Introduction to Helping

Introduction to Helping
INTRODUCTION

According to Egan and Reese (2019), “Many people become clients because, either in their own eyes or in the eyes of others, they are involved in problem situations that they are not handling well. Others seek help because they feel they are not living as fully as they might” (pp. 9–10). Human services professionals meet clients in many diverse settings (for example, schools, hospitals, prisons, counseling agencies, government agencies, et cetera.). The word client can take on many different meanings depending on the setting; since the work of human services professionals is so diverse, the term client can change just as often as the setting changes. For the purposes of this course, we will use the term client in a broad sense. A client can be an individual, agency, community, or group to whom you provide helping services.

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Readings

Use your The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping text to read the following:

Chapter 1, “The Ingredients of Successful Helping,” pages 3–42.
Chapter 3, “Commit Yourself to the Helping Relationship and the Values That Drive It,” pages 65–93.
Multimedia
Click Kuder Task Self-Efficacy Scale to complete this interactive presentation.
Learning Components

This activity will help you achieve the following learning components:

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Readings

Use your The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping text to read the following:

Chapter 1, “The Ingredients of Successful Helping,” pages 3–42.
Chapter 3, “Commit Yourself to the Helping Relationship and the Values That Drive It,” pages
Your Online ePortfolio

Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.

Using ePortfolio to Prepare for Your Capstone

Your program may culminate in a capstone course. At that time you may be required to show evidence of your learning throughout the program by referring to multiple assessments that you have created. You will be telling a story about your learning throughout the program using artifacts you have collected during many of these courses.

Using ePortfolio to Build Your Career

As you are preparing to tell your story in the professional world, leverage your ePortfolio artifacts to demonstrate the knowledge and competencies you have gained through your program in professional conversations, performance reviews, and interviews.

To do that, reflect on the knowledge and skills you have gained from your courses and the elements you have put in your portfolio, along with how you have already applied these things to your professional life or how you might apply them in the future.

Next, create your story or talking points to tell your professional story.

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Saving Your Documents to ePortfolio

You will need a place to store your documents in an organized fashion so that you can access them at a later date. Do not rely on the courseroom for storage, as you will lose access to the courseroom after you have completed the course. Capella uses a cloud-based portfolio platform to facilitate your organization of the artifacts you create throughout your program.

To make an online portfolio useful, it is essential that it is organized clearly and that important files of any format are accessible. Read the Online ePortfolio Guidelines [PDF] to ensure you set up your online portfolio correctly. For more information on ePortfolio visit the Campus ePortfolio page.

Privacy Statement

Capella complies with privacy laws designed to protect the privacy of personal information. While you may voluntarily share your own information publicly, you are obligated to protect the personal information of others that may be associated with your academic or professional development. Before sharing information and material in any ePortfolio that is set up to be shared externally to your program at Capella, please consider privacy obligations in relation to protected populations who may be included or referenced in your academic or clinical work. Refer to the Family Educational Rights and Privacy Act (FERPA) and/or the Health Insurance Portability and Accountability Act (HIPAA) if you have specific questions or concerns about your choices.

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[u01d1] Unit 1 Discussion 1
Introduction to Helping

This week’s readings discuss the key values that a human services professional should possess in a helping relationship. Assess your own values by completing Exercise 3.5, “Identify Your Five Key Values,” on page 24 of your Exercises in Helping Skills: A Manual to Accompany The Skilled Helper text.

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For this discussion, provide a summary of your results from the exercise. Use the required reading from Chapter 3 in your The Skilled Helper text to support your discussion post.

Response Guidelines

Respond to the initial discussion posts of at least two other learners. Compare and contrast the key values of their self-assessment results with those of your own self-assessment.

Portfolio Prompt: You are required to save this learning activity to your ePortfolio.

Learning Components

This activity will help you achieve the following learning components:

My name is Debra Heslop

I live in Bridgeport Connecticut

I daughter 7 years

I work two full time I work at the Kennedy center DSP work with people with disability

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I also work with Harford Health care I overnight as PCA. For more information on Introduction to Helping check out : https://www.youtube.com/watch?v=K_ip4K1UCHw

 

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