Provide an evaluation of your overall skill during the session

Provide an evaluation of your overall skill during the session:

The session was a practical skill session that firstly, I felt nervous engaging in an interview session with a stranger. I had prior information about the student, but I had no idea of her perception of me and the counseling session. After asking my first question, I became relaxed and comfortable in proceeding with the interview. The student had positively responded to my questions. Sometimes, she gave brief answers, which limited me from asking further questions. I tried to keep the student focused on the interview questions to save time and solve the student problems comprehensively. I felt I could incorporate the theory aspect of improving self-awareness and exploring the values of operation to improve self-expression. I managed to create an environment where I would freely dialogue with the student and express herself. I still think that I did not satisfactory conduct the interview despite my exemplary performance.

How do you see yourself as being effective during the session? What skills would you like to improve?

I feel that I was exemplary in my interview session, for I managed to create an environment that would allow free dialogue. The interview atmosphere was friendly, and the student was aware of the topic for discussion. The other effective aspect during the interview is asking questions that are easy to understand and get direct answers from the student. I managed to ask leading questions to clarify the answers of the student.

According to Kwasnicka et al. (2016), the skills that I would like to improve are my introductory and conclusion skills. I feel that I need to have a comprehensive introduction to avoid the student being nervous about the information I give about them. I also need to improve the skills in finding my facts about the information I provide to the student and validating the accuracy of the information I get from other sources. I need to improve my skills in finding sensitive details on the student without hurting their feelings.

What questions do you have for the reader so you can receive feedback on your skills? (Note: General questions are not acceptable they must be specific questions and they must have depth).

Some of the questions I would like to ask the readers to receive feedback on my skills are as follows: Did I clearly explain to the student the purpose of the interview session? Did I effectively use my verbal and non-verbal skills in conveying my message to the Student? Did I correctly interpret the non-verbal communication signs the student was using as she was giving her answers? How are some of the improvements I should make to have an in-depth discussion with the student? Did I effectively use my time in getting the relevant information from the student? Was I attentive to the student’s answers during the interview session? What are some of the ways I should use to increase the student’s attentiveness during the interview session?

Please identify the theory/theoretical perspective(s) or intervention model that you used in your work with this client/client system. In order to demonstrate your understanding of the application of theory to social work practice, please identify and explain the specific theory-based interventions you used with the client/client system. Discuss why you used each intervention.

The theory that I used in my work is psychosocial development theory. According to Maree (2020), this theory is essential in understanding the personality of my student. It is an effective theory considering the student undergoes a stepwise self-awareness, identity, adjustment, and human development process. The student is also able to create varying environments that will favor her towards achieving their positive goals. Firstly, the student understands their ego identity by understanding the goals and challenges in their lives. The student identifies and distinguishes the emotional forces in their lives that may result in a crisis. Secondly, the student identifies ways of solving the crises and easily predicts the expected outcomes. Identity crisis is the crucial process in the counseling session, whereby one helps the student search for their true identity and develop the virtue of fidelity. Lastly, the intervention used in this theory helps the student avoid feeling isolated and developing the virtue of love by helping the student learn ways of sharing and caring for others.