Full text of Exploring Careers : Exploring Careers: Social Service Occupations : Bulletin of the United States Bureau of Labor Statistics, No. 2001-13

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Exploring
Careers
U.S. Department of Labor
Bureau of Labor Statistics
1979
Bulletin 2001-13




Occupations




Exploring Careers is available either as a single volume
of 15 chapters or as separate chapters, as follows:
The World of Work and You
Industrial Production Occupations
Office Occupations
Service Occupations
Education Occupations
Sales Occupations
Construction Occupations
Transportation Occupations
Scientific and Technical Occupations
Mechanics and Repairers
Health Occupations
Social Scientists
Social Service Occupations
Performing Arts, Design, and Communications Occupations
Agriculture, Forestry, and Fishery Occupations

Social Service
Occupations

Exploring
Careers
U.S. Department of Labor
Ray Marshall, Secretary
Bureau of Labor Statistics
Janet L. Norwood, Commissioner
1979
Bulletin 2001 -13




For sale by the Superintendent of Documents, U.S. Government Printing Office
Washington, D.C. 20402

Photograph Credits
zalez; The Honorable Daniel K. Inouye; and David
Weitzer.

Photography for Exploring Careers was directed by Max
L. Carey of the Bureau of Labor Statistics, Division of
Occupational Outlook. Members of the Division’s staff
who assisted with obtaining and editing photographs
were Anne Kahl, Kathy Wilson, Chester Curtis Levine,
and Gloria D. Blue. Contributing photographers were
A1 Whitley of Whitley Associates, and Harrison E. Allen,
Robert Donaldson, and Fleming P. Rose of the U.S.
Department of Labor, Division of Graphic Services. The
Bureau gratefully acknowledges the cooperation of the
many government and private sources that either con­
tributed photographs or made their facilities available to
photographers. Depiction of company or trade names in
no way constitutes endorsement by the Department of
Labor. Some photographs may not be free of every
possible safety or health hazard.

Membership groups. Air Transportation Association of
America; American Iron and Steel Institute; American
Petroleum Institute; Associated General Contractors of
America; Association of American Railroads; Chamber
of Commerce of the U.S. A.; International Association of
Machinists and Aerospace Workers; Motor Vehicle
Manufacturers Association of the U.S., Inc.; National
Education Association; and United Brotherhood of Car­
penters and Joiners of America.

Industry and business. Allen-Mitchell and Co.; American
Telephone and Telegraph Co.; Arlington Hobby Crafters; Babcock and Wilcox Co.; Badger America Inc.; The
Big Cheese; Blake Construction Co.; Bob Peck Chevro­
let; Carl T. Jones Associates; Chase Manhattan Bank;
Chessie System; Cycles Inc.; Del Mercado Shell Service
Center; Everhart Jewelers; General Truck Sales; The
Hecht Co.; Hyatt Regency of Washington; Heritage
Exxon Servicenter; International Business Machines
Corp.; Mayflower Hotel; Merrill Lynch Pierce Fenner
and Smith, Inc.; Navy Marshall and Gordon; Nike of
Georgetown; Riggs National Bank; Southeast Auto Sup­
ply; State Farm Insurance Companies; Texaco Inc.;
WGMS Broadcasting Co.; Westinghouse Electric Corp.;
and Westvaco Corp.

Government Sources

Federal. Armed Forces Radiobiology Institute; Board of
Governors of the Federal Reserve System; Bureau of
Prisons; Department of Agriculture; Department of
Health, Education, and Welfare; Department of the In­
terior; Federal Aviation Administration; Government
Printing Office; National Aeronautics and Space Admin­
istration; National Institute of Mental Health; National
Park Service; Smithsonian Institution; Tennessee Valley
Authority; and U.S. Postal Service.
State and local. City of San Antonio; City of San Diego;
District of Columbia—Department of Human Re­
sources, Police Department; Fairfax County (Va.)—Pub­
lic Schools, Public Libraries; Maryland National Capital
Park and Planning Commission; Montgomery County
Public Schools (Md.); University of Texas Health Sci­
ence Center at San Antonio; and Washington Metropol­
itan Area Transit Authority.

Publications. Arlington News; Co-ed Magazine; Law En­
forcement Communications; The New Prince George's
Post, and The Washington Post.
Other. Alexandria Archaeology Research Center (Va.);
American National Red Cross; Catholic Charities of the
Archdiocese of Washington; Folger Shakespeare Li­
brary; Forsyth County Heart Association (N.C.); George
Washington University Hospital; Model Cities Senior
Center (D.C.); St. Columba’s Episcopal Church (D.C.);
St. Thomas Apostle Catholic Church (D.C.); United
Way of America; Visiting Nurse Association of Wash­
ington, D.C.; and Washington Hospital Center (D.C.).

Private Sources

Individuals. Robert Devlin; Robert Miller; The Honora­
ble Eligio de la Garza; The Honorable Henry B. Gon­




11

Preface
Exploring Careers is a career education resource for youngsters of junior high
school age. It provides the kind of information about the world of work that young
people need to prepare for a well-informed career choice. At the same time, it offers
readers a way of learning more about themselves. The publication aims to build
career awareness by means of occupational narratives, evaluative questions, activities,
and career games presented in 14 occupational clusters. Exploring Careers emphasizes
what people do on the job and how they feel about it and stresses the importance of
“knowing yourself” when considering a career. It is designed for use in middle
school/junior high classrooms, career resource centers, and youth programs run by
community, religious, and business organizations.
This is 1 of 15 chapters. A list of all the chapter titles appears inside the front
cover.
Exploring Careers was prepared in the Bureau’s Division of Occupational Outlook
under the supervision of Russell B. Flanders and Neal H. Rosenthal. Max L. Carey
provided general direction. Anne Kahl supervised the planning and preparation of
the publication. Members of the Division’s staff who contributed sections were Lisa
S. Dillich, David B. Herst, H. Philip Howard, Chester Curtis Levine, Thomas
Nardone, Debra E. Rothstein, and Kathy Wilson. Gloria D. Blue, Brenda Marshall,
and Beverly A. Williams assisted.
The Bureau gratefully acknowledges the cooperation of all the workers who agreed
to be interviewed and photographed, the teachers and students who field tested a
sample chapter, and all who shared their ideas with BLS. Many people in the
counseling community offered encouragement and support. Special thanks for her
generous assistance go to Cathy Cockrill, Career Education Curriculum Specialist,
Fairfax County Public Schools, Fairfax, Virginia.
Although they are based on interviews with actual workers, the occupational
narratives are largely fictitious.
Material in this publication other than photographs is in the public domain and
may be reproduced without the permission of the Federal Government. Please credit
the Bureau of Labor Statistics and cite Exploring Careers, Bulletin 2001.




iii

Contents
Page
Social service occupations
Protestant minister
Social worker
Job facts




1
9
16
23

IV

Exploring
Careers

Social Service
Occupations

In colleges and universities, counselors help students prepare for the job hunt
after graduation.




