Both readings greatly benefit future practice as they focus on critical points. Schulman (2016) reveals the secrets of family sessions, the role of previous experiences, and their impact on later life. He stresses that a crucial factor in the transition to the mid-practice phase is the ability to help deal with family secrets and highlights emotional reactions as the most influential factor in the shifting process. Summers (2016) entices to the social history and the critical role of concentrating on an urgent issue in the short term. In this way, these readings contribute to comprehending the proper allocation of resources and relationship building.
Family sessions are intertwined with social work, as they are crucial for dealing with emotional, central, and powerful issues concerning previous experiences. It revealed why children sometimes act subconsciously, and how to influence their behavior. My internship demands that I interact with students and help them to cope with the issues they face daily, especially concerning issues of low self-esteem (Shulman, 2016). Comprehending the topic improved my empathy for students, who face numerous issues, improving my ability to offer personalized assistance to them.
The topic under discussion was an excellent reminder that schools seldom cared about psychological development. Therefore, I have to ensure that all students benefit immensely from the supportive services that I seek to provide. An excellent example of how I applied the knowledge that I had learned so far is by considering family history to understand students. It aided me in formalizing the solution that seemed most congruent with the precise issues that the learner was facing.
Another salient part that I will be assertive about is how to record the social histories of clients. This topic is directly related to social work as it focuses on the problem and its solution. I have learned that it is imperative to ensure that the type of assessment form does not interfere with the counseling process (Summers, 2016). This reminded the significance of preventing students from sharing much information. I have already applied this approach when separating urgent problems from those that can be solved later. I will operate all the skills I have gained at my current place of work by connecting closely with the students that need help. I seek to achieve this by performing a continuous assessment of my students to understand their progress.
References
Shulman, L. (2016). The middle and ending phases in family practice. In The skills of helping individuals, families, groups, and communities. (pp. 294-311). (8th ed.). University at Buffalo the State University of New York.
Summers, N. (2016). Social histories and assessment forms. In Fundamentals of case management practice skills for the human services. (pp. 253-273). [Ebook] (5th ed.). Harrisburg Area Community College.