Fall 2025 SOWk 530 Week 02 - How We Help: Getting Started with Direct Practice

A presentation at Heritage University in September 2025 by Jacob Campbell and is tagged with Heritage University, MSW Program, SOWK 530

Two stylized figures interact, with one helping the other. Text reads: 'HOW WE HELP,' 'Getting Started with Direct Practice,' and 'Jacob Campbell, Ph.D. LICSW, Fall 2025 Week 02 SOWK 530, Heritage University.'

**Object:** Presentation slide **Action:** Displays text **Context:** Educational setting Text:- **PLAN FOR WEEK 02** - Agenda: - How have we been helped - Social work's orienting perspectives and phases of the helping process - Getting started with the helping process, motivation, and rapport - Values and ethical dilemmas- **LEARNING OBJECTIVES** - Reflect on one's experiences to deepen empathy. - Describe the five orienting perspectives of social work. - Compare experiences of clients to promote motivation. - Analyze value conflicts in ethical scenarios.- Bottom text: 'Fall 2025 Dr. Jacob Campbell at Heritage University'

Slide displaying numerous black question marks framing the text 'QUESTIONS YOU MIGHT HAVE ABOUT THE COURSE?' on a tan background. Footer reads 'How We Help, Fall 2025 SOWK 530, Jacob Campbell, Ph.D., LICSW at Heritage University.'

A slide features text prompting creation of a supportive experience poster. Includes a graphic of a falling person. Instructor details: Jacob Campbell, Ph.D., LICSW at Heritage University. Course: Fall 2025 SOWK 530.

A diagram displays key perspectives for social work practice. An 'Ecosystem Perspective' is overarching, while 'Direct Practice' underlines five specific approaches: Strengths, Cultural Humility, Antioppressive, Trauma-Informed, and Evidence-Informed Practices. Text notes: 'Fall 2025 SOWK 530,' 'Hepworth et al., 2023,' and 'Jacob Campbell, Ph.D. LICSW at Heritage University.'

The slide presents a process diagram with three main phases of helping: Exploration, Implementation, and Evaluation. It includes prompts for small group discussion about the structure's necessity and benefits.

The slide contrasts Teater's 2014 phases of the helping process with case study 2-1 on social work practice. It includes review instructions, key questions, and course details for Fall 2025.

Slide featuring the word 'RAPPORT' with bullet points: 'Relationship description with strong rapport,' 'Look and feel of a strong rapport,' 'Developing strong rapport.' The left panel is titled 'Phase I Exploration, Engagement, Assessment, & Planning.'

**Object:** Slide listing strategies **Action:** Presents categories to follow or avoid **Context:** From a presentation. Text includes: - **Maintain:** Client comfort, confidentiality & trust, enthusiasm, a collaborative relationship, interest in client concerns, objectivity, attentiveness, eye contact, an open posture. - **Avoid:** Passing judgment, jargon and technical language, an authoritarian demeanor, interruptions.Additional info: Fall 2025 SOWK 530, (Leach, 2015), Jacob Campbell, Ph.D., LICSW at Heritage University.

**Object**: Slide**Action**: Lists strategies**Context**: From a presentation on client trust improvement.---**Text Description**:Title: 'Strategies and Behaviors that Improve Client Trust'Two main sections:**'Be:'**- Dependable- Open minded- Flexible- Reassuring & supportive- Confident- Friendly- Genuine- Warm- Sincere- Honest- Empowering- Engaging and interactive- Respectful of client wishes and needs- Sensitive- Empathetic- Altruistic**'Use:'**- Open-ended questions- Rationales for procedures, treatments, and decisionsAdditional text at the bottom: 'Jacob Campbell, Ph.D., LICSW at Heritage University,' 'How We Help,' 'Fall 2025 SOWK 530.'

Three colored squares display types of clients: 'legally mandated,' 'voluntary,' and 'non voluntary.' The context is a presentation slide titled 'Types of Clients,' from 'Fall 2025 SOWK 530' by Jacob Campbell at Heritage University.

**Slide Description:**The slide discusses 'Involuntary Clients' with five numbered tips focused on understanding and managing client relationships. A green box titled '10 Tips for Working with Mandated Clients' supplements this. Text credits Jacob Campbell, Ph.D., LICSW at Heritage University.

Text on a slide titled 'Involuntary Clients' lists strategies: 6. Offer choices, including minor ones. 7. Understand client needs. 8. Use pro-social modeling. 9. Build client trust. 10. Respect client autonomy. There's a section: '10 Tips for Working with Mandated Clients.' Logos and references included at the bottom.

Two stylized figures sit facing each other across a table. The text reads: 'Questions can be categorized by answering essential questions, such as who the person is, their situation (including strengths, resources, networks, and needs), and the concern or presenting problem. WHAT QUESTIONS WOULD YOU USE TO INTERVIEW DURING PHASE I.' The slide is titled 'How We Help,' and notes 'Fall 2025 SOWK 530' and 'Jacob Campbell, Ph.D., LICSW at Heritage University.'

Pens and a notebook are displayed on the left, emphasizing 'Cardinal Values.' The text discusses the implications of upholding professional values, encouraging reflection on value dilemmas in practicum journals.

A text slide discusses ethical dilemmas in field placements, focusing on Googling clients and sharing Snapchat images. It poses questions about principles, pros and cons, guidelines, and resources. Bottom includes credits: 'Fall 2025 SOWK 530, Hepworth et al., 2023, p. 75, Jacob Campbell, Ph.D. LICSW at Heritage University'.

The slide presents an ethics case scenario in which a youth group is formed in a correctional facility. It questions confidentiality, actions, and principles. Important text includes:- **Questions:** - What conflicting principles and values are in play in the case? - What are the pros and cons of the various courses of action? - What guidelines are applicable in resolving this dilemma? - What resources could you consult to help you decide on an ethical course of action?**Source Information:**- Fall 2025 SOWK 530- (Hepworth et al., 2023, p. 75)- Jacob Campbell, Ph.D., LICSW at Heritage University

A presentation slide features a case study text on an intake interview with a family agency client, discussing parenting issues. A green box lists ethical discussion points, including principles, actions, and resources.

A text slide presents an ethics case involving a mentally pressured middle-aged male worker potentially becoming violent. Questions cover principles, action pros and cons, guidelines, and resource consultation. Title: 'ETHICS CASE 4.'

Dr. Jacob Campbell

19 slides

Description

Week two is synchronous, with class taking place on Saturday (09/06/25). In Hepworth et al. (2023), you read about the helping process and social worker values and ethics. There are forums for you to start considering how we initiate services with our clients, the helping process, and various ethical considerations. During class, we will be focused on similar themes, including how we help, building relationships and connections, and our social work values and ethical considerations. The agenda of the in-class session includes:

How have we been helped
Social work’s orienting perspectives and phases of the helping process
Getting started with the helping process, motivation, and rapport
Values and ethical dilemmas

Learning Objectives this Week

Reflect on how first impressions and initial interactions influence client engagement and rapport.
Identify practitioner behaviors that contribute to strong therapeutic alliances during early client contact.
Explore the historical development of the helping process in social work and discuss its impact on current practice models.
Analyze ethical dilemmas and use an ethical decision-making model
Reflect on one’s own experiences of receiving support to deepen empathy and recognize key helping behaviors.
Describe the five orienting perspectives of social work practice and the phases of the helping process, and explain how each shapes engagement with clients.
Compare the experiences and needs of voluntary, non-voluntary, and involuntary clients, and discuss strategies to promote motivation and trust.
Analyze value conflicts in ethical case scenarios and evaluate potential responses in accordance with professional standards and cardinal social work values.