Direct Services
Direct service, a major part of the human service field, is active service provided to clients in order to help improve areas in one’s life. A majority of human service agencies provide direct service to clients in a variety of settings including any job that entails activities that provide personal contact with people in need, such as case management. The human service major provides students with in-depth learning of how to effectively deliver direct service, issues that may arise and how to work well with clients.
The class Introduction to Human Services (HSP 302) emphasized the different roles and situations that may occur when working with clients. An essential theme was the importance of understanding how systems play a role in people’s lives. Through course work I learned that systems contribute to stratification and restrict the mobility of people, which is an important concept to practice while providing direct service because it makes me be able to have empathy and understanding of the difficulties in many lives (diversity points). Knowing that events and current structures provide obstacles for clients benefits me in being a successful human service provider because I can recognize the uniqueness of each client’s circumstance that will direct me in how to effectively support their need. This learning directly correlates with CSHSE Standard 12 Human Systems, “The curriculum shall include knowledge and theory of human systems, including individual, interpersonal, group, family, organizational, community and societal and their interactions”.
Practicum and Seminar class (HSP 340) gave me knowledge and tools to prepare me before my first internships. The class taught me the importance of valuing diversity and being open minded because direct service involves a variety of people from different cultures and backgrounds. Practicum stressed the concept cultural competence, which is the process of individuals and systems recognizing, valuing, and respecting people of all cultures, classes, religions, ethnic backgrounds and other diversity factors. In order to become culturally competent, I must understand and recognize preconceived assumptions and stereotypes in order to overcome this barrier. I used this knowledge when working with diverse families at Head Start. I found that the children and families I had a hard time interacting with were the ones from backgrounds I knew or understood little about. Recognizing these feelings gave me the opportunity to interact and learn from this unfamiliar environment, increasing the ability to be empathy for all clients (CSHSE Standard 12).
The class also went over important things to know before working in direct services such as confidentiality, universal precautions, dual relationships, mandated reporting and professional boundaries. We also went over a variety of hypothetical situations that could occur while participating in direct service and we were encouraged to critically think about how to professionally handle situations that arise, especially when values or ethic boundaries are being crossed.
Once my first internship started, I was thankful to have background knowledge of direct service and was able to draw from what I had learned in class when situations occurred during internship. One of the first weeks of internship, I found myself having a hard time getting along with one of the students, which is an issue that we had discussed in class many times. The girl was having a hard time listening to instructions and following the rules. She kept insisting that she was allowed to break certain rules and refused to back down (Intern 4). This was my first experience working with a client who was unwilling to abide by the rules, but I had felt that my class had helped me to handle situations such as these when they arise. Since every situation is different, it is hard to explain exactly how to handle conflict, however, I found out that while working with kids, it’s good to be a bit stern and have realistic expectations while being patient and considerate.
Other conflict issues did arise during my internship, but the main thing I learned throughout my direct service at Head Start was to become more confident as a person and professional, which is seen through my internship reflections. The second quarter at Head Start was in a different classroom and even by the first week I could tell how much more confident I had become. I knew the routine and procedure of the program and felt more confident while working with the children. Being more confident enabled me to be more open to my new supervisor and co-workers, giving me the opportunity to have more responsibilities and further my learning. Every week there was a different theme, such as patterns or memory skills, which I taught in small groups. The small groups I conducted were a part of the agency’s curriculum called Second Step Learning, activities that strengthen cognitive and social skills (summative reflection). Both quarters at Head Start gave me great experience working in the direct service field and influenced great personal and professional growth (CSHSE, Standard 16: Interventions).
During the time I was interning at Head Start, getting hands on experience with clients, I was learning about different intervention and case management skills to use in the direct service field. In Interviewing and Interventions (HSP 325) class, we learned and practiced necessary skills for human service professionals to have when working with clients. We spent the quarter practicing how to conduct a five-stage interview, each student switching roles of the client and interviewer. This class gave me the knowledge on how to gather information and conduct interviews with clients.
