Brigid's Hope Agency Presentation

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Brigid’s Hope is a program under The Beacon organization, focused on providing transitional housing and resources to women aged 35 and above who are previously incarcerated and homeless. Eligibility criteria include prior incarceration, a high school diploma, referral by a social worker or treatment program, and a sobriety report for the past three months. The program aims to reduce recidivism among women by empowering them through evidence-based interventions that promote sobriety and self-sufficiency. Funding is primarily through donor contributions, complemented by partnerships with community organizations such as New Hope Housing, The Council on Recovery, and United Way of Greater Houston.

The mission of Brigid’s Hope is to serve women who are ex-offenders and homeless, assisting them towards independence and self-sufficiency to prevent re-entry into the criminal justice system. The program emphasizes empowerment, utilizing evidence-based practices that support substance abstinence and skill development. The organizational structure aligns with a functional hierarchy typical of organizations under The Beacon, including roles from the chairman and president down to program-specific directors.

In alignment with its mission, the agency provides opportunities for students in social work to develop core competencies such as ethics, professionalism, intervention, and engaging with diverse clients across individual, family, and group contexts. Field students are encouraged to use evidence-based interventions that are proven effective (Birkenmaier & Berg-Weger, 2018). The agency's structure facilitates exposure to different roles and interventions, fostering skills related to client engagement, assessment, and intervention planning.

Paper For Above instruction

In this paper, I will examine my recent field education experience working with Brigid’s Hope, a program dedicated to supporting formerly incarcerated women. I will include a transcript of the interaction I had with a client, interpret the dialogue through relevant social work theories and practices, reflect on my reactions and issues encountered, and discuss how I applied social work skills during the process.

The interaction began in a private session where I greeted my client with warmth and professionalism, establishing rapport. The client, a woman in her late 30s, disclosed struggles related to housing stability and ongoing sobriety efforts. I employed active listening and empathetic responses, reflecting her feelings to validate her experience. During the session, I asked open-ended questions to encourage sharing her goals and challenges, aligning with person-centered approaches (Rogers, 1951). I also utilized motivational interviewing techniques to reinforce her motivation for change (Miller & Rollnick, 2013).

From a social work theoretical perspective, behavior change theories such as the Transtheoretical Model (Prochaska & DiClemente, 1983) informed my approach. Recognizing her stage of readiness, I tailored interventions to enhance her confidence and resolve ambivalence about sobriety and housing. I aimed to empower her by highlighting her strengths and exploring her intrinsic motivation, consistent with empowerment theory (Healy, 2005).

My reactions to the session were a mixture of empathy and reflection on my communication skills. I noticed moments where I hesitated to probe deeper into sensitive topics, recognizing a need to improve my questioning techniques. I also experienced feelings of compassion but was mindful not to project my feelings onto the client, maintaining professional boundaries. Some challenges included navigating emotional disclosures and ensuring my responses supported her autonomy and dignity.

Throughout the session, I applied social work practice skills such as reflection, affirmation, and strategic questioning. I maintained confidentiality by avoiding personal identifiers and focused on creating a safe, nonjudgmental space. I facilitated the client’s expression of her goals while providing informational and emotional support aligned with evidence-based practices (Birkenmaier & Berg-Weger, 2018).

This experience highlighted the importance of cultural competence and sensitivity toward clients’ diverse backgrounds and experiences. It reinforced the need for ongoing self-awareness and supervision to refine my therapeutic skills. Overall, the interaction exemplified core social work values of respect, dignity, and empowerment, guiding my practice and professional development.

References

• Birkenmaier, J., & Berg-Weger, M. (2018). The Social Work Skills Workbook. Routledge.
• Healy, K. (2005). Social Work Theories in Context. Palgrave Macmillan.
• Miller, W. R., & Rollnick, S. (2013). Motivational Interviewing: Helping People Change. Guilford Press.
• Prochaska, J. O., & DiClemente, C. C. (1983). Stages and processes of self-change of smoking: Toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51(3), 390–395.
• Rogers, C. R. (1951). Client-centered therapy. Houghton Mifflin.
• Williams, C. (2020). Organizational Structure and Design. Oxford University Press.