Problem solving in social service work has taught me that effective decisions are made when people feel regulated and safe. Earlier in my practice, I focused on solving the issue in front of me. Over time, I learned that my first task is helping both myself and the client settle before choosing any strategy. Through the Certified Trauma Informed Coach training (evidence 5.1), I developed a clearer understanding of freeze responses, shutdowns, and the influence of the nervous system on behaviour. This shifted my approach. For example, when I facilitate anxiety groups, I now begin by talking about how anxiety shows up physically and helping students identify their own signals. I offer choices for regulation instead of assuming what works. Learning to check in before intervening taught me that thoughtful preparation prevents missteps and creates the conditions needed for real problem solving.
My experiences working with Youth Protection helped me refine how I define problems before addressing them. I used to describe situations broadly, which made solutions vague and overwhelming. Over time, I learned to describe only observable behaviours rather than assumptions. If a child stormed out of the room during transitions, I wrote exactly that rather than labelling it as defiance. This small shift made next steps clearer and helped me choose strategies that directly matched the behaviour. This learning carried into my student-support work, where targeted supports such as visual schedules or advanced warnings became easier to select, test, and adjust.
One meaningful example of growth came from developing a profile and intervention plan for a student I supported early in my board role (evidence 5.2). I learned that the usefulness of a plan relies on clarity, shared language, and concrete observations. When I removed speculation and focused on what I could see, teachers and family members better understood the concerns and were more willing to collaborate. This resulted in more accurate feedback and more realistic adjustments. Through this process, I learned that plans succeed when they are transparent and grounded in data rather than assumptions.
Another area of development was learning to make decisions based on capacity rather than pressure. At one point, I tried to respond to every request and nearly burned out. I shifted to asking myself weekly what was urgent, what involved safety, and what could wait. Allowing myself to prioritize intentionally taught me that problem solving requires boundaries. Reducing the number of active goals made my interventions more consistent and improved communication with colleagues. This was an important lesson in sustainable practice.
Some decisions remain difficult even when they are necessary. Supporting students who had experienced significant trauma taught me the importance of transparent communication around safety thresholds. Instead of avoiding conversations about when outside services must be notified, I began explaining the process and criteria in advance to both the student and their family. Through repeated experiences like this, I learned that the tone of an intervention can protect dignity even when the situation is serious.
Problem solving at the group level taught me a different set of skills. During the pandemic, when students could not mix across classrooms, I learned to shift from looking for perfect solutions to identifying the core need. When I realized students simply needed safe opportunities to practice social skills with peers outside their immediate group, I created alternatives such as guided letter exchanges and video-based interactions. This helped me recognize that effective decision making requires flexibility and creativity, especially when traditional structures are unavailable.
Creating and implementing Intervention Plans has been one of the most important duties as a Social Work Technician (evidence 5.3), and over time I have learned to evaluate and adapt plans for individuals and groups by documenting success and challenges and evaluating whether plans need to be changed. For example, a recurring challenge in my school has been supporting students involved in inappropriate sexual comments and behaviours. Traditional interventions such as consequences or one-on-one discussions were not enough to reduce the issue among older elementary students. I learned that when behaviour cannot be changed by the individuals causing harm, I can still protect students by shifting my focus. I created a group intervention for the girls in grade six that used scenarios and roleplay to strengthen boundary setting and assertive communication. This experience taught me to widen the problem-solving lens when direct change is unlikely, and to focus on building protective skills that students can use themselves.
In another situation, a student involved in a sensitive peer incident shut down during individual counselling sessions. Inviting the student to discuss the incident was not working, so I partnered with the sexual education teacher to run a class wide session on consent and boundaries. This removed pressure from the student while still providing essential information. A few days later, one of the students felt comfortable enough to share more details, which allowed me to file a complete report and put a safety plan in place. This taught me that decision making is not only about finding answers quickly. Sometimes the most effective step is to create conditions that make disclosure safer later on.
Through these experiences, I have learned that problem solving and decision making require patience, clarity, and a willingness to re-evaluate regularly. My decisions are now guided by observation, collaboration, and an understanding of how regulation influences thinking. I have learned to slow down, define problems accurately, and choose strategies that align with the needs of the person in front of me. Most importantly, I have learned that effective decisions are grounded in safety, shared understanding, and respect for the individual’s capacity in that moment.
Evidence Relevant to Problem-Solving and Decision-Making
evidence 5.1 – Trauma-Informed Coaching Certificate
evidence 5.2 – Example of a Client Profile
evidence 5.3 – Intervention Plans