1

Exploring Careers
Brrringgg! Brrringgg! Brrringgg! The phone rang per­
sistently.
“Hello. This is Teen Hotline. My name is Gary. Can
I help you?”
“I don’t know,” replied the caller defiantly.
“Tell me what’s on your mind. I’m here to listen,”
responded Gary in a pleasant, easygoing voice.
“My parents are impossible—I can’t stand living with
them any longer. I’m going to run away!”
“You’re going to run away?” repeated Gary. His
matter-of-fact tone let the caller know he was with him.
The caller continued. “I just don’t know what to do
anymore. I’m being treated like a child and I’m not
going to take it any more!”
“When did all this start?” Gary’s manner encouraged
the caller to open up. He seemed interested in hearing
the details.
“Oh, I don’t know. They’re down on me all the time.
Always picking on me to mow the lawn, to do my
homework, to get home early. Nag, nag, nag. And noth­
ing I do is ever good enough for them! They criticize my
grades, tell me my friends are no good, bug me about
playing my stereo too loud. They keep saying I’ll never
make anything of myself ... I don’t know what they
want.”
The caller paused for a breath. Then he burst out,
“I’m just sick and tired of being treated like a little kid!”
“Sounds like your parents have a lot of rules.”
“I’ll say,” exploded the caller. “Rules, rules, rules,
that’s all my parents ever think of. And do you know the
worst rule of all? I can’t use the car!”
“Sounds like you’re pretty upset about that. How did
that come about?”
“Oh, well, there was an accident. Last year. I sideswiped a truck when I was driving my mom’s car.”
“Bad news.”
“Right. My mom was pretty mad about it. It was a
new car, you know? She had to get a new door and a
new fender, and then she didn’t like the paint job.”
“You say your mom was pretty mad?”
“You’re not kidding! Both my parents yelled and
carried on about it. They kept after me and after me
about it. Really made me feel bad.”
“What I hear you saying is that you felt badly enough
about the accident as it was . . . ”
“Yes, that’s right, I felt terrible, that’s what my parents
don’t understand,” said the caller excitedly. “To hear
them tell it, you’d think I didn’t care at all about those
accidents.”
“Accidents?”
“Well, yes, as a matter of fact something else hap­
pened. I have crummy luck.”
“Tell me about it.”

2


“About a month after I banged up my mom’s car, I
was driving my dad’s car. That one wasn’t a new car,
you understand, just an old tin can he used to drive to
work. Anyway, I swerved, lost control of the car, and
totalled it. The police said I was going too fast.”
“Too fast?”
“I guess so, I really was moving along. No one was
hurt. The car was smashed up, though. To hear my dad
tell it, I’m the rottenest kid in the neighborhood. Totally
irresponsible.”
“And that’s when they took your driving privileges
away?”
“Right. That’s when they lowered the boom on me.”
“How did you feel about that?”
“Well, at first I felt so bad about the cars that I felt I
deserved it. But those accidents took place 10 months
ago! I feel I’ve paid for my mistakes. It’s time for my
parents to let up a little. I want them to let me have the
car this summer. But they won’t hear of it.”
“Are they planning to let you drive again when the
year is up?”
“Yes. Or so they say. But that’s 2 months from now!”
“You don’t believe them?”
“Oh, yes, I believe them. But I need the car now. It’s
summertime. Two months from now I’ll be in school
again and I won’t need the car as much.” The caller grew
more agitated. “Tonight we had a big blow-up over it. I
told them I was going to leave! What do you think I
should do?”
“I take it you’re not sure whether you want to leave or
not?”
“Well—it could be the only way out of this. As I said
before—I can’t stand being treated like a little kid.
Besides, some of my friends think I should leave.”
“How is it that you’ve gone along with this for 10
months without running away?”
“Well, it’s not as though I haven’t thought about it!”
“What are some of the things that make you hesi­
tate?”
“I guess I feel it will mess things up between me and
my parents even more than they are right now. What do
you think?”
“Well, I’m wondering what else makes you uneasy
about trying it ... ”
“I guess I think it would be a chicken way out. To run
away from something instead of seeing it through,” said
the caller, interrupting Gary.
“Is that important to you ... to see things through?”
“Yes, I guess so. I can usually stick in there until the
very end. I guess I’d better sit tight and wait another 2
months.”
“Sounds like you’ve made a decision.”
“Yes. Thanks for listening__ ”

Social Service Occupations

Gary’s call was one of many that came into Teen
Hotline that day. Gary is a college student majoring in
psychology; he volunteers at the Hotline one afternoon
a week. Himself just a few years older than the would-be
runaway, he sensed that the youth just needed to talk
through his family problems.
And that was what the hotline was for: Volunteers like
Gary were trained to listen and help callers sort out their
feelings. In this case, Gary had relieved the youngster’s
panic and had, by listening, given him the feeling that
he counted. The youth seemed able to take it from there.
Family disputes like this one were behind many of the
calls. So were dating problems. But calls on any subject
were welcome, and youngsters called the hotline every
day because they were lonely or depressed. They called
with questions about sex, drugs, jobs, medical help,
shelter for runaways, you name it.
Not all of Gary’s calls go as smoothly as this one.



Sometimes a caller gets angry and upset and hangs up
abruptly. Sometimes Gary can tell that the situation is
too serious for him to handle by himself. He suggests
that the caller come in to talk with one of the counselors
at the community center where Teen Hotline has its
headquarters.
No matter what hour of the day it is, there usually are
a few youngsters at Teen Hotline’s drop-in center—just
sitting around and talking things over among themselves.
A trained counselor is on hand most of the time to talk
out serious problems and direct youngsters to other
sources of help in the community: Doctors, lawyers,
psychologists, social workers.

The Helping Professions
The counselors and volunteer listeners at Teen Hotline
are in the business of helping others. In fact, helping
3

Exploring Careers

This psychologist needed years of training to learn how to help people deal with
their emotions.

people is such an important part of the job that social
workers, counselors, and clergy are called members of
the “helping professions.” To do their jobs well, they
have to be people-oriented. They must like people, be
interested in all kinds of people, and have a genuine
desire to help others.
Caring about people and wanting to help them is not
enough, though. People in these occupations must be
good at dealing with people and relating to them. They
must have a manner that inspires trust and confidence.
Nearly all of them have had training in how to deal with
people and their problems.
Gary had been taught to handle phone calls like the
one from the youngster who was having trouble with his
parents. When he was first accepted as a peer counselor
at Teen Hotline, Gary went through a course that taught
him when to speak and when to listen. He had learned
how to phrase probing questions. He had attended lec­
tures, practiced role-plays with other volunteers, used
audio tapes of crisis situations, and listened in on actual
phone calls handled by experienced volunteers. Only
then was he permitted to take his first call.

4


People who have professional jobs in this field need
considerably more training than a hotline volunteer does.
You probably know that doctors must study for years to
learn enough to take care of people’s bodies safely and
wisely. Similarly, it takes years of training for a psychol­
ogist or a counselor to learn enough to help people deal
with their feelings, emotions, fears, and worries. It also
takes time to learn how to help people with their practical
problems.
Supervision and backup are very important in this
field, where people with different backgrounds and skills
often work together as members of a team. Some have
years of professional training; others are aides and vol­
unteers like Gary. Their joint efforts help people who
are troubled or unhappy. Gary knows that he can count
on backup from the counselors and youth workers at
Teen Hotline. That way, he handles telephone calls more
confidently than he would if he were all on his own. He
knows his limits, and has learned which calls to refer to
other members of the staff. If a caller threatens suicide,
for example, Gary knows what to do.
Now let’s take a closer look at these occupations.

