Agency Overview and Personal Interest in Human Services
A social pedagogue is a specialist whose goal is to facilitate the successful integration of children and adolescents into society, develop their social skills, and support families with child-rearing challenges. A counselor must recognize the danger to the child’s development posed by their environment and take timely measures to create favorable conditions for personal growth. The sphere of human services is a crucial part of social policy in any state. Supporting the younger generation with special learning and developmental needs is considered particularly challenging.
The purpose of this interview is to explore the personal and professional characteristics of a human service professional. The objectives of this interview included identifying typical patterns of behavior in various situations, attitudes toward work and clients, and perspective-taking. The Department of Education, which provides services for students in public schools, was taken as the organization. The foundation’s work is to support young people in developing their talents and addressing their academic and creative needs. I am interested in exploring the unique aspects of this job, as I plan to pursue a career in this field after graduation.
Interviewee Background and Professional Qualifications
J. C., a consultant in the department, was chosen as the interlocutor. She has been in this position permanently and has been working in human services for over 15 years, with approximately six years in this role. She holds a Bachelor’s degree from Queens College and a Master’s degree in Psychology from New York University.
Ms. C. was pleased to participate in our conversation and share her perspective on the profession. Our conversation began with the question of why a woman is interested in this field and which aspects of the work appeal to her the most. The answer was that it was a profession that allowed her to enjoy all of her responsibilities, including communicating with people, organizing their activities, and supporting their needs. Overall, she said that she was excited and motivated by the feeling that the work was valuable and made a difference in people’s lives.
The interpreter’s work process includes individual or group counseling for students with special needs disabilities. Most often, this group includes individuals aged 13 to 21 who are still in high school. “The work is not easy and requires a high level of psycho-emotional involvement”, – she added. It means that the position presupposes constant self-development. When asked what qualities make her a good specialist, Ms. C. said it is essential to work with information sources and to be a conscientious member of society who understands other people’s problems.
Professional Perspectives on Rewards and Challenges in Human Services Work
The specialist works with parents and teachers who work with students with special needs. She believes that by working together, we can create the most favorable place for children to discover their problems and to develop harmoniously. During the conversation, the woman did not identify a single factor that she considered harmful in her work.
Nevertheless, it was clear from the conversation that this position entailed a high psychological burden. The latter often makes it challenging to maintain a work-life balance (Williams et al., 2020). My interlocutor’s field of work involves a range of risks, including professional burnout, difficulties in interacting with children and their parents.
Bureaucracy, as well as the complexity of interpersonal problems in high school, is a key pressing factor (Shick & Martin, 2020). “In order not to lose motivation, you have to keep a certain amount of equanimity and accept the fact that without these difficulties, working in education is not possible,” she explained. Hence, she believes that these difficulties are insignificant compared to the high level of satisfaction a person in this field receives.
Moreover, it is primarily thanks to the extensive documentation of turnover that it is possible to systematize interaction with complex cases that require exceptional control by the administration and other teachers. The interviewee added that when beginning to work in this field, each person must accept the inevitability of such circumstances and decide whether other components can compensate for this. I chose this woman as my interlocutor because she had worked as a teacher at my school for a long time.
Suggested Improvements to Service Delivery
The woman asserted that she was satisfied with the organization’s work system and did not want to make any changes, except to increase privacy by introducing individual and group conversations. The most essential part of the job is ensuring students’ safety and comfort during interactions with educators. She believes that the administrative complexities and other current challenges are always offset by the opportunity to realize her full potential in the field of human services. I noticed then that she had a special approach to the students, characterized by empathy, active listening, and an understanding of others’ needs.
Personal Reflection on the Interview and the Human Services Profession
During the conversation, a favorable atmosphere was created, marked by eye contact, trust, and understanding. The most surprising fact discovered during the interview was that, before choosing this job, the woman had been a teacher. The conversation fully met my expectations and broadened my understanding of what it means to work in the field of human services. The primary skills that need to be continually developed to remain a proficient professional are psychological literacy and the ability to work with large amounts of information and solve non-standard problems.
I was able to get in touch with my interviewee because I had her contact information from our school years. The most favorable aspect of the communication was my interlocutor’s high level of involvement in the topic. Many of the ideas were not new to me, including the high level of bureaucracy in this job. I was often told about this by other teachers at the school and by parents.
I encountered numerous interesting and unexpected facts that broadened my understanding of the profession. For example, it was found that similar specialists can work with teachers who also require professional and psychological support. I believe that this interview was helpful for both sides. This is because, as a less experienced person, I received a large amount of information about the area of interest to me.
Moreover, I discovered for myself an unusual person whose example motivates me to continue my studies. On the other hand, the conversation prompted my interviewee to reflect extensively on his experience and to formulate an attitude toward his work. It was noticeable that, when answering questions, my interviewee was passionate about the conversation, pausing to reflect and analyze various phenomena.
References
Shick, R. A., & Martin, L. L. (2020). Human services contracting: A public solutions handbook. Routledge.
Williams, J., McDonald, C., Hawkins, L., & Craik, C. (2020). Professional practice in human service organisations. Routledge.