Intervention Competence
Applying Negotiation Skills in Interacting with the Participant
In my experience, I worked as a social worker in high school. I had an opportunity to work with a high school sophomore who tended to react quickly in different situations, which often led to conflicts with his peers and teachers. One day, a conflict escalated quickly and could result in disciplinary action against the student, possibly affecting his school record. To address the situation, I used negotiation skills when communicating with the student to discuss his behavior and choices.
My whole approach was based not on being confrontational and hostile but on being supportive and understanding, so I asked open-ended questions. In general, individuals are encouraged to express themselves fully and extensively when asked open-ended questions (Maryland School of Social Work, n.d.). They frequently enhance exploration more thoroughly or broadly (Maryland School of Social Work, n.d.).
In my situation, the student had an opportunity to express his frustration and perspectives on the recent event. Consequently, I not only listened to his concerns but delved deeper into the bigger issue. My next step was to help the student acknowledge the problem and look for a solution.
The problem needs to be precisely defined before a solution can be found (Dumper et al., n.d.). When talking with the boy, I guided him in exploring ways to handle stressful situations. We discussed the consequences of his actions and how they could impact his life, relationships, and performance. By highlighting such outcomes, I aimed to show him the importance of solving the issue.
Finally, through motivational interviewing techniques, I not only fostered a non-judgmental environment but also facilitated collaboration. Motivational interviewing employs a set of targeted methods to help people explore and clarify their underlying values and goals to overcome ambivalence about change (Arbuckle et al., 2020). As a result, I listened empathetically to the student’s concerns, acknowledged his strengths, and offered to work toward his goals. Together, we explored strategies to manage his emotions and respond more calmly in challenging situations. Overall, through the negotiation process, the student became more aware of his impulsivity and began to work on his behavior.
Facilitation Information Sharing
As a social worker, I once worked with a family facing financial problems who struggled to access community resources and support. The family consisted of a single mother and two school-aged children. The mother and children were overwhelmed by their struggles since they did not know about the existing support programs. As a result, my goal was to guide the family in accessing the necessary resources, share information, and connect them with various programs.
During my initial visit, I sought an opportunity to get to know them and learn more about their concerns. In this situation, I used a series of open-ended questions that helped me identify their needs and goals. During our conversation, I gained a deeper understanding of what issues must be addressed in their unique situation.
Then, using problem-solving techniques, I guided the family in identifying their immediate and long-term needs. Together, we found several areas to address, including housing, healthcare, education, and employment. By recognizing the areas that needed improvement, we determined the urgency of needs and created a clear plan of action.
After identifying the problems and creating a plan of action, it was necessary to provide emotional support to the family members. Motivational interviewing techniques were immensely helpful, allowing me to validate the mother’s and children’s emotions. Throughout our conversation, I highlighted their resilience and helped them build confidence in their ability to navigate difficult circumstances. I then facilitated information sharing by providing the family with brochures and communication aids. There, the family could find local agencies and organizations whose mission was to support those in need.
However, I recognized that such efforts might not be sufficient, so I collaborated with other professionals as well. For instance, I reached out to local food banks, educational establishments, and employment agencies on behalf of the family to establish a line of communication. More specifically, I made phone calls, attended meetings, and corresponded via e-mail. Consequently, the family gained a sense of security and could ensure their needs were met without fear of the future.
Practice Evaluation Competence
Effectiveness of Participant Direction as a Service Model
In my experience as a social worker, I once had an opportunity to compare and analyze the effectiveness of participant direction as a service model. The goal of the participant direction strategy for social work delivery in long-term services and support is to give people with disabilities and their closest associates greater autonomy (DeCarlo et al., 2019). I used to work at a social work agency that focused on the participant’s direction as a guiding principle in their work with individuals with disabilities, and my assignment was to assess the framework’s efficiency.
When delving deeper into and analyzing the model’s effectiveness, I relied on the differences between the approach mentioned and the traditional method of assistance. As evident from the definition above, the participant direction strategy focuses more on granting individuals autonomy and opportunities to determine their own goals. Meanwhile, the traditional approach prioritizes making decisions for these people, including identifying issues and finding solutions.
In my evaluation, I found that participant direction has several advantages over the traditional approach. For example, I observed that individuals have more autonomy and feel empowered to take ownership of their lives and make significant decisions. By involving them in the decision-making process, they felt like their preferences and needs were acknowledged.
Moreover, participant direction was more favorable, with increased responsibility among the individuals. More specifically, those receiving assistance learned more about budgeting, planning, and self-advocacy. As a result, they were better prepared to become independent and further increase their self-sufficiency.
At the same time, I saw the obvious drawbacks of such an approach. For example, in one situation, I encountered an individual with cognitive impairments. It was clear that this person could not be fully independent and needed assistance and alternative approaches that could ensure his well-being.
Additionally, some individuals might need more training and information for effective self-direction. Without such support, these people were unable to fully exercise their decision-making authority. Therefore, although there are significant advantages to participant direction, there are certain instances where I saw that extra assistance was required.
Evaluation Research on Participant Direction
In my current employment as a correctional officer in prison, I had an opportunity to de-escalate a conflict between two inmates who were involved in a physical altercation during recreational time. As a corrections officer, it is my responsibility to ensure the safety of both staff members and inmates. As a result, seeing a situation escalate quickly and the potential risk of physical injury, I needed to assess the issue and address it immediately.
Using my trained negotiation and conflict-resolution skills, I intervened effectively, separating the inmates and addressing the situation without further escalation. For example, my first step was to establish verbal contact with both inmates immediately. I used open-ended questions in order to gather more information about the situation and the reason for the conflict. With the provided details, I was able not only to understand both perspectives but also to find various solutions that would satisfy both parties.
Then, by applying the problem-solving techniques, I facilitated communication between the inmates, allowing them to hear one another’s concerns. Through active listening, the two individuals could validate one another’s feelings and de-escalate tension. Consequently, using conflict-resolution approaches, I fostered cooperation and facilitated compromise. I supported both parties during the process and discussed the consequences of their actions, highlighting the importance of a non-violent approach to conflict resolution.
Following any incident, I complete detailed reports that document the events, actions taken, and recommendations for follow-up. Such documentation is critical for maintaining records and informing future handling of inmates. More specifically, the records enable other employees to identify patterns and develop preventive measures, which might help create a safer environment for both staff members and inmates. Additionally, this documentation can be necessary to identify any underlying issues that cause conflicts in the correctional facility.
Overall, in my experience, I learned the importance of evaluation research on participant direction as a service model, guiding inmates in resolving conflicts and supporting the development of more positive, non-violent conflict-resolution skills. By reporting such an incident, I informed future practice.
References
Arbuckle, M. R., Foster, F. P., Talley, R. M., Covell, N. H., & Essock, S. M. (2020). Applying motivational interviewing strategies to enhance organizational readiness and facilitate implementation efforts. Quality Management in Health Care, 29(1), 1–6.
DeCarlo, M. P., Bogenschutz, M. D., Hall-Lande, J. A., & Hewitt, A. S. (2019). Implementation of self-directed supports for people with intellectual and developmental disabilities in the United States. Journal of Disability Policy Studies, 30(1), 11-21.
Dumper, K., Jenkins, W., Lacombe, A., Lovett, M., & Perimutter, M. (n.d.). Introductory psychology. Pressbooks.
Maryland School of Social Work. (n.d.). Social work skills.