Singapore University of Social Sciences

Hello there!

Hello, I'm Eileen, a dedicated Full-Time Social Work student embarking on my seventh year of study in this field. My journey began with a Diploma in Social Sciences (Social Work) from Nanyang Polytechnic (NYP), where I laid a solid foundation for my passion. I had entered NYP through the Early Admission Exercise (EAE) in 2016, where I scored a place in the Diploma before I took my O levels.

My interest in making a tangible, positive impact on individuals' lives took root during my secondary school years through volunteering. Since then, I've been driven by a fervent desire to contribute meaningfully to society. Aspiring to become a Social Worker, I'm particularly drawn to fields such as family violence intervention, child protection and development, mental health support, and aged care.

Yet, my exploration doesn't end there. I'm also intrigued by the challenges and opportunities presented in working with individuals with disabilities and within correctional settings. Each facet of social work offers a unique chance to enact change and foster resilience within communities.

Through my ongoing studies and hands-on experiences, I'm continually refining my skills and deepening my understanding of the complexities inherent in social work practice. With each step forward, I'm driven by a steadfast commitment to advocating for those in need and striving to create a more just and compassionate society.

Some Core Memories From NYP

About Me!

• I have been doing dragon boating competitively for 5 years now.
  
• I am a Grassroots Leader, serving the community in Sengkang for 6 years now.
  
• I was a Youth Expedition Project (YEP) leader and co-led a team of 25 to Hainan, China.
  
• Some of my volunteering experiences include: local Social Service Agencies (SSAs) & overseas schools and villages (e.g. Cambodia, Myanmar, and China).
  

Photo taken with children from a village school in Hainan, China, during a YEP trip in 2018/19.

Photo taken when I was the event organising chairperson, with our fellow performers and volunteers in 2023.

Photo taken during Pesta Sukan 2019 during a female category race.

Photo taken with my co-emcee (left) for a Racial Harmony Day Event & my Sengkang East Youth Network Chairman (centre).

Photo taken with my first friend from University - she was the one to reach out first & given my introverted personality, I was thankful for the nice gesture. We bonded through study and coffee dates!

Experiential Team Building (ETB)

• Joined this ETB run after my grandfather’s passing - honestly was not in the best state to make friends and start my Uni life but I had to make it through. It also because this was a credit-bearing module that was compulsory for all students. I went in without much expectations and just wanted to get it over and done with.
  
• This was the first time I am seeing people from SUSS face-to-face, so I was very anxious in meeting new people after so long..
  

• Despite entering ETB with a heavy heart, I eventually enjoyed myself and made friends with my ETB team mates who all came from different walks of life. I have learnt to look at things in greater number of perspectives as we focus on assets and build on the existing resources instead of focusing on the deficiencies of the community. The successful collaboration was made possible by the diverse expertise and viewpoints of each team member.
  

Community Engagement (CE)

• I also engaged in the Reading Odyssey (RO) program facilitated by SHINE Children and Youth Services to fulfill my CE graduation obligation. This initiative entailed mentoring underprivileged primary school students with limited literacy skills on a weekly basis for a duration of 16 weeks.
• I took part in two cycles of the program spanning from January to October 2021. These sessions were conducted online via Zoom as a precautionary measure against the COVID-19 pandemic.
  
• Prior to the program's commencement, I played a role in the preparation of materials for cognitive games and other logistics. The session structure comprised guided reading, quizzes, behavioral charts, cognitive games, and post-session discussions.
  

• My commitment to social work drove me to focus on assisting underprivileged children. Additionally, this CE experience heightened my social consciousness and sense of civic duty. The hurdles posed by the virtual format shed light on broader societal issues, particularly concerning the efficacy of online engagement with children, given their short attention spans.
  
• This underscored the broader impact on this generation's educational journey, emphasizing the necessity for creative approaches to sustain their attention and enthusiasm in the digital landscape, especially with distance learning persisting as an alternative to conventional classroom settings amid the pandemic.
  

Volunteer Management (OCE165)

• While participating in this CE program, I was also enrolled in the OCE165 module. This interactive module involved collaborating with a team to develop a volunteer management framework for an actual case study. Our final project was presented through a gallery walk.
• Simultaneously engaging in OCE165 and CE enabled me to apply the skills acquired in the module to practical situations, such as the CE program. This integration enhanced my comprehension of volunteerism from both the volunteer's viewpoint and a managerial standpoint.
  
• Additionally, this module proved invaluable in teaching me how to effectively manage and retain volunteers. This knowledge is particularly beneficial as I actively volunteer in my community and hold the role of a Grassroots Leader. In my position, I'm also responsible for recruiting volunteers for various events, retaining them, and ensuring the sustainability of the group over the long term.
  