Social Service Occupations
Social Work Occupations
Social workers help people cope with crises that
threaten to disrupt their lives. They help their clients
understand what is happening to them and why, so that
they can find their own solutions.
Social workers assist families that are being torn apart
by poverty, alcoholism, drug abuse, behavior problems,
or illness. They help children in many ways: They find
families to adopt or provide foster care for children
whose parents can’t take care of them; they see to it that
needy families are able to give their children proper
food, health care, and schooling; they step in when there
is evidence of parental neglect or abuse. School social
workers help students who have such severe personal or
family problems that they can’t concentrate on learning.
Social workers such as those at Teen Hotline give young
people guidance and support so that they will learn to
deal with their changing lives and develop into respon­
sible adults. Some social workers do corrections work—
they counsel juvenile delinquents and serve as probation
officers or parole officers.
Sometimes, the problems that families and individuals
face are so complicated that it takes people with several
kinds of training to suggest a solution. This is one
important reason why social workers have teamed up
with members of other professions: Medicine, nursing,
therapy, psychology, education, law, and religion, among
them. A medical social worker, for example, may counsel
a hospital patient who is feeling hopeless about his illness
and advise the family as well—perhaps suggesting ways
of caring for the patient at home that won’t totally
disrupt the family’s normal routine.
Growing attention is being given within the social
work profession to directing and influencing social
change. Social workers whose specialty is social planning
work with health, housing, transportation, and other
planners to suggest ways of making our communities
more wholesome places to live. Social workers use var­
ious forms of direct action to help people deal with some
of the basic forces that shape their lives. They may, for
example, do research to identify community needs; pub­
licize their findings; draft legislation; or comment on
government proposals in such areas as housing, health,
and social and welfare services.

Counseling Occupations
Counselors help people understand themselves. They
help them come to terms with their lives. And they give
them the support and encouragement they need to make
the most of their opportunities. Counselors usually spe­
cialize.



Rehabilitation counselors help people with physical,
mental, or social disabilities. They help them deal with
the tremendous psychological adjustments they may
have to make in order to cope with a handicap. They
encourage their clients to learn new skills and to live as
normally as possible. Some of their clients have been
retarded or handicapped since birth. Others face the
shock of blindness, or deafness, or an amputation when
they are already grown. Such is the case, for example,
with veterans who were badly injured or disfigured in
the line of duty.
School counselors help elementary and secondary
school students plan their courses and decide what they
will do after they graduate. They spend a lot of time
helping students with personal problems—behavior
problems, family disputes, emotional upsets.
College career planning and placement counselors help
college students choose a career and advise them on the
kind of training or experience that will best help them
find a job. They usually help students set up job inter­
views and give them ideas on how to prepare for these
interviews.
5

Exploring Careers
Employment counselors help people of all ages plan
careers and find jobs. Their advice helps people figure
out what kind of work they’re best suited for, and then
prepare for it. They also give their clients tips on the best
way of looking for a job.

Clergy
A career in the clergy is unlike any other. Members of
the clergy counsel people of their faith and provide
spiritual leadership within their communities. They en­
able people to worship according to the dictates of their
consciences. As spiritual leaders, members of the clergy
are widely regarded as models for moral and ethical
conduct.
They frequently counsel people who have problems in
their jobs, homes, schools, or social relationships; often,
these are emotional problems. In fact, they deal in such
delicate personal and emotional areas that the law pro­
vides that they need not disclose the nature of their
communications with their congregants.
Members of the clergy help people in their commun­


6


ities in many other ways. They may set up programs that
feed the poor, care for the sick, provide companionship
for the lonely, and involve children and adults in edu­
cational and recreational activities.
The three major religions in the United States are the
Protestant, Roman Catholic, and Jewish faiths. But there
are quite a few other religions in this country, too. How
many can you name? In each of these, the clergy lead
and counsel members of their congregation, conduct
services, and represent their faith within the community.

Other Social Service Occupations
Other occupations involve helping people, too. Coop­
erative extension service workers work with people who
live in rural areas. They teach and provide technical
assistance in agriculture and home economics. Encour­
aging youth activities is another important part of the
job.
Home economists provide training and technical as­
sistance in areas that make everyday life more comfort­
able and livable—consumer economics, housing, home
management, home furnishings and equipment, food
and nutrition, clothing and textiles, and family develop­
ment and relations.
Park, recreation, and leisure service workers plan, or­
ganize, and direct activities that help people enjoy them­
selves, learn something new, or find a way of getting
closer to nature and the environment.

Personal Characteristics
People in social service occupations become closely
involved with other people’s lives and their advice can
have far-reaching effects. A social worker’s advice may
lead an individual to change the course of his or her life.
That’s a big responsibility. For this reason, a genuine
concern for people and a desire to help them are essential
for anyone considering a career in this field.
In order to make a difference in others’ lives, however,
you must be good at dealing with people. You need the
sort of personality that puts other people at ease and
encourages them to open up. The ability to achieve a
warm relationship with others is important in all of these
occupations. Your effectiveness will depend on your
ability to listen, understand, explain, and persuade.
You should be sensitive and tactful and have a keen
sense of what words or actions might offend others.
Anyone who comes in contact with people’s deepest
feelings and beliefs—as members of the clergy and coun­
selors often do-needs empathy, the ability to sense others’
feelings. Patience, too, is required, for you may be dealing

Social Service Occupations
with people who are confused, hesitant, fearful, angry,
and hard to talk to. Often, they aren’t clear themselves
about what the problem is—or how it should be dealt
with.
Imagination and resourcefulness are necessary. People
in these occupations may have to call on all their mental
resources to find a solution. And sometimes just as much
ingenuity is required to get a client to accept a suggestion.
Speaking and writing skills are important. In some of
these jobs, workers have to keep a lot of notes and
records. They must be able to present all the important
points about a client’s situation clearly and quickly.
Verbal skills are also necessary. Counselors and social
workers must be able to communicate on a one-to-one
basis, and to work easily with groups. There also are
occasions when they must speak before large audiences.
Members of the clergy, of course, do this regularly.
Finally, workers in the social service occupations
should know themselves—their own strengths, weak­
nesses, and goals. Emotional stability is important be­
cause people in this field are so often in touch with
situations that are worrisome or depressing. There are
“occupational hazards” in this work. There is danger of
being overwhelmed by others’ misery, the danger of
expecting too much of yourself, the danger of “burning

Some social workers specialize in serving the
elderly.




out” and losing the sensitivity that brought you to the
field in the first place. The inner strength that comes
with emotional stability will help you remain levelheaded
and objective so that you can in fact help people—not
just sympathize with them.

Training
Training for a social service career ranges from just a
few weeks for an aide to many years for a professional.
If you were a hotline volunteer, for example, you’d be
given a 1- or 2-week course right after you began work.
Training for homemaker-home health aides is handled
much the same way. Many other social service aides—
those doing valuable work in reaching out to their neigh­
bors and others in need—have little formal training.
They don’t even have to be high school graduates, for
that matter. What counts in getting their jobs and doing
them well is their understanding of their community ...
and their ability to deal with people.
For professional occupations such as social worker
and counselor, however, 6 to 8 years of study after high

The staff at this center for the handicapped help
clients believe in themselves.

7

Exploring Careers

school are necessary. Rabbis, priests, and ministers usu­
ally have even more training than this. The training
required for each of 13 social service occupations is
described in the Job Facts at the end of the chapter.
To see whether this field really is for you, try doing
volunteer work in your spare time. There are many
things you can do as a volunteer; some of them are
included in the Suggested Activities sections below. Bear
in mind, however, that your duties as a volunteer are not
likely to be the same as those of a social service profes­
sional, whose job requires years of formal training.

