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files (2)HUMN_6161_Week01_DifferencesBetweenHumanServicesAndSocialWork.pdf
Week1_Assignment.pdf
HUMN_6161_Week01_DifferencesBetweenHumanServicesAndSocialWork.pdf
Differences Between Human Services and Social Work
While Social Work is one of the many fields that fall under the established
umbrella of Human Services, there are some distinct differences between the two. The
differentiation, between the field of Social Work and Human Services, revolves primarily
around academic focus and licensure. Social Work education focuses on the application
of theory and the development of counseling skills, whereas Human Services education
follows a community-based practitioner model.
While a license is not required upon completion of a Social Work program, it is
highly recommended, as many positions in the field require a master’s level
(independent or clinical) license. Each license requires additional coursework, liability
insurance, and approximately 500–2000 hours of post-graduation internship. After
obtaining these credentials and passing a Council for Social Work (CSWE) state
licensure exam, the social worker may practice and provide therapy independently.
Without these credentials, the student who obtained a bachelor or master’s degree
without a license may practice under the direct supervision of an independently licensed
social worker.
Human services practitioners do not provide independent counseling, thus there
is no state licensure or insurance required. Although the Human Services-Board
Certified Practitioner (HS-BCP) exam and credential identifies those who have
graduated from an accredited Human Services Program and have obtained the
knowledge, skills and abilities to practice, it is not required to obtain most employment.
Beyond the credentialing and licensing requirements, the differences between a
social worker and a human services practitioner are fairly minimal. Both Social Work
and Human Services programs focus on working with individuals, community groups,
and families. Theory-based models of practice are learned in both programs, as well as
specialization opportunities in the areas of substance abuse, non-profit management,
youth development, etc.
For many individuals seeking to work in the helping professions, a licensure to
provide independent therapeutic services is not the career goal. These individuals wish
to create and provide case management services to a broad range of individuals in
community-based settings. Thus, the additional hours required for independent practice
are not necessary or required. As potential human services practitioners review their
career aspirations, many are recognizing that programs with an emphasis on fieldwork
and experience are more valuable to them in the long run.
Week1_Assignment.pdf
Due Sunday by 10:59pm Points 50 Submitting a text entry box or a file upload Attempts 0 Allowed Attempts 2
Start Assignment
Back to Week at a Glance (https://waldenu.instructure.com/courses/92806/modules/items/3157530)
Motivational interviewing is an exciting and effective approach to gathering information. While it often is considered a counseling technique, it is used in a wide variety of settings outside of counseling— including in human services settings. Please note that while it is a counseling technique, advanced human services professional practitioners do not use it to engage in therapeutic counseling. How do you see using motivational interviewing in your role as an advanced human services professional practitioner?
In this Assignment, you will examine definitions of motivational interviewing. You will also consider how motivational interviewing can be applied to assessment in human services settings.
MOTIVATIONAL INTERVIEWING AND ASSESSMENT
RESOURCES
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
WEEKLY RESOURCE (https://waldenu.instructure.com/courses/92806/modules/items/3157554)
TO PREPARE
HUMN_6161_Week1_Assignment_Rubric
Review the Learning Resources on traditional assessment techniques and motivational interviewing. Pay particular attention to the definitions of motivational interviewing, the differences between human services and social work, and the application of motivational interviewing to assessment given those differences. Consider how you would define motivational interviewing, if asked. Think about how motivational interviewing can be applied to assessment in a human services setting with which you are familiar or interested in working.
Submit a 1- to 2-page paper that addresses the following:
Describe what you believe motivational interviewing is and how you believe it can be applied to assessment in a human services setting.
Note: This is not an assessment of your personal skills but, rather, your personal understanding of motivational interviewing as a technique that can be applied in human services settings.
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
1. To submit your completed assignment, save your Assignment as WK1Assgn_LastName_Firstinitial.
2. Then, click on Start Assignment near the top of the page. 3. Next, click on Upload File and select Submit Assignment for review.
BY DAY 7
SUBMISSION AND GRADING INFORMATION
Criteria Ratings Pts
42.5 pts
7.5 pts
Describe what you believe motivational interviewing is and how you believe it can be applied to assessment in a human services setting.
42.5 to >37.83 pts Exceeds Expectations Description is well developed and demonstrates a thorough understanding of motivational interviewing. ... Explanation of how motivational interviewing can be applied to assessment in a human services setting is insightful and accurate. Specific and convincing examples are provided.
37.83 to >33.58 pts Meets Expectations
Description is developed and demonstrates an evident understanding of motivational interviewing. ... Explanation of how motivational interviewing can be applied to assessment in a human services setting is thoughtful and mostly accurate. Relevant examples are provided.
33.58 to >29.33 pts Fair
Description is underdeveloped and demonstrates a limited understanding of motivational interviewing. ... Explanation of how motivational interviewing can be applied to assessment in a human services setting is limited and somewhat inaccurate. Vaguely developed examples are provided.
29.33 to >0 pts Needs Improvement Description is missing or it demonstrates little or no understanding of motivational interviewing. ... Explanation of how motivational interviewing can be applied to assessment in a human services setting is missing or shows little or no consideration or effort. No examples are provided.
Scholarly Writing and APA Style
7.5 to >6.68 pts Exceeds Expectations The paper is clear and coherent. Student writes with proper grammar, sentence structure, and punctuation to convey their scholarly message. Fewer than 5 errors occur in the paper. The paper displays proper scholarly voice, organization, and focus. Student paraphrases evidence from scholarly sources correctly and integrates and analyzes it effectively. Includes
6.68 to >5.93 pts Meets Expectations The paper is mostly clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (5-8), and do not interfere with the scholarly message. The paper displays effective scholarly voice, organization, and focus. Student paraphrases evidence from scholarly sources correctly, but integration and analysis could be improved. Includes citations and a
5.93 to >5.18 pts Fair
The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (9-12) and occasionally interfere with the message. The paper has lapses in scholarly voice. The paper lacks clear organization or occasionally strays from the focus. Student occasionally paraphrases source information incorrectly. Includes citations and a
5.18 to >0 pts Needs Improvement The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (13+), and interfere with the message. The paper shows little or no attention to scholarly voice, organization, and focus. Student consistently paraphrases source information incorrectly
Total Points: 50
Criteria Ratings Pts
citations and a reference list that are mostly formatted correctly in APA Style. Headings and paper formatting reflect proper APA.
reference list, but they contain minor APA errors. Headings and paper formatting contain minor APA errors.
reference list, but they contain major APA errors. Headings and paper formatting contain major APA errors
(resulting in accidental plagiarism) and/or relies exclusively on direct quotes. Citations are infrequent or missing. Little or no attempt has been made to provide a reference list or to format the paper in APA Style.
