6-1 Discussion: Theories and Human Services
Think about the various theories you learned about in your textbook readings. Name one theory that human services professionals use in working with clients. Briefly describe the theory. Give an example of how a human services professional might apply the theory in his or her work with a client.
• Demonstrate how theory is applied in the human services field
• Explain how the standards in the Human Services Code of Ethics impact your ability to provide services to clients
• Compare your values to those included in the Human Services Code of Ethics
Chapters 4,5 and 8 – https://learn.snhu.edu/d2l/le/content/847602/viewContent/14870478/View
Article: Ethical Standards for Human Services Professionals-https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals
From Theory to Practice
In the human services program courses, you will begin to learn about evidence-informed programs and practices. Research tells us what works with different types of clients. You will have the responsibility of reading research, even after you have graduated from the degree program, to learn about what can be most effective in helping your clients. The research is based on testing different theories and hypotheses to see if the method or program will indeed work with a specific client population.
One such approach is a strengths-based approach to service provision. The strengths-based approach to working with clients is used by most helping professions. It requires the practitioner to identify the strengths that the client has (e.g., talents, past successes, support from others) and incorporate them into the action plan, increasing the likelihood that the client is successful in addressing his or her problem(s) of daily living (Hammond, 2010). Hammond (2010) identifies the principles of a strengths-based approach:
1. An absolute belief that every person has potential and it is their unique strengths and capabilities that will determine their evolving story as well as define who they are—not their limitations (not, I will believe when I see—rather, I believe and I will see).
2. What we focus on becomes one’s reality—focus on strength, not labels—seeing challenges as capacity fostering (not something to avoid) creates hope and optimism.
3. The language we use creates our reality—both for the care providers and the children, youth, and their families.
4. Belief that changes is inevitable—all individuals have the urge to succeed, to explore the world around them and to make themselves useful to others and their communities.
5. Positive change occurs in the context of authentic relationships—people need to know someone cares and will be there unconditionally for them. It is a transactional and facilitating process of supporting change and capacity building—not fixing.
6. Person’s perspective of reality is primary (their story)—therefore, need to value and start the change process with what is important to the person—not the expert.
7. People have more confidence and comfort to journey to the future (the unknown) when they are invited to start with what they already know.
8. Capacity building is a process and a goal—a life long journey that is dynamic as opposed to static.
9. It is important to value differences and the essential need to collaborate—effective change is a collaborative, inclusive and participatory process—it takes a village to raise a child.