A Final Word
If the idea of working with people and helping them
appeals to you, there are other chapters of this book that
you might want to read.
The education occupations also involve reaching out
to people—advising, suggesting, persuading, motivating,
and teaching. A story about a school counselor is one of
several in the chapter on Education Occupations.
Cooperative extension service work is another way of

8


helping people by teaching and advising them. The story
of a county agent appears in the chapter on Agriculture,
Forestry, and Fishery Occupations. These workers teach
farmers about new methods of raising crops and livestock
and help homeowners keep their lawns and gardens
healthy. Their work is considered an “extension” of the
State agricultural university’s teaching and research.
Health workers and social service workers need some
of the same personal traits. Physicians, nurses, and ther­
apists who deal with sick or handicapped people on a
one-to-one basis must be objective, resourceful—and
compassionate. The ability to encourage and inspire
people, so important in the rehabilitation counselor’s job,
is just as important for the physical therapist. The story
of a physical therapist appears in the chapter on Health
Occupations.
Planners, like social workers, often work with people
in their neighborhoods and communities for the common
good. That occupation is featured in the chapter on
Office Occupations. Another occupation that involves a
sensitivity to public concerns and an understanding of
people’s behavior in groups is political aide, described in
the chapter on Social Scientists.

Social Service Occupations
Protestant Minister

.

r/ M"

“ I work hard preparing a sermon,” emphasizes Reverend Spencer, “ because it’s
my opportunity to reach many people at one time.”




9

Exploring Careers
The phone rang in the Reverend William Spencer’s
bedroom just before dawn one September morning. Mrs.
Wilson, a member of his congregation, was sobbing
uncontrollably at the other end of the line. “Reverend
Spencer,” she finally managed to say, “my husband died
in his sleep last night and I don’t know what to do.”
The clergyman came awake immediately. He calmed
Mrs. Wilson, then said, “I’ll be at your house in 20
minutes.” Dressing quickly, he rushed down the stairs
and out the front door, started his car, and drove through
the silent streets to the Wilsons’ house. There he found
his parishioner crying soundlessly. He spoke gently, pre­
paring her to cope with the immediate situation. After a
while, Rev. Spencer reported the death to the police and
placed a call to a local funeral home. Then he phoned a
neighbor and asked her to stay with Mrs. Wilson that
day, until her son and daughter-in-law arrived from out
of town. It was nearly 9 o’clock by the time Rev. Spencer
left, confident that Mrs. Wilson had the help she’d need
to get through the rest of this tragic day.
As he drove back toward his church, he thought about
how helpless he sometimes felt in the face of a pari­
shioner’s grief. It still wasn’t easy to find the right words,
although he’d helped people deal with pain and sorrow
many times during his years in the ministry.
He hadn’t originally intended to enter the clergy. In
college, he had been deeply concerned about social
justice, the morality of war, and fundamental issues of
right and wrong. He found himself translating his con­
cern into social action—organizing programs to help the
poor and taking part in demonstrations—and by his
junior year Bill Spencer decided that he had a “calling.”
The ministry, he believed, offered him a meaningful way
to spend his life.
After he graduated from college, he entered the semi­
nary and spent the next 3 years studying there. In the
seminary, he had learned a great deal about religion. He
had learned about himself. And he had learned about
working with people. During his first year as a seminar­
ian, he served as chaplain in a local hospital. There he
had learned to understand grief and to help people deal
with the shock of sudden loss, just as he had helped Mrs.
Wilson today. After he completed his training in the
seminary, he was ordained as minister.
His first church was in a suburb of Columbus, Ohio.
The bishop arranged for him to serve there for 1 year.
After that, he was on his own. He remembered the day
a classmate from the seminary had told him about the
job opening here at St. Andrew’s. He had applied along
with 75 other ministers and was fortunate enough to be
chosen for an interview. Finally, after several interviews,
he was invited to serve this congregation. He remem­


10


bered feeling a great sense of joy—and relief! The com­
petition had been tough but somehow it seemed as
though this church had been his destiny. He hoped so,
anyway.
Rev. Spencer pulled into the church parking lot just
in time for the 9:30 meeting with the vestry—members
of the congregation who serve as a board of directors.
Today they would be discussing a proposal to build a
new wing for the church school.
Jim Atwood began by saying, “I like the idea, but we
just don’t have the money for the new wing. Why don’t
we wait a couple of years and then perhaps we will be
able to afford it.” Several other board members agreed.
Then Rev. Spencer spoke up. “First,” he said, “I have
to point out that we desperately need the additional
classroom space. As you all know, we’re overcrowded
now—mainly because our program is such a success.
Take our activities for teens, as just one example. We
have teenagers here several nights a week. They have a
Bible study group; they run the youth hotline; and they
come for folk dancing and other strictly social gatherings.
There’s just as much demand for meeting room space
from our adult groups. Not to speak of the children who
use the rooms in the daytime!”
“Second,” Rev. Spencer continued, “I believe that we
can raise the money for the building expansion if we try
hard enough. Remember last year we felt we couldn’t
afford to hire an additional minister to help with our
youth program, but we took on an assistant anyway?
The church activities and projects she’s planned have
helped us reach many more young people than we did
before. I think you’d agree that we’re making a real
difference in their lives. Our youth progam is so impor­
tant to us that, as you know, we’ve managed to find a
way to pay for it. I believe we can be just as successful
in finding the money to expand our school.
“Let’s not give up on the new wing,” the minister
concluded. “Let’s explore ways of raising the funds we
need.”
After the meeting with the vestry, Rev. Spencer spent
a few minutes with the church music director. They were
doing lots of exciting things with music at the church
these days. One of the services Sunday would feature
folk music, and the guitarists would need rehearsal space
at least one night this week. The organist and the church
choir would be rehearsing on Tuesday, as usual; they
were preparing some new hymns for the other two
services on Sunday. Later in the year, the church musi­
cians hoped to produce their own version of a medieval
mystery play—a religious drama with music and dance.
One of the parishioners was already working on the
choreography. Opportunities like these for artistic and

Social Service Occupations

intellectual creativity made Rev. Spencer feel he was
lucky indeed in his life’s work. He also was glad he had
this particular congregation.
Just before lunch there was a brief meeting with other
members of the church staff—the sexton, the church
school director, and the assistant ministers. Together,
they reviewed some of the many programs that the
church sponsored in the community. At today’s session,
they concentrated on the Saturday field trips the church
ran during the school year for children from all parts of
the city. Very few Spanish-speaking children partici­
pated, although the city had a large Hispanic community.
Various suggestions for reaching out to these children
were discussed, but the meeting came to an end before
anything was decided. “That’s often the way,” thought
Rev. Spencer, who felt too much of his time was spent
in meetings.
Rev. Spencer did not have any appointments sched­
uled for early afternoon, which meant he had a good
stretch of time to work on his sermon for next Sunday.



