Standard 16

Interventions

Systems thinking, self determination, listening, facilitating, community awareness. All of these are integral elements of knowledge and skills associated with interventions and have been considered in previous essays. Discussing the skills associated with interventions in isolation to the above mentioned skills and perspectives is futile.

In my paid internship I was the program coordinator for a community youth program. The purpose of the program was to help youth to gain the connections within the community in order to become involved in local community betterment as well as political advocacy for the safety and quality of life for youth. My job was to help them recognize their passions about the community, specific issues such as substance abuse, environmental concerns, community involvement, etc. I was also there to help bridge the gap between the youth and the community members working for them. I was privy to experience ample instances in which the needs of the youth community were recognized and met with correct information and contacts for continued progress on projects, etc. Knowledge and skills about intervention is a two way street as well. Not only should the professional have the skills to recognize what the client needs/wants, but also have the solid information base for providing the information at the time. In the instance of my job, that meant I was attending 2-5 community meetings per week learning what was available for youth in the community and helping to coordinate the relationships between the needs of the youth and the availability of the community. The advocacy portion of intervention comes in when there is a need that is not readily met by the programs currently in place, in which case the intervention is to work toward closing that gap in services.

Previously viewed, yet relevant proof of intervention experiences exists within (Appendix O) – From Case Management and (Appendix M) from Interviewing.