Human Service Practitioner Report: Roles, Policies, and Impact

This report provides a comprehensive overview of the human service practitioner's role, focusing on their significance within the education sector. It details the responsibilities of these practitioners, including direct and indirect services to clients, such as assessing needs, assisting with financial documents, and arranging transportation. The report explores the various roles played by human service workers, with a specific emphasis on school social work, highlighting their involvement in addressing students' social, emotional, and behavioral issues through assessment, consultation, and behavior management plans. It also outlines the services related to schools, such as attending special education meetings, addressing home-related problems, and providing counseling. The report further discusses assistance provided to students during crisis periods, conflict resolution, and social skill development. Additionally, it examines parental and school personnel services, as well as the liaison between schools and the community. Finally, the report analyzes the policies affecting human services, particularly within the Australian education sector, emphasizing the empowerment of principals, investment in teaching aids, and support for educational reform. The conclusion emphasizes the importance of human service practitioners in the education sector.

HUMAN SERVICE
PRACTITIONER

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................3
Human service practitioner..........................................................................................................3
Services which are related to School of Human Service.............................................................4
Assistance of students..................................................................................................................5
Policy related to the sector affecting human service..................................................................8
CONCLUSION................................................................................................................................9
REFERENCES..............................................................................................................................10

INTRODUCTION
The report is about human service practitioner and the policy guiding this occupational
framework. Human service practitioner are people who assist people in many domains for
getting their work done like tax relief, medical aid and educational support. The profession has
been described across education domain with the social policy influence on the sector. Various
aspects have been covered which show the duties and relevance of human service in education
sector.
Human service practitioner
They are the ones who provide direct and indirect services to the client. Assessment of clients’
needs and eligibility for the benefits and services are done by them and the clients are helped in
obtaining them. Financial documents like rent receipts and tax returns are examined for
determining whether client’s eligibility for tax relief, medical aid and other human service
programs are judged. Arrangement for transportation and escort if necessary are also arranged by
them (Grote, 2018).
Tasks and responsibilities of them include:
 Monitoring and keeping case records of clients and reporting the progress to the
supervisors and the case managers.
 Transporting or accompanying clients to the health care centres and meal sites.
 Follow up through telecommunication to clients for making sure client received services.
 Helping clients in completion of medical and insurance papers along with application
filling for loans and other financial help.
 Assisting clients in daily living needs.
Variety of roles are played by them in community. One such role which is played by human
services is school social work. The human service workers assist parents, students and the school
staff in identification of needs which interfere with learning or working with students for getting
the services they require (Chenoweth and McAuliffe, 2017). The workers work with students
and families for resolving social, emotional and problems related to behaviour. This is done
through assessment, consulting with school staff and the community providers through

developing and implementing behaviour management plans. Assessment of the child’s strengths
and weaknesses is done and accordingly a schedule is prepared for the student to be followed to
overcome problems
At school, human service workers meet with students one-on-one to emphasize on issues such as
peer relationships, behavioural issues, and issues in the residential area relating to community, at
home, or at school. Students of social skills, coping mechanisms, and constructive solutions are
supported by human service workers (Grote, 2018).
School human service workers are licensed mental health practitioners who can help with mental
health issues, behavioural issues, positive behavioural support, studies and classroom support,
consulting with students, parents, and administrators, and individual and community
counseling/therapy. School human service workers have to play a significant role in helping
schools achieve their goal of providing a secure environment for teaching, learning, and
competence and trust development. School human service workers are employed by school
districts to assist them in achieving their academic goals, specially when communication
between home, school, and community is necessary.
Need of human services in School
Today's students have been becoming victims of a variety of social forces that are detrimental to
their growth.
Their student life is influenced by this. The family is undergoing changes, and till it is over, it
will continue changing. Children's physical and emotional needs are unmet. Their ability to learn
and adapt in school would be hampered, thus.
Services which are related to School of Human Service
 Attending special education appraisal meetings and student educational Planning
Meetings: These meetings help human service employees to know about student, the
family and student’s behavior and performance in academics and sports with extra-
curricular activities (Chenoweth and McAuliffe, 2017).
 Working on problems in a child's home which are impacting on school performance:
Personal problems can affect a student mentally and can affect the performance of the

