapy.
The Human Service program has a large emphasis on direct service skill development. A program graduation requirement is three quarters of internship [practicum experience]. I gained direct service skills primarily through my internships. My practicum focus was on addiction counseling. I wrote several reflection essays about my practicum experiences [link for practicum reflection]. The first and second quarter of practicum was at Catholic Community Services Outpatient Treatment Center. My final practicum site was at Pioneer Center North, a sixty-day inpatient treatment center.
The first quarter emphasis was observing and co-facilitating the women with children group. I had the opportunity to provide one-on-one encouragement for the clients. At the end of the first quarter I lead a group therapy educational session plan about Post-Acute Withdrawal Syndrome. My first quarter helped me to build my self-confidence with direct client communication.
I became more active as a group co-facilitator during my second quarter at Catholic Community Services. My role in the group moved away from observation to leadership. I often had the ability to lead small group processing sessions. I became more skilled in leading therapeutic group sessions. At CCS I learned that client change could only happen when the client took ownership and personalize the new information. Peer reflection method is an effective counseling tool. Lecturing clients is not an appropriate skill with the chemical dependent population.
Other direct service related learning outcomes was to observe Family Treatment Court sessions and case management meetings during my second practicum. The Family Treatment Court program served chemical dependent individuals involved in Washington State Department of Child and Family Services. The program is a partnership between several community agencies: the judicial system, DCFS, Catholic Community Services, child advocates, family therapists, and lawyers. I observe CCS counselors advocate for the needs of the client through a chemical dependency perspective. Each community partner had his or her own goals, viewpoints and agendas. Case management recommendations were dependent on votes by the community partners.
My third practicum site was at Pioneer Center North. PCN is a secure, sixty-day inpatient center that services hard to serve population of individuals. Majority of individuals at PCN are involuntary committed by the court system and have also recently failed treatment experiences. It is also common for clients to trade day for day time in jail for days in j treatment time at PCN. The clientele typically have multiple chemical dependences. Individuals enter PCN tend to be homeless and lack healthy support systems. At PCN I learn how to work with a population that is less motivated to change. My role at PCN was to co-facilitate group sessions, observe case management sessions and assist in staff meetings. It was my role to represent the clinical department clients’ recommendations during staff meeting.
The Council for Standards in Human Services Education has three program standards regarding direct service instruction. CSHSE standard 16 states, “the curriculum shall provide knowledge and skills in direct service delivery and appropriate interventions” (2009, p. 8). I had previous classes at Northwest Indian College transferred for Case Management, and Interviewing for Human Services classes at WWU. My independent study class on motional interviewing theory helped me to further develop my intervention methods. My three quarters of practicum experience has assisted in my development of direct service delivery [practicum experiences]. In HSP 305 Human Services Professionals and Small Group System class, I learned how to lead small group discussion by group practice.
Human Service students are required to develop their interpersonal skills, according to standard 17 (CSHSE, 2009, p. 8). My practicum classes helped me to develop my interpersonal skills between the client and helper. Junior core classes pushed me to develop the way we communicate with other students, small groups and large groups. I learned several different tools to promote communication in group discussions. I had previous experiences working with small groups. I value myself for my outspokenness. The classes taught me the value to step back, and promote all opinions to be shared. Today I am an accomplished group facilitator. In Human Services Professionals and Small Group Systems class, we grouped up to do grant writing project for Roosevelt Neighborhood Association. In the Human Services and Management class, I learn that specific personality types work best with several communication styles.
It is important for individuals in the helping profession to be aware of their own personal and professional values. CSHSE standard 20 states, “the program shall provide experiences and support to enable students to develop awareness of their own values, personalities, reaction patterns, interpersonal styles and limitations” (2009, p. 9). We began the program by first learning about ourselves [Who am I]. That project presentation allowed me to learn my personal values. Observing other students showed me that I was an unique individual.
Human Service professionals also must be aware of their reaction patterns. Reaction patterns are the way individual’s respond to conflict or difficulties. In the Human Development and Human Service class, I created a lifebook for a child about to be adopted from DCFC. In the final paper I explored my reaction patterns toward child neglect, abandonment and abuse. Practicum class discussions allowed me to process my reaction patterns. I began to build my professional identity by writing every other week internship reflection journaling and essays.
My helping philosophy is strength based—the concept that individuals in need also have assets. Human Service professionals need to base direct service on strengthens of the client. For example clients can communicate their emotional pain through an art project [practicum experiences]. The project is a strength-based activity because it may provide self-esteem and non-verbal way to communicate. It also requires people to use different areas of their brains.
Effective direct services require a strength-base perspective. An example of being strength based is to integrate cultural and spiritual traditions into direct services. This must be done in a culturally sensitive manner. I strive to use culturally appropriate methods in practice. One device I learned in Diversity and Social Justice Class is the use of language. It is important to allow the client to self-construction their identity. The use of proper gender pronouns can communicate transgender sensitivity.
My direct service skills have changed in the last two years. I now have practical experience with several therapeutic strategies. I can tailor my counselor approach to the needs of the client. The way I interact with clients is dependent on what stage of change the client is currently on. Some individuals need encouragement and empathy. A direct approach is another useful tool for individuals. I also gained practical experience in redirecting individuals with both substance dependency and mental health diagnosis. I can now provide more subtle approaches to promote lasting change.
Reference
National Standards: baccalaureate degree in human services. (2009).