And, before the afternoon was over, he hoped to be able
to spend some time visiting members of the congregation
who were sick or lonely or in need of spiritual counsel.
There were many people—too many—who needed com­
fort that day. A young woman who had attempted
suicide was still in the hospital. A widower was having
so much trouble adjusting to life without his wife that it
was clear to Rev. Spencer that some special effort would
have to be made to help him. And several families, he
knew, had more than their share of pain right now. It
bothered Rev. Spencer a great deal to realize that he
wouldn’t be able to visit all the people who needed
consolation that day. The conflicting demands on his
time weren’t easy to resolve, and he prayed for guidance
when he had to make difficult decisions such as these.
As he glanced at his appointment calender, Rev. Spen­
cer saw that he was scheduled to see Bob Dudney and
Gretchen Moser that evening to discuss their forthcom­
ing marriage. Helping two young people get a good start
in marriage was the sort of thing he most liked to do. It

11

Exploring Careers
was a joyous task, one that lifted his spirits even at the
end of a long day.
Bob and Gretchen were waiting nervously in the
comfortable, book-lined study when Rev. Spencer
walked in shortly after 8 o’clock. “Sorry to keep you
waiting,” he said. “Now let’s get to the matter at hand.
I’m amazed at how much it takes to keep a marriage
together today. I was reading in the Journal of Applied
Psychology that one theorist believes that the stress some
marriages cause is equal to that experienced by a soldier
in combat.”
“Does that mean I’m liable to get shot?” asked Bob as
he nervously shifted in his chair.
“No, no,” replied the minister, chuckling. “But it does
mean that many married people believe it is easier to go
AWOL—absent without leave—than to stay in there
and keep trying. What I think we need to discuss tonight
is how to make marriage work. I don’t have all the
answers. But I have a good sense of the kinds of things
that cause trouble in a marriage. What do you think the
most common marital problems are, Gretchen?”
“Well, let’s see. Money and not getting along with
each other?”
“Two very common ones,” Rev. Spencer assured her.
“What are your guesses, Bob?”
“I guess I’d say sex problems and poor communica­
tion.”
“Both of you are on the right track, but you left out a
very common problem.”
“Tell us what it is!” said Bob quickly.
“In-laws. Believe it or not, in-laws can be the source
of a lot of marital difficulties. Almost without realizing
it, and certainly without meaning it, your parents can
cause tension in your marriage.”
“I should have thought of that myself,” groaned
Gretchen. “Particularly with your mother, Bob!” she
said, half teasingly.
“Is your mother a problem, Bob?” probed the minister.
“Oh, no real problem. She’s just having a hard time
accepting the fact that I’m actually getting married. I
think she’d like to have me around the house for a few
more years. But she’ll get used to all of this in time!”
“Not without your help, Bob,” Rev. Spencer said
sternly.
“What do you mean by that?”
“It is important that you both begin presenting your­
selves as a team to your families. Get in the habit of
saying things like, “I’ll have to discuss that with
Gretchen,” or “I’ll have to ask Bob what he thinks about
that.” As the Bible says, “Leave thy mother and thy
father and cleave unto thy wife.” There is a world of
truth in that verse. It doesn’t mean that you stop loving
your mother and father—it just means that you love one

12


another more. Nothing should supersede the importance
of the marital relationship. Am I getting through to
you?”
“Yes, I think so,” said Bob slowly. “Do you mean that
before my mom can respect Gretchen as my wife, she’ll
have to see that I do?”
“That’s exactly what I mean,” said Rev. Spencer with
a glow in his eyes. “You have a commitment to each
other as life partners.”
“Sounds like good advice,” said Gretchen seriously.
“How about discussing some of the other problems,
Reverend? Or don’t we have time tonight?”
“Let’s save them for our next session, okay?” said the
minister warmly.

Exploring
A member of the clergy must have a compelling sense
that serving God and working for the betterment of
humanity should be his or her life’s work.

•
•
•

Do you feel strongly about your faith and your
religion?
Are you active in your church?
Are you interested in and concerned about problems
in your community and in the world? Are you aware
of such problems as poverty, hunger, poor housing,
unemployment, injustice, and illiteracy in your own
community?

The clergy must set an example of high moral and ethical
conduct.

•
•
•
•
•
•

Do questions and discussions about right and wrong
interest you?
Can you hold firmly to what you believe is right even
when your friends don’t agree?
Do you treat others as you wish to be treated?
Are you comfortable with the idea of people looking
to you as an example?
Would you mind having your life subject to public
scrutiny?
Are you conscious of your public responsibility when
you are elected to the student council, chosen to be
yearbook or newspaper editor, or asked to chair a
church or school club?

The clergy must be approachable and warm since per­
sonal counseling is one of their prime responsibilities.

•

Can you make a friend feel better about a problem
such as failing a test or being turned down for a date?

Social Service Occupations
•
•
•
•
•

Do people come to you for advice?
Are you able to keep a secret?
Are your friends able to talk to you about “any­
thing?”
Are you able to put house guests at ease?
Are you able to converse with people you don’t know
very well?

The clergy must have the ability to inspire others.

•
•
•
•
•

•
•

Have you ever changed a friend’s viewpoint?
Can you argue your point persuasively?
Do your friends ask your opinion on things?
Are you able to get your way without seeming bossy?
Do you understand the importance of praising a child
when he or she behaves very well, does a lesson
correctly, or masters a skill?
Can you see that such praise “works” with grownups
too?
Can you help people to help themselves?

A member of the clergy must be able to command the
attention of a group.

•
•
•

Are you good at making class presentations?
Is it easy for you to “get the floor” at committee
meetings or parties?
Do your friends ever ask you to be the spokesperson
for a group? At a friend’s going-away party? At a
victory celebration? At a birthday party?

In order to help others, clergy must be able to regulate
their own reactions to the crises in people’s lives.

•
•
•
•
•
•
•

Can you remain calm when a friend or relative faces
a very serious problem?
Can you remain calm when a parent is upset?
Can you think and act quickly in a crisis situation?
Does it upset you to visit people who are very sick?
Can you comfort a friend or family member during
a time of sorrow?
Can you overcome your anger and keep from holding
a grudge when someone hurts you?
Can you maintain some sense of proportion about
school rivalries?

The clergy must perform ceremonies and conform to
traditional rituals.

•

Do you enjoy initiation ceremonies?




•
•

Do you understand the importance of such ceremon­
ies as confirmation, marriage, or graduation?
Do you understand the importance of school and
community awards for scholarship, athletic ability,
bravery, or public spiritedness?

The clergy must be creative in communicating their ideas.

•
•
•

Are you good at writing compositions or short stories?
Can you write an interesting letter to a friend?
Do you like thinking of ways to interest children in
their school work? In crafts or sports? In Bible stories?

Suggested Activities
Volunteer your services to your church or synagogue. As
you find out how many opportunities there are to help,
you will get a better idea of the varied activities in
which members of the clergy are involved. Volunteers
assist in music programs as instrumentalists, singers,
composers, arrangers, and directors. They type, file,
answer the telephone, stuff envelopes, and handle
other clerical duties in the office. They put out the
newsletter or weekly bulletin, write press releases, and
handle publicity. They help with fundraising drives.
Volunteers staff social action programs including hot­
lines, Meals on Wheels, and aid to disaster victims.
Youth programs, religious education programs, day
care centers, and vacation Bible schools also use vol­
unteers.
Volunteer to work with children as a tutor or aide in an
elementary school. Help out at a nursery school or
Head Start program. Offer to help direct children in
arts and crafts, music, or sports at a summer recreation
program. This will help you develop leadership and
teaching skills and test your ability to handle a group.
Volunteer to work in a program that will bring you into
close contact with a wider variety of people than you
normally meet at your school, church, or synagogue.
This will broaden your knowledge of community
needs and increase your understanding of human
behavior.
Collect magazines, clothing, and funds for a missionary
drive.
Take part in your church or synagogue visitation cam­
paign to encourage people to attend religious services.