Reflection for CE & OCE165

• This CE experience, coupled with insights from OCE165, deepened my understanding of the impact of volunteerism on underprivileged children.
• I gained a newfound appreciation for organizations addressing this service gap through such programs. Navigating the virtual environment highlighted my adaptability and commitment to personalized education.
• The resilience gained fuels my dedication to future work with underprivileged children, believing in active engagement and shared responsibility to address societal challenges and drive positive change.
  

Some Memorable Modules

• BUS105 Statistics - this was a nightmare module that I fear of taking ever since my Diploma in NYP as I have failed the module once and I really hated stats. I am glad to have made it through. I understand that in future as a social worker, we are bound to have to do research and compile statistics. This was reflected during my first placement (SWK487) which was an indirect social work practice and I learnt that indirect work complements the direct work that social workers do on the ground.
• A lot of research, preparations, directly & indirectly contributes to the direct social work practice
  
• SWK356 Healthcare - I chose the SWK356 module as a social work elective to explore healthcare, a potential career path. I was interested in healthcare social work when I was given an opportunity to intern at a community hospital during my final year in NYP. This module provided insights into Singapore's healthcare philosophy and relevant concepts, preparing me for social work in healthcare settings. The knowledge gained would benefit my future work, where I apply theories learned to cases, enhancing my understanding of clients' needs.
  

Some Memorable Modules

• SWK358 Eldercare - I chose this module as another social work elective as I really enjoyed working with elderly since young. It may due to the influence of me having a close relationships with my grandparents. They are so cute and a fun bunch to work with, despite a handful of elderly (in general) could be stubborn, fierce, and tend to keep to themselves. The Eldercare course delves into the multifaceted aspects of aging and the challenges faced by older individuals. It prioritizes health-related issues and caregiving responsibilities, providing students with essential knowledge and resources. Topics include the aging process, its consequences, and the psycho-social implications, equipping students with the skills to competently manage eldercare situations. This module helps to build my foundation for future eldercare work.
  

Magazine feature: This was the Cardboard Collectors programme by the CDC where we get to interact and perform for the cardboard collectors who are mostly elderly.

SWK487 Field Placement I

SWK487 Field Placement I

• What Have I Done?
• Casework Management
  
• Shadow and assist in casework with Cheng San FSC
  
• Take on a case and co-work with another social worker, and my FSC supervisor (e.g. case plan, pre-session plan, research for resources)
  
• Critical Incident Stress Management (CISM) Taskforce
  
• Assist in literature review on CISM by gathering information on the current best practices, the advantages, and disadvantages of implementing CISM in social service agencies
  
• Assist in preparing and noting minutes for meetings and discussions
  
• Attend and assist in briefings, trainings, and networking session (by AMKFSC and other agencies on related topics of learning (e.g. SSMP, SL, AMKFSC Learning Day, Centranum / Competency Framework)
  
• Centranum / Competency Framework
  
• Assist in designing a user guide for the Centranum system
  
• Assist in taking minutes for discussions and meetings
  
• Assist in taking part in the User Acceptance Test for Centranum
  

SWK487 Field Placement I - Reflection

• Our agency hosted participants from the Civil Service College for a Social Service Milestone Programme (SSMP) throughout week 2 of practicum. I was involved in the activities for three days. On the first day, we attended a human library segment at a community hub where I unexpectedly met my polytechnic lecturer. It was heartening to see him remember me after several years.
• During the human library session, I listened to a young couple who are active community members sharing their volunteering experiences. They emphasized that time and convenience were key factors driving their involvement, as they lived above the community hub and had flexible working hours. One of them initially felt insecure about volunteering, but her husband's encouragement and guidance helped her overcome her apprehensions.
  
• Their story resonated with me as I believe many individuals desire to give back to society but may feel unsure how to start. Having been exposed to volunteering since secondary school, I've had numerous opportunities to serve both locally and abroad. However, I recognize that some of my friends share a desire to volunteer but lack guidance and courage to start. Whenever possible, I invite them to join community events requiring external volunteers, providing them with opportunities to contribute. This also taps onto the skills that I have learnt from OCE165 Volunteer Management.
  

SWK487 Field Placement I - Reflection

• During the SSMP, we also discussed mental wellness in the elderly and youth, with guest speakers sharing personal experiences. One speaker, in her 60s, recounted her breast cancer journey and her daughter's battle with depression, highlighting the impact of mental health struggles on loved ones. This resonated with me due to similar experiences with a close friend facing mental health challenges.
• The fear of losing my friend to suicide motivates me to always answer calls promptly, recognizing the importance of every interaction. Both youth and seniors face stigma around mental health, with barriers to seeking help such as societal perceptions and lack of positive social support.
  