Effective interviewing takes a lot of practice and is a skill I will work to continue to improve in my career. I found at times that it could be difficult to stop my mind from trailing off and completely focus on what the client is saying. To help myself stay focused and conduct a good interview, I learned how to use effective listening skills such as listening for strengths, paraphrasing what the client says and reflection of feeling (5 stage interview). We also used the appropriate use and timing for open and close-ended questions that help encourage the client to talk while giving them the benefit of directing the conversation. This idea is congruent with human service values because the client has the right to autonomy and is in charge of their own lives; human service professionals are here to help clients along their journey when in need. This correlates with CSHSE, Standard 19 Client-Related Values and Attitudes, "the curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice”.
Another important skill we practiced was how to effectively deal with conflict when they arise by rolling with resistance (CSHSE, Standard 17 Interpersonal Communication). Reminding the client that we respect their right to self-determination and we are just here to help is an example of rolling with resistance. If there is conflict, I learned how this could sometimes help direct the conversation down a good path by rephrasing the client’s words. This relates to Standard 17 Interpersonal Communication, "learning experiences shall be provided for the student to develop his or her interpersonal skills”.
I have been able to practice these interviewing skills in my personal relationships and have found them very effective. The most important thing I acquired from the class was strengthening my listening skills, which is essential for a human service professional. Interviewing (HSP 325) was a great segue way into Case Management and Interventions (HSP 345) because the skill sets complimented each other well. Case management also focuses on necessary skills needed while working with clients. Through course work, I learned how to fill out case notes and clinical paperwork, writing impartially by excluding my assumptions or opinions (case management study). Case notes should be written based on what the client says, the objective case manager’s perspective and an assessment determined by the combination of the two. Learning how to write good case notes and have good interviewing skills furthered my ability to be nonjudgmental and empathetic; both crucial skills that have strengthened my ability in being a respectable, successful human service worker.
The human service major gave me great knowledge, tools and hands-on experience in the direct service field. Although I am not sure where my path will take me after graduation, I know I will spend a good amount of time actively working with clients. Thus, it is very important that I learned a comprehensive set of skills for working in the direct service field.
Council for Standards in Human Service Education (CSHSE) (2010). National Standards for Baccalaureate Degree in Human Services. Available at:http://www.cshse.org/documents/Standards-Bachelor_2010Revised.pdf
The class Introduction to Human Services (HSP 302) emphasized the different roles and situations that may occur when working with clients. An essential theme was the importance of understanding how systems play a role in people’s lives. Through course work I learned that systems contribute to stratification and restrict the mobility of people, which is an important concept to practice while providing direct service because it makes me be able to have empathy and understanding of the difficulties in many lives (diversity points). Knowing that events and current structures provide obstacles for clients benefits me in being a successful human service provider because I can recognize the uniqueness of each client’s circumstance that will direct me in how to effectively support their need. This learning directly correlates with CSHSE Standard 12 Human Systems, “The curriculum shall include knowledge and theory of human systems, including individual, interpersonal, group, family, organizational, community and societal and their interactions”.
Practicum and Seminar class (HSP 340) gave me knowledge and tools to prepare me before my first internships. The class taught me the importance of valuing diversity and being open minded because direct service involves a variety of people from different cultures and backgrounds. Practicum stressed the concept cultural competence, which is the process of individuals and systems recognizing, valuing, and respecting people of all cultures, classes, religions, ethnic backgrounds and other diversity factors. In order to become culturally competent, I must understand and recognize preconceived assumptions and stereotypes in order to overcome this barrier. I used this knowledge when working with diverse families at Head Start. I found that the children and families I had a hard time interacting with were the ones from backgrounds I knew or understood little about. Recognizing these feelings gave me the opportunity to interact and learn from this unfamiliar environment, increasing the ability to be empathy for all clients (CSHSE Standard 12).
The class also went over important things to know before working in direct services such as confidentiality, universal precautions, dual relationships, mandated reporting and professional boundaries. We also went over a variety of hypothetical situations that could occur while participating in direct service and we were encouraged to critically think about how to professionally handle situations that arise, especially when values or ethic boundaries are being crossed.
