The learning cycle may appear static depending on the level of experience, but it surely never ends. Often, one is faced with scenarios that demand relevant information to implement an action plan or build up knowledge. When it comes to dealing with a client, the role of a teacher or educator becomes paramount in social work (Chang et al.,2012). The faculty is embraced with individuals requiring teaching to strengthen their standing in various issues that demand social assistance, like tips to secure employment. From a personal experience, there occurred a time when a particular behavior was at play in my life. The vice clouded the judgment of friends, and that affected my emotions. Taking a course of action demanded the aid of someone who taught me better ways to handle the vice. On that account, this paper aims to discuss the role of educator with the client in social work.
There are ways that one may use the role of a teacher or educator in the future work with clients. Administering inadequate information, engaging in practical sessions, and assessing learning outcomes are delivered (Chang et al.,2012). Unique challenges demand specific knowledge for the client to consider taking an action plan. For example, in the case of a client having difficulties socializing with friends’ crucial information on how to relate with friends is required. Hence, in this case, one becomes a teacher by educating the client on creating rapport, such as engaging in sports. Secondly, practical sessions are primary since it is the base of operation. An educator pretends to be the challenge at hand, allowing the client to exercise what has been taught in several sessions. Finally, a real assessment is rendered where the client is advised to try out the practical at home or work and follow up on the outcome.
There are ways that the role is similar in our personal lives. In our personal lives, the function is identical. Social workers utilize reflection to improve practices by teaching themselves aspects of life that they are not conversant with (Ferguson, 2018). Social workers educate themselves by observing the experiences of others and incorporating the teaching in their profession. When one desires to be assertive, they learn by reading books, exposure to events as a speaker, and many more. The action teaches one to be courageous and engaging practice by attending events and being a speaker. The same is true for other personal aspects that are challenging and easy to educate oneself. Thus, the similarity is in the method and the applicability.
There are ways that the role is different in our personal lives as teachers or educators. Diverse life experiences require us to depend on third parties to teach us to handle a crisis (Chang et al., 2012). Let’s take, for instance, recovering from drug abuse; the journey requires one to have a mentor to aid the transition from rehabilitation to the normal life to avoid withdrawal effects. Thus, the mentor teaches one way to transition and not ourselves. Teaching could be through voluntary community work, changing friends, and even going back to school. The mentor also engages in sessions for practice and eventually rates one’s outcome. Thus, the difference is in teaching; it’s a third party, not ourselves and our assumed roles.
In summary, using the role of a teacher is crucial in dealing with clients. A practitioner primarily conveys anonymous information by teaching lessons. Additionally, practical sessions and assessments are tools to culminate the role. The role is similar in our personal lives in that there are events that we can teach ourselves and improve our livelihoods. The distinction is that there are events that demand the use of external parties to facilitate the change from one state of life to another. Thus, the role of an educator in social work ought to be strengthened as it impacts the states of many people’s lives.
Chang, V. N., Scott, S. T., & Decker, C. L. (2012). Developing helping skills: A step by step approach to competency. Cengage Learning.
Ferguson, H. (2018). How social workers reflect in action and when and why they don’t: The possibilities and limits to reflective practice in social work. Social Work Education, 37(4), 415-427. https://www.tandfonline.com/doi/abs/10.1080/02615479.2017.1413083