• For instance, my friend hides her mental health diagnosis from her traditional family due to fear of rejection.
  
• Despite greater awareness of mental wellness, societal reluctance to openly discuss and tackle the issue hampers support for those in need.
• Social workers are crucial in addressing mental health challenges, yet stigma remains a significant barrier, deterring many from seeking help. Through education, advocacy, and fostering safe spaces for dialogue, social workers strive to combat stigma. However, substantial improvements in societal attitudes toward mental health are still necessary to ensure everyone feels empowered to seek support when needed.
• I aspire to be a voice for the unheard.
  

SWK487 Field Placement I - Reflection

• During one of my group supervisions, we got to explore more on Youth Sexuality. It was interesting because it is a topic that is not being taught to us in schools, nor being discussed openly about. It is quite a broad topic as well and I am so glad that I had the opportunity to learn more insights and had a safe space to discuss it.
• Learning about youth sexuality prompted me to reflect on my family's beliefs. In the past, despite my brother's joking remarks about being gay, our father's reaction made it clear that such discussions were not welcome. As I matured, I befriended many LGBTQ+ individuals and realized the challenges they face in coming out, especially in traditional family settings.
• Having LGBTQ+ friends helped me see beyond their sexual orientation and appreciate them as individuals. However, I still find it challenging to consistently use the correct pronouns when addressing non-binary friends. I'm learning to be more mindful of my language and believe it's crucial to spread awareness and education about the LGBTQ+ community. It is important to be mindful and educated as I am likely to work with the community in future.
• Social workers play a vital role in supporting the LGBTQ+ community by providing inclusive and affirming services. They advocate for LGBTQ+ rights, offer counseling and support for individuals facing discrimination or stigma, and work to create safe spaces where all individuals feel accepted and respected. Additionally, social workers often collaborate with LGBTQ+ organizations and allies to address systemic issues and promote equality and justice for all members of the community.
  

SWK487 Field Placement I - Reflection

• We were fortunate to have had a CEO dialogue during our practicum. We were asked to share:
• What are some of your biggest takeaways in the department that you are in?
  
• What is one of the most important lessons that you discovered about yourself as a soon-to-be social worker?
  
• What are some analogies or metaphors that come to mind about this internship?
  
• My sharings were:
  
• One of my biggest takeaways was that there is a lot of work, research, and preparation to be put in behind every project that may directly or indirectly influence social work practice.
  
• One of the most important lessons that I have learnt was identifying my triggers, identifying what I am comfortable and not comfortable with, and finding out my boundaries. One of the examples would be the ‘freezing’ moment during my group work role play.
  
• I would describe myself as a tortoise in this internship because I am at a slow and steady pace. I am taking my own time to learn and process things. When I face any triggers, or uncomfortable situations, I may shrink back into my shell (comfort zone) and internalise it, process it on my own or with my peers and supervisor(s). Then, once I am recharged, I would move out again and continue my journey. This is how I feel thus far in this internship.
  
• Some quotes that got stuck with me during the sharing were:
  
• “Experience is not what happens to you, but how you deal with what happens.”
  
• “Be comfortable with feeling uncomfortable.”
  

SWK489 Field Placement II

• I was assigned to KidSTART Singapore Limited (KSL) which is not a direct social work agency.
  
• However, I made bunch of new friends & so glad I was not alone in my second placement.
• I am also fortunate to be able to experience direct work with children and families from lower-income.
• I really enjoyed my time and work here and I got to have two supervisors - one was my direct field supervisor and one was a supervisor who is trained in Social Work.
  

SWK489 Field Placement II

• What Have I Done?
• Shadow and observe/co-work with KidStart Practitioners (KSPs) during home visits, and attempt to produce session recordings.
  
• Produced pre-session plannings prior to engagement with children and families.
  
• Assessed children’s developmental needs & mother’s post-natal depression using tools like Ages & Stages Questionnaires (ASQs) & Edinburgh Postnatal Depression Scale (EPDS), respectively.
• Participated and took the lead in facilitating and engaging with the children and families, thereafter making assessments and proposing interventions or follow up plans.
  
• Submitted weekly reflections to supervisors for perusal.
  
• Conducted and submitted 2 process recordings over the course of placement at KS, based on audio recordings of student-led sessions or segments of sessions.
  
• Applied theoretical knowledge on assessments during interaction and engagement with the children and families.
  
• Learnt and understood about the KS curriculum and its practices.
  
• Got to experience learning and work in cross-department work (i.e., Intake & Referral).
  