Once my first internship started, I was thankful to have background knowledge of direct service and was able to draw from what I had learned in class when situations occurred during internship. One of the first weeks of internship, I found myself having a hard time getting along with one of the students, which is an issue that we had discussed in class many times. The girl was having a hard time listening to instructions and following the rules. She kept insisting that she was allowed to break certain rules and refused to back down (Intern 4). This was my first experience working with a client who was unwilling to abide by the rules, but I had felt that my class had helped me to handle situations such as these when they arise. Since every situation is different, it is hard to explain exactly how to handle conflict, however, I found out that while working with kids, it’s good to be a bit stern and have realistic expectations while being patient and considerate.
Other conflict issues did arise during my internship, but the main thing I learned throughout my direct service at Head Start was to become more confident as a person and professional, which is seen through my internship reflections. The second quarter at Head Start was in a different classroom and even by the first week I could tell how much more confident I had become. I knew the routine and procedure of the program and felt more confident while working with the children. Being more confident enabled me to be more open to my new supervisor and co-workers, giving me the opportunity to have more responsibilities and further my learning. Every week there was a different theme, such as patterns or memory skills, which I taught in small groups. The small groups I conducted were a part of the agency’s curriculum called Second Step Learning, activities that strengthen cognitive and social skills (summative reflection). Both quarters at Head Start gave me great experience working in the direct service field and influenced great personal and professional growth (CSHSE, Standard 16: Interventions).
During the time I was interning at Head Start, getting hands on experience with clients, I was learning about different intervention and case management skills to use in the direct service field. In Interviewing and Interventions (HSP 325) class, we learned and practiced necessary skills for human service professionals to have when working with clients. We spent the quarter practicing how to conduct a five-stage interview, each student switching roles of the client and interviewer. This class gave me the knowledge on how to gather information and conduct interviews with clients.
Effective interviewing takes a lot of practice and is a skill I will work to continue to improve in my career. I found at times that it could be difficult to stop my mind from trailing off and completely focus on what the client is saying. To help myself stay focused and conduct a good interview, I learned how to use effective listening skills such as listening for strengths, paraphrasing what the client says and reflection of feeling (5 stage interview). We also used the appropriate use and timing for open and close-ended questions that help encourage the client to talk while giving them the benefit of directing the conversation. This idea is congruent with human service values because the client has the right to autonomy and is in charge of their own lives; human service professionals are here to help clients along their journey when in need. This correlates with CSHSE, Standard 19 Client-Related Values and Attitudes, "the curriculum shall incorporate human services values and attitudes and promote understanding of human services ethics and their application in practice”.
Another important skill we practiced was how to effectively deal with conflict when they arise by rolling with resistance (CSHSE, Standard 17 Interpersonal Communication). Reminding the client that we respect their right to self-determination and we are just here to help is an example of rolling with resistance. If there is conflict, I learned how this could sometimes help direct the conversation down a good path by rephrasing the client’s words. This relates to Standard 17 Interpersonal Communication, "learning experiences shall be provided for the student to develop his or her interpersonal skills”.
I have been able to practice these interviewing skills in my personal relationships and have found them very effective. The most important thing I acquired from the class was strengthening my listening skills, which is essential for a human service professional. Interviewing (HSP 325) was a great segue way into Case Management and Interventions (HSP 345) because the skill sets complimented each other well. Case management also focuses on necessary skills needed while working with clients. Through course work, I learned how to fill out case notes and clinical paperwork, writing impartially by excluding my assumptions or opinions (case management study). Case notes should be written based on what the client says, the objective case manager’s perspective and an assessment determined by the combination of the two. Learning how to write good case notes and have good interviewing skills furthered my ability to be nonjudgmental and empathetic; both crucial skills that have strengthened my ability in being a respectable, successful human service worker.
The human service major gave me great knowledge, tools and hands-on experience in the direct service field. Although I am not sure where my path will take me after graduation, I know I will spend a good amount of time actively working with clients. Thus, it is very important that I learned a comprehensive set of skills for working in the direct service field.
Council for Standards in Human Service Education (CSHSE) (2010). National Standards for Baccalaureate Degree in Human Services. Available at:http://www.cshse.org/documents/Standards-Bachelor_2010Revised.pdf