13

Exploring Careers
Run for youth deacon.

visiting elderly people in the community who are
confined to home, or becoming a big brother or big
sister to a disadvantaged or handicapped child.

Set a goal for reading the Bible from cover to cover.
Compete in a local Bible drill.
Try out for your school debate team. Public speaking is
an essential part of the clergy’s job.
Join or organize a prayer or study group. Test your
organizational skills and your ability to work effec­
tively within a group.
Put yourself in the helper role on a daily basis. This may
involve listening to a friend talk through a problem,

Read books and magazines on religious occupations.
Talk with your priest, minister, or rabbi about what
it’s like to have a religious occupation. Test your
interest.
For more information about careers in this field, write to
the Interdenominational National Council of the
Churches of Christ, Unit of Professional Church Lead­
ership, 475 Riverside Drive, New York, New York
10027; the Catholic National Center for Church Vo­
cations, 305 Michigan Avenue, Detroit, Michigan
48226; or the B’nai B’rith Career and Counseling
Service, 1640 Rhode Island Avenue, N.W., Washing­
ton, D.C. 20036.

People in the helping professions need empathy— the ability to sense others’
feelings.


14


Social Service Occupations
Related Occupations
Helping people with their personal problems is an
important part of a Protestant minister’s job. The desire
to help others is just as important for members of the
clergy in other religious faiths. Workers in other “help­
ing” occupations spend much of their time advising and
counseling people, too.
Eight occupations are listed below. See if you can
match each job title with the correct description.
Psychologist
Chaplain
Missionary
School counselor

Christian Science practitioner
Rabbi
Social worker
Priest

1. I am the spiritual head of a Jewish congregation.
I teach and interpret Jewish law and tradition.
2. I give religious counsel and leadership in the
Armed Forces, police departments, prisons, colleges and
universities, hospitals, and other places.
3. I help individuals and groups cope with problems
that, at times, are overwhelming: Poverty, illness, un­

1

I

§2
*1

■

]

employment, family disputes, antisocial behavior, and
inadequate housing.
4. I am the spiritual head of a Catholic congregation.
5. I carry a religious message to people who are not
of my faith.
6. I help students select courses, explore career pos­
sibilities, and decide what to do after they graduate. I
collect and analyze information that tells me something
about students’ interests, aptitudes, abilities, and person­
ality characteristics. Most of this information comes from
records, tests, and interviews. I collect occupational and
educational information, and encourage students to
browse through it.
7. I practice spiritual healing through prayer alone
in accordance with the teaching of my religion.
8. I study people and try to understand why individ­
uals and groups behave as they do. My research is put to
use in many fields: Mental health, juvenile delinquency,
drug abuse, crowd control, early childhood education,
and counseling of retirees, for example.
See answers at end of chapter.

Teaching children the rituals of their faith is one of the many ways this rabbi
serves his congregation.




15

Exploring Careers
Social Worker


http://fraser.stlouisfed.org/
16
Federal Reserve Bank of St. Louis

Social Service Occupations
Mary Rogers is a social worker. Her office is in a
senior center in one of the poorer sections of the city.
Her job there is to find places to live for elderly people
who have no home of their own. Some of Mary’s clients
are former mental patients. Having lived for years in
institutions where other people made all the decisions,
they do not find it easy to manage on their own. Some
of them are too confused or afraid to talk to a landlord
or landlady about renting a room. Others are illiterate.
Since they can’t read, they can’t use the newspaper want
ads to find a place to live. All of Mary’s clients are poor.
The program she runs was Mary’s idea in the first
place. Basically, she does three things: She finds sponsors
willing to take elderly people into their homes, interviews
clients who need homes, and keeps up with any problems
that might develop. So many problems do come up that
Mary spends most of her time talking with people,
listening, and sorting things out.
Mary never knows what to expect when she sits down
to talk with one of her clients. She’s found that some of
these conversations enrich her life and brighten her
day—much as her talks with her grandmother did when
she was growing up.
Mary’s grandmother was a good friend. The two of
them found a lot to talk about, for they shared an
enthusiasm for living. Mary never tired of listening to
her grandmother’s stories about the years she worked as
a union organizer in a mill town. The girl had listened,
spellbound, to tales of the hardship and heartbreak
endured by workers’ families in those difficult days. The
older woman’s insights into human nature and compas­
sion for people in trouble had made a strong impression
on Mary.
She began considering ways in which she, too, could
work with people and help them. That eventually had
led to a master’s degree in social work and the important
decision to specialize in work with the elderly.
Mr. Adams is one of Mary’s clients at the senior
center. He’s one of her most exasperating clients, for Mr.
Adams has a drinking problem. His bouts with the bottle
are causing sleepless nights for the Youngs, his home
sponsors. Today, there was a note on Mary’s desk from
Mrs. Young. She wanted to talk with Mary right away;
she couldn’t stand to have Mr. Adams in her house one
day longer.
“I can’t take it any more,” Mrs. Young greeted Mary
as the social worker came up the front steps. “Last night
he got so drunk that he sang until 4 o’clock in the
morning! It’s just too much for me to handle.”
Mary managed to patch things up for the time being.
There was a promise of one last try from Mrs. Young
and a pledge to keep sober from Mr. Adams. She knew,
however, that in just a few days she was likely to have



another desperate message from Mrs. Young. She’d have
to start planning ahead for Mr. Adams.
Mary returned to her office just as a busload of the
center’s members was returning from a trip to the zoo.
She could hear the excitement in their voices as they
came inside. “It’s amazing how a change of scene can
lift people’s spirits,” Mary thought.
Just then she caught sight of Mrs. Hodge in the
hallway. Mrs. Hodge hadn’t gone on the outing to the
zoo, and Mary knew she’d welcome some special atten­
tion.
“Mrs. Hodge, let’s go back to my office so we can
talk.”
Mrs. Hodge was a gentle, rather timid woman who
had taken a bad fall the winter before and was still
suffering from the pain in her hip. “I’ve just been to the
doctor,” she said with a sigh as she painfully lowered
herself in the chair across from Mary.
“It hurts right now, doesn’t it, Mrs. Hodge?” Mary
inquired in a sympathetic tone.
“Oh yes, dear, it does hurt. I just wish the doctor
would visit with me a little longer. I saw him this
morning, you know. It’s so hard for me to get to the
clinic and then I have to wait at least an hour to see him
and, well, I think he should extend me the courtesy of a
little talk. Don’t you, Mary?”
“Absolutely, Mrs. Hodge, that’s entirely reasonable.
We all need some time to discuss our problems, physical
or otherwise.”
“Well, anyway, he gave me another prescription for
the pain. I have to get over to the drug store before it
closes.”
“Why don’t I pick up the medicine and drop it by
your house tonight on my way home from work?”
“Oh, would you, Mary? Thank you. That’s so kind of
you.” The older woman’s eyes filled with tears.
Emotional moments like these punctuated Mary’s day.
But, she reminded herself, they happened only if you
really cared about people. That, she knew, was what
social work was all about—caring for people enough to
help them make their own decisions about their prob­
lems.
Right after lunch, a sandwich at her desk, Mary called
a meeting of the social workers she supervised. Together,
Mary and the others reviewed the caseload for the cen­
ter’s home placement program, concentrating on cases
that were causing problems. One of the workers wanted
ideas for dealing with a client who spent all of her money
early in the month and then had nothing to live on until
the next check came. After discussing a number of
possibilities, Mary suggested that the social worker ar­
range for the client to get her money a little at a time
throughout the month instead of receiving everything at
once.
17