SWK489 Field Placement II - Reflection

• It is my great pleasure and privilege to be able to enter the lives of the families here and be able to serve them in the ways that I can. I learnt that my presence is a form of contribution and intervention for the family and by being present with the family actually means a lot of support to them as well. I enjoyed interacting with all the families and children. I never thought I could engage young children since I did not have much experience interacting with children below 6 years old. I am thankful to be placed at KS and I really had an enjoyable time here.
• I have been exposed to different multi stress family and challenging situation and environment. Each time, I am able to set aside my judgement, be objective and able to sieve out the strength of the parents. I was open to talk about my stress with supervisors. I think I am an earnest learner and able to self-direct my own learning and would take effort to try out the activity with peers, before engaging family directly.
  

SWK489 Field Placement II - Reflection

• I take conscious effort in upholding professional ethics. An example would be posing an inquiry to how KS practitioner uphold client's confidentiality especially in public places, like public transport and enabling agency staff to also reflect on practices.
• I am also careful in anonymize identifies of client in my case presentation.
• I was able to identify and advocate for clients who do not qualify for KS programme but who would benefit from the programe during the I&R review, in hopes to promote positive change for the family.
• I was told by my supervisors who were able to highlight and affirm my strengths that I was creative in my engagement with families and propose creative intervention to promote positive change within the family in their interaction with the child.
• Often, I was able to highlight the strength of the families that I had visited no matter how dire the situation or the environment is. Some of the theories used when working with the families would be Erik Erikson’s Psychosocial Developmental Stages, adopting Child- and Family-Centric approaches, Family Systems Theory, Bronfenbrenner’s Ecological Theory, etc.
  

SWK489 Field Placement II - Reflection

• Having learnt the modules of SWK291 Social Work Practice and Skills Lab I: Working with Individuals and Families, as well as SWK352 Children and their Issues, were a bonus in my learning journey when I was attached to KidStart.
• SWK291 Social Work Practice and Skills Lab I: Working with Individuals and Families
• In this initial practice and skills lab, we got to learn a strengths-based, planned change approach to generalist social work. The lecturer covered key steps: engagement, assessment, planning, implementation/intervention, evaluation, and termination. The focus is on building professional relationships with clients and mastering basic interviewing skills. Tutorials serve as hands-on sessions where students practice applying the model to diverse individuals and families through role-playing, observations, audiovisuals, and case studies.
  
• SWK352 Children and their Issues
  
• Social work involving children is vital due to their vulnerabilities and critical developmental stages. This module covers principles, laws, and practices related to child protection, addressing needs such as safeguarding and support. It aims to equip students with skills to assess children's needs, implement interventions, and apply a strengths-based approach. The course explores demographic changes in Singaporean families and statutory protections for children. Emphasis is on empowerment and improving relationships to help children navigate challenges. It builds upon foundational knowledge introduced in SWK291 Social Work Practice and Skills Lab 1: Working with Individuals and Families.
  

SWK489 Field Placement II - Reflection

• I was open in supervision about my thoughts and feelings. I was able to accept feedback from supervisors and also apply the feedback to my subsequent home visits.
  
• I raised good questions, and was very reflective during supervsion for more in-depth discussion.
  
• I had been self-directed in learning and had actively utilise the strength perspective, BPSS framework, parenting style, child developmental theories and attachment theories in understanding the families and in my case formulations.
  
• I was observant and had provided my own insights and observations about the organisational behaviour and leadership styles, through an event that we the practicum students had helped to plan for.
  

Met my NYP lecturer during SUSS practicum II as she was my other intern buddies’ external supervisor!

SWK489 Field Placement II - Reflection

• During my time at KS, I was also able to observe the organisational behaviour and leadership styles in the organisation. Observing organizational behavior and leadership styles in social work is important for effective service delivery, understanding team dynamics, and promoting a positive organizational culture. It helps navigate conflicts, supports professional development, and enhances collaboration among social workers.
• The Affiliative leadership style prioritizes people and fosters close relationships and empathy within the team. This approach is evident in the management team's interactions and during team activities like National Day Observance Ceremony, where everyone participates equally. Despite the demanding nature of the work, team members feel motivated because of the camaraderie and support. The empathetic management team understands the team's needs, making the work environment enjoyable and manageable.
• I learnt that the supportive, encouraging, and fun work environment is important to help workers thrive in the work that they do, stay motivated, and be unafraid to reach out for help when in need.
  

Final Evaluation Report

I am grateful for the transformative journey of the past four years in SUSS. The friendships, knowledge, and memories I've gained have enriched my life immeasurably. Thank you for the invaluable experiences that will stay with me long after graduation.