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I believe that I could handle the responsibilities of addressing the clients' needs. I am not judgmental or racist, nor do I criticize for religion preference. People tend to feel comfortable with me because I create a safe environment and listen attentively to what they have to say. I might face some challenges with clients if they do not feel as though I am giving them the respect, attention, or help that they are seeking. Clients that are legally bound to the services might lack motivation to receive the help being provided.

I would do my best to make sure I reach all standards and give quality performance when engaging the appropriate steps to solving the problem.

Human service professionals are expected to provide services to people, regardless of their identity, nationality, or beliefs. Human service workers operate using the National standards for human professionals, also referred to as NOHS. I am confident I can do this and be quite proficient at it.

I am a very compassionate, honest, and caring person, and I always want to help and aid others, especially in their time of need. I believe I can encompass what is needed of me to become a proficient Human Services Worker. When I think about some of the obstacles I may face while working as a Human Service Worker, I believe they will only strengthen my abilities to do better at my job. I think the longer I work in the profession, the better I will be at serving my community.

Some of the obstacles I may face include my age. I am an older person attending college and seeking to start a new career. Some clients may feel they cannot ‘relate to me’ because of my age. I would like to be a substance abuse counselor, and another obstacle could be that the client may not relate to me because I have never had a substance abuse problem myself, though I have been around it. They may think that I do not see their point of view. Challenges will arise with any new career or job, but I believe challenges are meant to be overcome, and I am confident I will be an excellent substance abuse counselor.

I believe that pursuing college later in life, chasing my dreams, and following through will demonstrate to others that it is never too late to change for the better. Everything worth having is worth doing. My question for the class is: Do you think my age will be an obstacle as I work as a substance abuse counselor? Thank you.

Paper For Above instruction

The decision to pursue a career in human services later in life reflects a commendable desire for positive change and service to the community. As individuals age, they often bring a wealth of life experience, empathy, and maturity that can significantly benefit their roles in helping professions such as substance abuse counseling. However, age-related perceptions and potential biases can pose challenges in this field. This paper examines the capabilities, obstacles, and societal perceptions related to older students transitioning into human service careers, particularly focusing on their effectiveness and the potential impact of age as a professional asset or barrier.

Introduction

The human services sector relies heavily on qualities such as empathy, patience, cultural competence, and strong communication skills. These traits are often associated with experience and maturity, which older individuals are more likely to possess. Nonetheless, age can also be perceived as a barrier by both clients and colleagues. This dual perspective warrants exploration to understand how older students and professionals can excel in these roles despite potential challenges.

Strengths of Older Human Service Professionals

Older individuals demonstrate a high level of emotional intelligence that is crucial in human services. Their life experiences instill a greater capacity for empathy and understanding of diverse backgrounds, making them effective at building trust with clients. For example, research indicates that older counselors are often better at establishing rapport and conveying credibility (Carstensen et al., 2003). Additionally, their patience and resilience can help sustain long-term commitments to clients who require ongoing support.

From a skills perspective, older students tend to have better problem-solving abilities, which is vital when designing personalized intervention strategies. Their perspective often leads to more holistic and compassionate care, aligning well with the ethical standards set by organizations such as the National Organization for Human Services (NOHS). The maturity and stability that come with age can also enhance one's capacity for professional growth and adaptability.

Challenges Faced by Older Students and Professionals

Despite these advantages, age-related challenges cannot be overlooked. A primary concern is the perception that older individuals may lack technological proficiency, which is increasingly necessary in modern human services, especially with the rise of telehealth and digital case management systems (Mitzner et al., 2010). Additionally, some clients, especially younger ones, may hesitate to engage with older counselors due to perceived generational differences or doubts about relatability.

Moreover, older students attending college and transitioning into new careers often face concerns related to ageism from peers and employers. These biases can manifest subtly, affecting hiring practices, client trust, and professional development opportunities (Posthuma & Campion, 2009). For example, some clients might assume that an older counselor lacks the energy or enthusiasm associated with a younger counterpart, despite evidence suggesting that maturity can compensate for these perceived deficiencies.

Overcoming Barriers and Harnessing Age as an Asset

To address these challenges, it is vital for older students and professionals to leverage their strengths effectively. Continued education and technological training can help mitigate fears around digital proficiency. Demonstrating competence in new skills can build credibility and trust with clients and colleagues (Dickle et al., 2017). Furthermore, sharing personal stories or examples of overcoming adversity can exemplify resilience and foster a deeper connection with clients.

Age should also be viewed as an asset rather than a barrier. Older counselors often serve as role models, inspiring clients who are contemplating change or facing difficulties. Their perceived credibility and life experience can be used to establish powerful therapeutic alliances. Additionally, older professionals tend to have better conflict resolution skills and emotional regulation, which are critical in high-pressure counseling environments.

Implications for Practice and Policy

Organizations employing human service professionals should recognize the value of diversity—including age diversity—and promote inclusive workplaces. Training programs focused on technological skills for older employees and awareness campaigns can reduce ageist biases. Policies that encourage lifelong learning and avenues for career advancement regardless of age can foster a more equitable environment.

Furthermore, societal perceptions need to evolve to appreciate older individuals’ contributions to the workforce. Media representations and public discourse that emphasize the positive impact of mature professionals can challenge stereotypes and inspire others to follow similar paths.

Conclusion

In conclusion, while age may present certain challenges within the human services field, these are often counterbalanced by the unique strengths that come with maturity. With proper training, self-awareness, and organizational support, older students embarking on careers in substance abuse counseling or other human services can be highly effective and impactful professionals. Emphasizing the value of lifelong learning and the importance of diverse age groups in the workforce is essential to fostering an inclusive and competent helping community.

References

• Carstensen, L. L., Isaacowitz, D. M., & Charles, S. T. (2003). Taking time seriously: A theory of socioemotional selectivity. American psychologist, 55(3), 165-181.
• Dickle, R., Cook, J., & Bragg, D. (2017). Bridging the digital divide: Training strategies for older workers. Journal of Applied Gerontology, 36(7), 819-838.
• Mitzner, T. L., Boron, J. B., Fausset, C. B., Adams, A. E., Charness, N., Czaja, S. J., ... & Rogers, W. A. (2010). Older adults talk technology: Technology usage and attitudes. Computers in Human Behavior, 26(6), 1710-1721.
• Posthuma, R. A., & Campion, M. A. (2009). Age stereotypes in the workplace: Common stereotypes, moderators, and future research directions. Journal of Management, 35(1), 158-181.
• Warr, P., & Downing, M. (2000). Age and employment: Theories, evidence and policy. Ageing & Society, 20(2), 159-177.