The empowerment of others is not limited to direct face-to-face interactions. A solid foundation of support services is required to produce accessible, quality, and evidence based programs. Indirect services can be defined as any support services that assist in daily functioning of an agency or specific program. Common examples of indirect services roles include office support staff members grant writers, management, program director, executive director and nonprofit board of directors. Inappropriate indirect services could threaten the successfulness and existence of the helping programs.
My decision to join the Human Service Program at Western Washington University was partly due to my desire to gain more indirect services experiences. My passion is to help individuals gain freedom from addictions. My previous classes at Northwest Indian College gave me practical direct services skills in serving the chemical dependent population. I would like to start a nonprofit program that serves low-income chemical dependent individuals. I must first learn how successful programs run behind the scenes. The Research Methods, Program Planning and Evaluation, Management and Grant Writing classes are four classes that helped developed my indirect services skills [syllabus].
Standard 21 states, “the program shall provide field experience that is integrated with the curriculum” (CSHSE, 2009, p. 10). My internships at Catholic Community Services and Pioneer Human Services were primarily focused in direct services [insert internship link]. Part of my time at Catholic Community Services was spent in providing office support services. One of my first quarter learning objectives was to “learn how to prepare ethical and proper client notation” [practicum experience]. My corresponding learning outcome was to read client files and keep files organized. Chart filing was not the most exciting aspect of my internship learning; however, the process provided an introduction to state required paperwork and WAC laws. Treatment center may be fined if the client files are disorganized or mismanaged. Well-organized files save time for the counselors to provide services.
Nonprofit agencies need strong leadership. In the Human Service Management class, I discovered that program directors work with budgets, legal concerns and human resources. I was introduced to several management theories. “The curriculum shall provide knowledge, theory and skills in administrative aspects of the service delivery systems,” according to CSHE standard 18 (2009, p. 8). One assignment was to create a nonprofit budget after losing twenty-five percent of budgeted funds [budgeting project].
I had no interest in perusing a management position in my first year of the program. My practicum at Pioneer Human Services changed my perspective on leadership. One of my favorite learning activities at my practicum site was to represent the clinical department at team meetings [practicum experience]. My role sometimes was to read counselors’ comments and vote on team decisions. I experienced serendipity learning by discussing policy reform and advocacy with the director of Pioneer Center North in the lunchroom. I also had the ability to job-shadow Rose Ness, the clinical manage at PCN treatment center [practicum experience]. My internship changed my perceptive on my possibility of becoming a manager.
Integration of the curriculum and field experience is not limited to practicum experiences. I researched and wrote a small grant for the Roosevelt Neighborhood Association in the Human Service Professionals and Small Group Systems class. My small group provided a list of small grant funds tailored to the Roosevelt Neighborhood Association. The grant-writing project provided a learning experience on grant writing and fund raising.
Direct services programs require proper information management. The Council for Standards in Human Service Education defines information management as “obtaining, organizing, analyzing, evaluating and disseminating information” (2009, p. 7). “Curriculum shall provide knowledge and skills in information management” (CSHSE, 2009, p. 7). I had several learning opportunities to practice information management. In the Program Planning and Evaluation class, I produced a needs assessment on Whatcom County Heroin users population [insert link]. My needs assessment was based on interviews with professionals, and local data collected from the local health department. Needs assessment is tool to communicate community needs and justification for program funding.
The ability to complete field research is a vital indirect service skill. I improved my data entry skills in Applied Research Methods and Program Planning/Evaluation classes. In both classes I used technology to create spreadsheets from real surveys. I took part in designing a small study and work habits on WWU students. In Program Planning and Evaluation class, I assisted in entering client entrance and exist surveys for 2011 Project Homeless Counts [insert link]. Nonprofits often require employees to conduct program evaluation and research.
Human Service Professionals must assess and evaluate if programs has met its outcomes. In today’s unstable economic client, program design and evaluation is fundamental to justify the program. Limited amount of funds require solid planned programs. Standard 15 states, “curriculum shall provide knowledge and skill development in systematic analysis of services needs; planning appropriate strategies, services, and implementation; and evaluation of outcomes” (CSHSE, 2009, p. 7).
In Research Methods class I learned that an annotated bibliography is one tool to discover what researchers have found needs of specific population. It also illustrates successful evidence-based program designs. I created an annotated bibliography on GLBT experiences in treatment for substance abuse [annotated bibliography]. It was from my annotated biography that I wrote a literature review on general characteristics GLBT chemical dependent population and service outcomes [GLBTQ essay]. I found that substance abuse rates were higher in gay and bisexual women compared to heterosexual females. Homosexual and straight males have similar rates of addiction. It was from the literature I discovered that current treatment trends ignore GLBT community.
Needs assessments, annotated bibliographies and literature reviews are tools to help program design and evaluation. I had the ability to practice standard 14 and 15 by creating a program plan. My program plan was to increase county public awareness of heroin abuse, local treatment services and prevention [program plan]. First I had to create a logic model. The project included a statement of the local heroin problem among young adults. “Break the silence” project focused on developing community wide partnership. The program design had expected outcomes and built in assessments tools. I also had to create a realistic program costs and budget.
Human Service Professionals roles are rarely black and white. My passion is still in counseling and case management. I now feel comfortable with my newly developed indirect service skills. I understand the steps of program design, fund raising, human resources, and different management styles. I would like to learn more advance skills in program development and evaluation in the chemical dependency field.
Reference
National Standards: baccalaureate degree in human services. (2009).