Competency #8: Intervene with Individuals, Families, Groups, Organizations, and

Communities

Evidence 1: Journal #1

In my junior year placement I practiced in an agency that specialized with GED and ESL

educational services. To enroll a student in the program one has to conduct an intake, which is a

process that assesses barriers to education and the student’s goals. In my journal I reflected on

one particular intake in which a Columbian woman was seeking ESL services. In this intake the

woman had limited English speaking abilities and she was therefore going to rely on her

daughter to translate, however I decided to use my Spanish speaking abilities with the client so

avoid any conflicts of interest. We then started the intake process to determine the appropriate

intervention for her education.

Together we went through the paper work to assess any barriers there could be to her

education. She reported that her schooling was in Columbia and she is not familiar with

American school systems like her children are. Therefore she felt nervous about enrolling herself

in classes but explained to me the importance of learning the language that supersedes her

anxiety. Taking into consideration competency eight’s second learning behavior, to apply

knowledge of human behavior and the social environment, person-in-environment, and

other multidisciplinary theoretical frameworks, I assured her that this is a common feeling for

all students returning to class including English speakers. As I reflected in my journal I

recognized the difficulty of living in a country in which one’s language and culture is not

mainstream and the impact it may have on services. Therefore during the intake I sought

measures such as speaking Spanish with her and assuring her by disclosing that there are similar

students to herself already in the program.

 Progressing through the intake we determined which location for ESL classes would be

best for her, so that she has a shorter commute and attending class would be made easier. As

competency eight’s first learning behavior advises, to critically choose and implement

interventions to achieve practice goals and enhance capacities of clients, we decided on our

satellite location being best fit for her schooling. We then reviewed her teachers and volunteers

that she will be working with to prepare her for the program. In consideration of competency

eight’s fifth learning behavior, to facilitate effective transitions and endings that advance

mutually agreed-on goals, I informed her to address any problems that she is having with the

teacher. I then advised her to report any barriers to me to if she is having difficulty getting to

class, or may be struggling in her class. This action fulfills the fifth learning behavior by

informing her on what resources she can utilize to facilitate her education.

As evidenced by my journal entry it is important to determine and facilitate interventions

that are client informed. I completed this task by consider the client’s position in her social

environment and how this experience may affect the intervention as well as my interviewing

strategies. The process of the intake itself determines what intervention would be best fit for the

client and her self-identified goals. Since my internship at the GED agency I have continued to

utilize these tactics and skills to create effective interventions with the consent of the client.