student. Parents are counselled that they should keep the personal problems away which
might affect the student’s health and performance.
 Creation of a social and development focused background for a disabled student:
Counselling is provided for these students to invoke confidence in them by identifying
courses for them which they can learn with learning aids. Also, assistance is provided in
their mobility from one classroom to other by getting them accessories like wheel chair
which they can operate themselves too (Albers, Metz and Burke,2020).
 Person, community, and/or family counselling for future of students: Family can be a
source of stress as every body is set to put their child in the race for excelling. Parents are
counselled that every child has own capability and accordingly, they need to realise
where the interest of pupil lies and what can be the best course for the student as per
skills.
 Putting use to resources from the child's family, school, and community for helping to
achieve as much as can be done in educational programme: This is with relation to
gathering of knowledge from surroundings of the pupil which can help one learn from
them whether it is general awareness, sports or academics. This is to make students
curious and inquisitive in nature for bringing overall development.
 Giving assistance in the developing effective behavioural modification techniques: As
student grows up, the behavior pattern starts changing in adolescence where they require
right guidance to follow the right path in life. Human service practitioners realize the
importance of this and hold educational sessions which make aware the students about
the changing phases in life and how one should be acting as per situations (Ryding,
2020).
Assistance of students
 Intervening in crisis period: Students going through a crisis which can be emotional, of
family or due to academics can hamper health and performance. Human servicers come
in at this juncture and provide emotional support to the students and assess their problems

through establishing a friendly conversation with them. This helps the student to be vocal
and share own problems with them and get solutions.
 Creation of intervening methods for helping students succeed in school: Human servicers
put the concept that working on student’s strengths can help the student excel be it a
particular subject, debate, group discussion or other curricular activities. The teaching
methods have to be renewed with focusing on individual capabilities which can motivate
students to perform well.
 Helping in the settlement of conflicts and resentment control: Any conflict which may
arise in school environment is mediated and solved by human servicers which can be of
financial aspect like fees not paid on time, if the parents are from low source of income
group, then human servicers intermediate with school to allow them more time and also
can help the parents in getting education loan for their children (Albers, Metz and Burke,
2020).
 Providing help to the child in developing necessary social skills: Child has to interact in a
social environment and thus this is highlighted by human servicers by organizing
functions in school where plays are enacted highlighting on the necessary social skills
which can contribute to the personality development of student with coming of use in
future.
 Assisting the student in coming at terms with himself and others and gaining confidence
in self.
PARENTAL/FAMILY SERVICES:
 Discussion with parents to make it easy for them in helping their children as they adjust
to school: Parents who are in a transferrable job have to change schools for their children
which can be a bit challenging for students to adjust in a new environment. The human
servicers highlight this fact to parents to talk to their children about any issues they might
be facing which can be solved and help adjust their children in new environment
(Ryding, 2020).
 Reduction of family tension in order for encouragement to the child to perform better at
school and in the community.

 Helping parents in finding special opportunities of education for their children: Human
servicers advise about special courses where students can get enrolled and help increase
their skills and come handy in future such as learning programming languages,
animation, personality development courses, vocational classes etc.
 Helping out parents in finding and using resources at school and in the community:
Community where the students reside can also be a great influencer in the personality
development of students. They can take part in the functions which are organized at
society at various festive occasions and learn orgainsing an event and management skills
from an early stage in their own way. Human servicers encourage parents and children to
be forthcoming in such events and us e these opportunities for further social development
(Goel, Hudson and Cowie, 2018).
SCHOOL PERSONNEL SERVICES:
 Giving important information to staff in school order for them to better understand the
factors that influence a student's performance and actions (cultural, socioeconomic,
economic, familial, health, etc.): As highlighted above, the information can be useful in
providing overall development as well as assessing if there are aspects where students
performance is lacking and improving upon the same by counselling and administrative
support.
 Examining students may have mental health problems: Some students may have some
mental health issues which parents are not willing to accept and child is also confused
about expressing own problem. Human servicers here provide therapeutic guidance for
such pupils to overcome the mental barriers, also by talking to the parents about the same
and finding cure for the pupil (Sollars, 2020).
 Creation of in-service training systems for staff: Staff are provided training sessions to
assess the needs of the students and the school system and provide apt assistance at the
right place.
 Giving support to teachers in the field of behavior management: Teachers are also given
sessions over how their behavior with the pupil can affect on the learning, a friendly
behavior with individual attention can help pupil gain interest and improve upon self.