Exploring Careers
Mary spent the rest of the afternoon making final
arrangements for tomorrow’s forum on the needs of the
city’s elderly. The forum was sponsored by We Care, a
coalition of local organizations including senior centers,
churches, legal aid programs, and citizens’ groups. Mary
was one of the founders of the coalition. She and the
others who had started the group just 3 years ago wanted
to educate the public—and influence city officials—
about the problems faced by elderly people in their city.
They arranged for newspaper and television coverage,
made speeches, testified before the city council, and
sponsored public forums such as the one that would take
place tomorrow.
We Care already had focused attention on proposed
cutbacks in Medicaid payments and improper proce­
dures in assigning apartments in the city’s public housing
project for the elderly. By now, local politicians took the
coalition seriously. The mayor herself had agreed to
attend tomorrow’s forum.
As Mary walked through the double doors of the
municipal auditorium the next day, she noticed that a
busload of people from her senior center already had
arrived. More elderly people were coming in every min­
ute. They looked purposeful; many compared notes.
“I hope the mayor is prepared for this one,” Mary
thought. “The audience certainly is prepared for her.”
After several minutes, the mayor arrived. She walked
briskly to the podium, apologized for being late, and
asked for questions. Soon they were coming thick and
fast—questions on property taxes, housing, crime, trans­
portation, red tape. Most of the questioners were older
people—some retired, some still working, all concerned
about the inconveniences and hardships they faced be­
cause of diminished incomes and diminishing strength.
A tall, elegant, white-haired woman moved slowly
through the hall to the speaker’s podium. She lived in a
nursing home, and the plastic identification band around
her wrist clashed incongruously with her beautifully
tailored suit. She spoke movingly of the need for trans­
portation services for people who, like herself, were
infirm. And for people who were handicapped.
As the mayor spelled out the details of a tax relief
proposal she had just put before the city council, Mary’s
attention wandered. The meeting appeared to be a suc­
cess. Elected officials were listening to citizens’ concerns.
She found herself thinking how important that was ...
and how much she liked being one of the people who
made such a meeting possible.
Yes, she was pleased with her job. She enjoyed finding
ways to help people take charge of their lives. And she
knew that in helping older people now, she was helping
the older person she would be herself one day.
Still, what would she do about Mr. Adams?

http://fraser.stlouisfed.org/
18
Federal Reserve Bank of St. Louis

Exploring
In order to give people the confidence to deal with their
problems, social workers must value the dignity and
worth of the individual.

•
•
•
•

•

•

Do you believe that you can learn something from
everyone?
Do you feel badly when a classmate is embarrassed?
Do you think it’s important that all people enjoy
equal rights?
Do you want to be personally involved in working
for social justice? Do you want to do something about
poverty, hunger, or hatred?
Are you open-minded about other people’s right to
think, feel, and act in ways that may seem strange,
even wrong, to you?
Do you think people who are unhappy or mixed up
or in trouble can be helped?

Social Service Occupations
•
•
•
•
•
•
•

Do your friends confide in you?
Do people often ask your advice or opinion?
Are you able to keep a secret?
Do you make friends easily?
Are you able to make your house guests feel wel­
come?
Are you able to put people at ease?
Can you work closely with others and be flexible
enough to do things someone else’s way?

Social workers must understand human behavior.

•
•
•
•
•
•

•

Do you know your own strengths and weaknesses?
Do you understand why you do the things you do?
Do you understand why your parents do the things
they do?
Do you know when to speak and when to listen?
Are you able to get your friends to do things your
way without seeming bossy?
Are you able to feel what kind of mood a friend is in
just by observing his or her facial and body expres­
sion or tone of voice?
Are you more apt to judge people by their good
points than by their faults?

Social workers must be able to speak the client’s lan­
guage. They must be good at communicating effectively
in different kinds of situations.

Social workers must show their concern for people
through a manner that is sympathetic yet objective.

•
•
•
•
•
•

Are you able to see both sides of an argument?
When something goes wrong, what do you do first?
Look for a solution or place the blame?
Are you happy for your friends when they meet with
good fortune?
Do you feel a genuine concern for your friends’ and
relatives’ welfare?
Do you like most people?
Are you aware and considerate of the feelings of
others?

Social workers must build a basis for trust.

•

Are you able to maintain friendships over long pe­
riods of time?




•
•
•
•
•

Can you talk to all kinds of people?
Are you able to carry on a conversation with a child?
Are you able to express your feelings to most adults?
Are you good at speaking in front of a group?
Are you ever asked to be the spokesperson for a
group?

Social workers must be able to express themselves
clearly in the written record of their work.

•
•
•

Are you good at organizing your thoughts for a
school assignment or an essay question on an exam?
Are you good at writing compositions?
Do you enjoy writing to your friends?

Social workers don’t always see the results of their work
immediately. Often they must remain supportive and
helpful during times of slow progress.

•

Do you appreciate small gains or progress?

19

Exploring Careers

“ I can’t tell people what’s best for them, but I can try to help them make their own
decisions.”

•
•
•
•
•
•
•

Do you have the patience to grow a garden?
Do you have the patience to pursue projects such as
needle work or modelbuilding?
Are you able to stick with a diet or exercise program?
Can you be patient with people whose pace is slower
than yours?
Can you persist in the face of setbacks?
Can you cope with failure?
Are you realistic in your expectations even though
you may be idealistic in your goals?

olic, Protestant, and Jewish organizations, or the Sal­
vation Army. Volunteers answer telephones, greet and
direct visitors, provide clerical assistance, and sort
donations. They may also visit the lonely and work
with children.

Suggested Activities

Volunteer to work in a crisis counseling center. This is a
good place to learn about the most critical problems
in your area and to find out how community organi­
zations are handling them. Volunteers may greet visi­
tors, do clerical work, and solicit or help distribute
donations of food, clothing, fuel, and other necessities
for the center’s clients.

Volunteer to work in a social service agency in your
community. There are more agencies than you might
think. Try, for example, the local department of public
welfare, a family service agency, agencies run by Cath­

Develop a one-to-one relationship with a youngster who
has had few positive influences in his or her life. The
Big Brother and Big Sister programs offer opportuni­
ties of this kind. So do welfare and probation depart-


20


Social Service Occupations
merits, YMCA’s and YWCA’s, Boys’ Clubs, Girls’
Clubs, and family service programs run by Catholic,
Protestant, and Jewish organizations.
Involve yourself in the activities of a neighborhood or
community center. You can develop organizational
and leadership skills by helping direct children in
sports, arts and crafts, music, or drama. You might
tutor children or adults. Or you might work on fund­
raising and publicity for the center’s programs. All of
these activities will give you experience organizing
social service programs and working with people.
Invite a social worker to speak to your class about his or
her job. Ask the speaker to explain what he or she
does and to mention the rewards and frustrations of
the work. Prepare questions ahead of time.
Look for opportunities to work with people of different
ages and backgrounds.
• Volunteer to help with younger children at a day
camp or summer recreation program.
• Spend time with handicapped or retarded children.
Girls’ Clubs, Boys’ Clubs, Red Cross, Scout troops,
Campfire Girls, and other youth organizations of­
fer such opportunities.
• Volunteer to entertain or visit residents in a nursing
home.
If you are a Boy Scout, try for a merit badge in Family
Living. Test your interest in working with and learning
about your family and others.

