Direct Services:
Project Homeless Connect 2010
In the field of human services there are two main types of service - direct and indirect. While both types of service are comparable in regards to their value within the field, their strategies and application can look quite different from each other. While indirect services are those services that do not involve a Human Services Professional directly interacting with a client, direct services do involve direct client interaction. Where indirect services are often “behind the scenes”, direct services take center stage especially in the perspective of the client. My familiarity and involvement with direct services did not begin when I entered the Human Services program. Direct service is something that has been a part of my life since I was in 7th grade when I began teaching a 3-5 year old class at my church. Throughout my life I have been involved with and now continue to direct a youth group and youth group programs. I have taught classes and led kids groups at vacation Bible school. I have been on service trips to intercity Atlanta, GA, the projects in Brooklyn, NY and the heart of a small town in the Dominican Republic more recently. I have participated in Project Homeless Connect for two years, I have tutored a middle school student in reading and I have run programs at the Bellingham Boys and Girls Club. Despite my involvement with direct service throughout my development it was not until I entered the Human Services Program that I began to understand direct services theory and how that theory affected delivery strategies.
The hours that I was able to spend at my internships working with clients were some of the most enriching times of learning. The Council for Standards in Human Service Education (2009) National Standard #21 states that, “the program shall provide field experience that is integrated with the curriculum” (p. 10). It was through a process of applying theory to experiences that I was able to come to a place where I truly understood the human services values of self-determination, assets based approaches, the ecological model and communication. Notice that each of these values outlines practices for working with and understanding clients. Out of all human service professional’s values, these specifically play a significant role in shaping how we, as professionals, view our clients and our work as a whole.
CSHSE (2009) National Standard #13 states that, “the curriculum shall address the scope of conditions that promote or inhibit human functioning” (p. 6). Urie Bronfenbrenner’s Ecological Model most clearly demonstrates the influences on a person’s life that can promote or inhibit human functioning. This idea is expressed in my Lifebook Reflection paper. Using the child for whom I created my lifebook as an example, it is clear to see how things in her life may have promoted or inhibited her functioning. In my Runaway and Homeless Youth powerpoint I highlight some conditions that influence why a youth may become homeless. During my internship with Love INC and my experiences completing client intake, I came to more fully understand and see how a client could be in their position based on conditions such as mental stability, health, health care access, literacy, social supports or government support amongst many other influences. Understanding and being informed about conditions that promote and inhibit human functioning help the human services professional be more open minded and more informed in order to try and help the client create solutions for these conditions.
CSHSE (2009) National Standard #16 states that, “the curriculum shall provide knowledge and skills in direct service delivery and appropriate interventions” (p. 8). HSP 345, Case Management and Interventions, highlights two main strategies for approaching intervention and service delivery. The first concept is that of self-determination and the second strategy is assets-based approaches. Self-determination is the idea that an individual and client are able to determine for themselves what their needs and wants are. Because of the human service professionals value for self-determination they will not tell a client what they need or what they want. This idea strongly influences how services are delivered and how professionals intervene in the lives of their clients. Ideas about how self-determination affects service delivery are described in Case Study part 1 that was completed for HSP 315, Human Development. Also, in my Love INC Reflection, I reflected by noting, “It became so evident through my conversations with clients that if they want change then they have to choose it. Love INC can sometimes offer assistance and direction but under no circumstances are we simply going to do everything for an individual.” As aforementioned, only a client can know what conditions are inhibiting and promoting their functioning and therefore only the client can determine what their needs are and what their wants are. Secondly, I have learned that an assets based approach is typically the most effective for enacting change. As discussed in Assets-based Reflection for HSP 345, Case Management, assets based approaches shift the focus from the client’s weaknesses to their strengths. This approach is more encouraging and more effective for helping the client capitalize on their strengths in order to overcome their challenges.
CSHSE (2009) National Standard #17 states that, “learning experiences shall be provided for the student to develop his or her interpersonal skills” (p. 8). This includes developing skills in understanding expectations, interacting with clients and developing behaviors that align with the values of the human services profession. And it all centers around communication. During my time in the Human Services Program I have come to understand that communication is reaching a place where meaning and understanding are reciprocated between two individuals. This is accomplished through active listening, questioning assumptions and asking questions for clarity. Communication is a goal to be reached rather than an activity to be accomplished. Carl Zaiss (2002) says, “The main reason people don’t accomplish more is that we fail to focus on what really matters – the quality of our relationships, which is shaped by the assumption and beliefs we bring to the table, how we speak and how we listen, and how we approach disagreements and conflicts,” (p. 9). Zaiss is emphasizing the importance of communication and what that truly looks like. I reflected on interpersonal communication processes in HSP 303, Interpersonal Systems, for my Dyad Assessment. In my Exploration of Self paper for HSP 303, Interpersonal Systems, I reflected on my natural communication strategies. By understanding communication strategy in theory I was able to apply it to my communication with clients at Love INC over the phone and also in my communication with the youth at the Bellingham Boys and Girls Club. Youth especially often get frustrated when speaking with an adult, but when I am able to practice proper communication strategies with them, then we are able to resolve conflict with more ease and less misunderstanding – even youth just want to be understood. This skill will certainly influence how I continue to interact with clients throughout my career.