Also, new and innovative teaching methods can help gain attention of students in class
with certain teaching aids like smart boards, digital mediums for teaching etc.
 Providing direct help to employees.
LIAISON BETWEEN SCHOOL AND THE COMMUNITY:
 Obtaining and organisation of community resources for fulfilling the needs of students
 Helping school districts in getting sufficient social and mental health services.
 Advocating for new and expanded community/school services to meet students' and
families' needs.
 Helping the framework in answering effectively to the needs of each student.
DISTRICTS SERVICES:
 Helping in the creation and implementation of educational services for children with
special needs: Providing of aids where necessary for mobility of children and talking with
school authorities for personalized classes for children with special needs (Goel, Hudson
and Cowie, 2018).
 Alternative services for dropouts, truants, delinquents, and others are being created.
 Detection and reporting of child maltreatment: Safety and security of the child is given
utmost importance by human servicers and vigilance is present to detect any
maltreatment.
 Providing advice on school law and policy, such as the IDEA and Section 504 of the
Education Code.
 Case management for students and families who need a variety of service: Keeping
record of parents and students who require extended support and helping them meet their
needs.
Policy related to the sector affecting human service
Policy which is of education sector in Australia says that there is empowerment given to
Principal for autonomy to take decisions for school benefit. There is priority of investment in

providing of new teaching aids to schools in the country, and teachers having the right skills
(Bossu and Stagg, 2018.). Also government is supporting system of education reform with
changes in national curriculum to put less pressure on students, involving parents and community
in education system for wider reach and helping children of under privileged class and with
disabilities receive formal education. These measures support the cause of human services.
CONCLUSION
It can be concluded that human services are doing a commendable job in helping bridge the gap
between students and the education system. Involvement of parents in the same with counselling
measures and other services can surely help the human services to make an impact. On a whole,
human services are making a mark in other domains too with providing services and bridging the
gap between other systems too.

REFERENCES
Books and journals
Albers, B., Metz, A. and Burke, K., 2020. Implementation support practitioners–a proposal for
consolidating a diverse evidence base. BMC health services research, 20, pp.1-10.
Bossu, C. and Stagg, A., 2018. The potential role of Open Educational Practice policy in
transforming Australian higher education. Open Praxis, 10(2), pp.145-157.
Chenoweth, L. and McAuliffe, D., 2017. The road to social work & human service practice.
Cengage AU.
Goel, K., Hudson, C. and Cowie, J., 2018. Building research capacity for social work
practitioners: A regional perspective. Social Work Education, 37(8), pp.1028-1043.
Grote, M.W., 2018. The Pivotal Role of Human Service Practitioners in Building Financial
Capability.
Mäntyjärvi, M. and Puroila, A.M., 2019. Has something changed? Leaders’, practitioners’ and
parents’ interpretations after renewed early childhood education and care legislation in
Finnish private centres. Contemporary Issues in Early Childhood, 20(1), pp.7-22.
Ryding, J., 2020. Professional Learning in Family Support Social Work in Sweden:
Practitioners’ Integration of EBP and Reflection. Advances in Social Work, 20(3),
pp.615-636.
Smith, M.G. and Loya, M.A., 2020. The Promotion of Lifelong Learning: A Study Abroad
Program for Practitioners. Reflections: Narratives of Professional Helping, 26(4),
pp.115-127.
Sollars, V., 2020. Reflecting on ‘quality’in early childhood education: practitioners’ perspectives
and voices. Early Years, pp.1-18.

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