Hi Everyone, Why Are You In School? It Is Important To Me

Hi Everyonewhy Are You In Schoolit Is Important To Me To Return To S

Hi Everyone, why are you in school? It is important to me to return to school and receive a degree in Psychology because of how it relates to my current line of work in human services. This field of study benefits how I think and interact with clients and peers. Our skilled team works to ensure the best outcomes for individuals we serve in various scenarios. Gaining this knowledge alongside my years of experience will enable me to contribute more effectively to our agency and serve the disabled community more meaningfully.

My strengths include being conscientious and organized. Throughout my employment, I have developed the ability to empathize with clients, actively listen to their concerns, and serve as a calm, reassuring voice, especially when they report abuse or neglect. Clients feel comfortable communicating with me, which helps our team find appropriate resources to meet their needs. Additionally, my strategic planning skills are valued by investigators, who affectionately refer to me as “the glue that holds the department together.” I accept feedback positively and adapt processes to improve departmental flow.

I learn best through reading, listening, and collaboration. My skills encompass excellent communication, proficiency with computer applications, and problem-solving abilities. I collaborate well to reach goals, maintain a positive attitude, and treat others with respect and dignity. Looking forward, I want to expand my role in providing services through education and training, increasing my ability to serve our clients effectively.

My interests include reading autobiographies, gardening, listening to classical rock and country music, watching major league baseball, traveling to ballparks across the country, and participating in box fit classes. On a broader scale, I am committed to addressing social justice issues and ensuring ethical treatment for vulnerable populations such as disabled individuals, children, and the elderly. Having been raised by parents involved in the military during the Vietnam Era, I developed a high respect for veterans and want to contribute to veteran services.

In five years, I envision myself progressing in my current role within adult protective services and providing case management services. Specifically, I aim to advocate for clients to access services like vocational rehabilitation programs, which support their independence by connecting them with suitable career opportunities. The programmatic theme most relevant to my growth is social justice for the disabled population, aiming to create safe environments and promote independence among our clients.

Emotional intelligence (EI) plays a fundamental role in my well-being and effectiveness at work, especially when dealing with vulnerable populations subject to abuse. Empathy fosters open communication and a productive environment, while self-awareness and self-regulation are crucial when interacting with staff and clients, including alleged abusers. Oginska-Bulik (2005) emphasizes that recognizing others’ emotions and managing one’s own are vital in human services work.

Ethical treatment among staff and clients ensures a comfortable, trusting workplace. Social awareness and conflict resolution are essential in achieving the best outcomes for clients. Personally, I have been drawn to caring for others since childhood; my mother nicknamed me “Tenderheart” because of my compassion. I enjoy befriending elderly individuals, offering meals and companionship, benefiting from their wisdom in return. My career began at age 21 when I signed with a temp agency and was placed at a human services agency, where I was hired full-time after my temp contract ended. Over 33 years, I have held various roles within the same agency and built meaningful relationships with coworkers. I love my work and plan to stay until retirement, after which I hope to continue helping others in some capacity.

This class and our discussions have been inspiring, and I extend my best wishes to all in your ongoing journey of growth and service.

References

• Oginska-Bulik, N. (2005). Emotional Intelligence in the Workplace: Exploring Its Effects on Occupational Stress and Health Outcomes in Human Service Workers. International Journal of Occupational Medicine & Environmental Health, 18(2), 167–175.
• Goleman, D. (1995). Emotional Intelligence. Bantam Books.
• Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211.
• Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3-31). Basic Books.
• Bradberry, T., & Greaves, J. (2009). Emotional Intelligence 2.0. TalentSmart.
• Block, B. A., & Kogan, S. (2019). Enhancing emotional intelligence skills for human service professionals. Journal of Human Services, 39(2), 112-124.
• Zeidner, M., Roberts, R. D., & Matthews, G. (2004). The emotional intelligence scale: Replication and extension. Personality and Individual Differences, 36(6), 1307-1324.
• Connor, K. M., & Davidson, J. R. T. (2003). Development of a new resilience scale: The Connor–Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76-82.
• Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18, 13-25.
• Gohm, C. L. (2003). Perspectives on emotional intelligence. In J. Ciarrochi, J. P. Forgas, & J. D. Mayer (Eds.), Emotional intelligence in everyday life: A scientific inquiry (pp. 46-61). Psychology Press.