Even before I entered the Human Services Program, I have been inclined toward helping. While my inclination towards helping has only increased during my time in the program, my reasons and understanding of helping have changed. My greatest motivator in helping has always been the presence of need – in my Why Help? Presentation I shared that the reason that I help is because there is a need in the world and I might as well play a role in eliminating the need. It is my understanding about what my role looks like that has changed during my time in the program. My mentality has shifted from thinking thatI have something to offer to people who are in need to realizing that my role is to guide people and systems in creating solutions to meet their own needs. My philosophy of service delivery has become a model for empowerment and sustainability. I wrote in my Love INC Reflection #3 that, “One of the joys of direct service is being able to connect with another individual whose emotions, frustrations and gratitude you can feel.”
Zaiss, C. (2002). True partnership: Revolutionary thinking about relating to others. San Francisco: Barrett-Koehler.
The hours that I was able to spend at my internships working with clients were some of the most enriching times of learning. The Council for Standards in Human Service Education (2009) National Standard #21 states that, “the program shall provide field experience that is integrated with the curriculum” (p. 10). It was through a process of applying theory to experiences that I was able to come to a place where I truly understood the human services values of self-determination, assets based approaches, the ecological model and communication. Notice that each of these values outlines practices for working with and understanding clients. Out of all human service professional’s values, these specifically play a significant role in shaping how we, as professionals, view our clients and our work as a whole.
CSHSE (2009) National Standard #13 states that, “the curriculum shall address the scope of conditions that promote or inhibit human functioning” (p. 6). Urie Bronfenbrenner’s Ecological Model most clearly demonstrates the influences on a person’s life that can promote or inhibit human functioning. This idea is expressed in my Lifebook Reflection paper. Using the child for whom I created my lifebook as an example, it is clear to see how things in her life may have promoted or inhibited her functioning. In my Runaway and Homeless Youth powerpoint I highlight some conditions that influence why a youth may become homeless. During my internship with Love INC and my experiences completing client intake, I came to more fully understand and see how a client could be in their position based on conditions such as mental stability, health, health care access, literacy, social supports or government support amongst many other influences. Understanding and being informed about conditions that promote and inhibit human functioning help the human services professional be more open minded and more informed in order to try and help the client create solutions for these conditions.
CSHSE (2009) National Standard #16 states that, “the curriculum shall provide knowledge and skills in direct service delivery and appropriate interventions” (p. 8). HSP 345, Case Management and Interventions, highlights two main strategies for approaching intervention and service delivery. The first concept is that of self-determination and the second strategy is assets-based approaches. Self-determination is the idea that an individual and client are able to determine for themselves what their needs and wants are. Because of the human service professionals value for self-determination they will not tell a client what they need or what they want. This idea strongly influences how services are delivered and how professionals intervene in the lives of their clients. Ideas about how self-determination affects service delivery are described in Case Study part 1 that was completed for HSP 315, Human Development. Also, in my Love INC Reflection, I reflected by noting, “It became so evident through my conversations with clients that if they want change then they have to choose it. Love INC can sometimes offer assistance and direction but under no circumstances are we simply going to do everything for an individual.” As aforementioned, only a client can know what conditions are inhibiting and promoting their functioning and therefore only the client can determine what their needs are and what their wants are. Secondly, I have learned that an assets based approach is typically the most effective for enacting change. As discussed in Assets-based Reflection for HSP 345, Case Management, assets based approaches shift the focus from the client’s weaknesses to their strengths. This approach is more encouraging and more effective for helping the client capitalize on their strengths in order to overcome their challenges.
CSHSE (2009) National Standard #17 states that, “learning experiences shall be provided for the student to develop his or her interpersonal skills” (p. 8). This includes developing skills in understanding expectations, interacting with clients and developing behaviors that align with the values of the human services profession. And it all centers around communication. During my time in the Human Services Program I have come to understand that communication is reaching a place where meaning and understanding are reciprocated between two individuals. This is accomplished through active listening, questioning assumptions and asking questions for clarity. Communication is a goal to be reached rather than an activity to be accomplished. Carl Zaiss (2002) says, “The main reason people don’t accomplish more is that we fail to focus on what really matters – the quality of our relationships, which is shaped by the assumption and beliefs we bring to the table, how we speak and how we listen, and how we approach disagreements and conflicts,” (p. 9). Zaiss is emphasizing the importance of communication and what that truly looks like. I reflected on interpersonal communication processes in HSP 303, Interpersonal Systems, for my Dyad Assessment. In my Exploration of Self paper for HSP 303, Interpersonal Systems, I reflected on my natural communication strategies. By understanding communication strategy in theory I was able to apply it to my communication with clients at Love INC over the phone and also in my communication with the youth at the Bellingham Boys and Girls Club. Youth especially often get frustrated when speaking with an adult, but when I am able to practice proper communication strategies with them, then we are able to resolve conflict with more ease and less misunderstanding – even youth just want to be understood. This skill will certainly influence how I continue to interact with clients throughout my career.
Even before I entered the Human Services Program, I have been inclined toward helping. While my inclination towards helping has only increased during my time in the program, my reasons and understanding of helping have changed. My greatest motivator in helping has always been the presence of need – in my Why Help? Presentation I shared that the reason that I help is because there is a need in the world and I might as well play a role in eliminating the need. It is my understanding about what my role looks like that has changed during my time in the program. My mentality has shifted from thinking thatI have something to offer to people who are in need to realizing that my role is to guide people and systems in creating solutions to meet their own needs. My philosophy of service delivery has become a model for empowerment and sustainability. I wrote in my Love INC Reflection #3 that, “One of the joys of direct service is being able to connect with another individual whose emotions, frustrations and gratitude you can feel.”
Zaiss, C. (2002). True partnership: Revolutionary thinking about relating to others. San Francisco: Barrett-Koehler.