Suite 600, Washington, D.C. 20005, and to the Council
on Social Work Education, 345 East 46th Street, New
York, New York 10017.

Related Occupations
If you are a Girl Scout, try for proficiency badges in
child care. Caring for children may test your interest
in a career that requires concerned interaction with
others. Also, see if your local troop has the From
Dreams to Reality program of career exploration.
Troops also sponsor service aide and community ac­
tion projects.
Join a Child Care, Communication, or Social Work
Explorer Post if there is one in your area. Exploring is
open to young men and women aged 14 through 20.
To Find out about Explorer posts in your area, call
“Boy Scouts of America” listed in your phone book,
and ask for the “Exploring Division.”
For information about career and education opportuni­
ties in the field of social work, write to the National
Association of Social Workers, 1425 H Street, N.W.,




Social workers aren’t the only people who help indi­
viduals and groups with problems. Eight jobs are de­
scribed below. Unscramble the letters to discover who
these workers are:
1. OPLRAE CREFIFO. I work with law offenders
when they get out of jail. I advise them about completing
school or getting job training and help them look for a
job and a place to live. I try to learn enough about them
and their backgrounds to have some real influence; my
goal is to help them find a way of making an honest
living.
2. CTAIERERNO RLADEE. I organize recrea­
tional activities such as arts and crafts, sports, games,
music, dramatics, camping, and hobbies. I work with
groups of people in camps, community centers, YMCA’s
and YWCA’s, senior centers, and other places.

21

Exploring Careers


22


3. REWKERCSAO. I help individuals and families
who need the assistance of a social service agency. I
interview clients with problems ranging from runaway
children to illness, no money, and eviction. I listen first.
Then I try to help my clients work out a solution. Often
I put them in touch with other agencies that can help,
too.
4. STRENIMI. I provide spiritual leadership within
my community.
5. BAOPRONIT CREFIFO. I work with law of­
fenders while they are on probation. Sometimes I decide
which juvenile cases belong in the courts and which
should be handled by a social service agency.
6. CHSOLO SEROLUNOC. I help students deal
with things that bother them—personal problems, family
problems, failing grades. I also help them plan courses
and school activities that best fit their interests and
abilities.
7. NITYUMOMC NATIGROONIZA WKEROR.
I work with community groups and advise them on the
kinds of action that will meet their interests and needs.
I work with all kinds of groups: Senior citizens afraid of
crime, tenants facing a rent increase, street gangs, chil­
dren with no place to play, parents trying to organize a
day care center. I help the group organize, raise funds,
and take action.
8. CILOAS FAREWEL MINIADTRATORIS. I
run a social service agency. As an administrator, it’s up
to me to see that the agency’s programs meet our clients’
needs—that people in real trouble don’t run into a lot of
red tape, for one thing. Selecting, training, and supervis­
ing the staff are important parts of the job. Representing
my agency to community groups and citizens is also
important and I frequently go to meetings and make
speeches.
Caseworker
Community organization worker
Minister
Parole officer
Probation officer
Recreation leader
School counselor
Social welfare administrator
See answers at end of chapter.

Social Service Occupations
Job Facts

There isn’t room in this book for a story about every social service occupation.
However, you’ll find some important facts about 13 of these occupations in the
following section. If you want additional information about any of them, you might
begin by consulting the Occupational Outlook Handbook, a publication of the
Department of Labor which should be available in your school or public library.

Occupation

N ature and Places o f W ork

Training and Qualifications

O ther Inform ation

A master’s degree in counseling
and some teaching experience
usually are necessary. Most
States require school counselors
to have counseling and teaching
certificates. The education and
experience requirements for
these certificates vary among
States.

Some counselors work part time
as consultants for private or pub­
lic counseling centers, govern­
ment agencies, or private busi­
nesses.

COUNSELING OCCUPATIONS
School Counselors

School counselors help students
understand themselves and re­
solve their problems. They give
aptitude, interest, and ability
tests. They hold individual and
group sessions so that students
can “talk through” their con­
cerns. They may teach classes in
occupations and careers or other
special subjects.
Most counselors work in elemen­
tary or secondary schools.




School counselors must be able
to deal with all types of people.
They work with students, par­
ents, teachers, and school admin­
istrators.

23

Exploring Careers
Occupation

Nature and Places o f Work

Training and Qualifications

Other Information

College Career
Planning and
Placement
Counselors

These workers help college stu­
dents and graduates examine
their career goals and find jobs.
Sometimes they arrange for job
recruiters to visit the campus and
set up interviews with students.

A bachelor’s degree in psychol­
ogy or sociology is customary for
a job in this field. A master’s
degree in clinical or counseling
psychology is helpful.

These workers also are known as
college placement officers.

They work for colleges and uni­
versities and for community and
junior colleges.

Employment
Counselors

Employment counselors help
people who are looking for jobs.
They interview job seekers to
find out about their interests,
training, work experience, and
personal traits. Then they may
suggest specific jobs and how to
apply for them, or recommend
job training. They also contact
employers to find out what kinds
of workers they need.
Over half work in public employ­
ment service offices located ev­
erywhere in the country. Many
work for private employment
agencies. Some work for com­
munity agencies concerned with
finding jobs for teenagers, ex-of­
fenders, handicapped persons,
older workers, and other people
in special need of counseling.

Rehabilitation
Counselors


http://fraser.stlouisfed.org/
24
Federal Reserve Bank of St. Louis

Rehabilitation counselors help
people who are mentally or phys­
ically disabled or emotionally
disturbed. They give them the
support and encouragement they
need to live with a disability,
learn a job skill, or adjust to a
new way of life. Counselors may
find jobs for disabled persons
and follow their progress.

People in this field should be
energetic and able to work under
pressure because they must or­
ganize and administer a wide va­
riety of activities. They must
have an interest in people and be
able to get along with them eas­
ily.
Training requirements vary de­
pending on the employer. A
bachelor’s degree generally is the
minimum educational require­
ment, and many jobs require
graduate courses in counseling
plus counseling experience.
Many agencies prefer to hire
people with a master’s degree in
counseling or in a related field
such as psychology or personnel
administration.

These workers frequently work
more than 40 hours a week. The
workload is especially heavy dur­
ing the recruiting season.

Well-qualified counselors with
experience may advance to su­
pervisory or administrative posi­
tions in their own or other orga­
nizations. Some may become di­
rectors of agencies, or area su­
pervisors of guidance programs;
some may become consultants;
and others may become profes­
sors in the counseling field.

Persons who want to be employ­
ment counselors should have a
strong interest in helping others
make vocational plans and carry
them out. They should be able to
work independently and to keep
detailed records.
A bachelor’s degree is the mini­
mum educational requirement.
The master’s degree in rehabili­
tation counseling or vocational
counseling often is preferred. A
master's degree in psychology,
education, or social work also
provides a good background.
Work experience in related fields
is also an asset.

Many counselors specialize.
They may work exclusively with
blind people, alcoholics, drug ad­
dicts, the mentally ill, or retarded
persons.

Because they deal with the wel­
fare of individuals, the ability to
accept responsibility is impor­
tant.

They work in rehabilitation cen­
ters, sheltered workshops, hospi­
tals, and special schools and
training institutions.

Patience, the ability to motivate
others, and emotional stability
are important in dealing with se­
verely disabled people.

Rehabilitation counselors gener­
ally work a 40-hour week or less,
with some overtime work re­
quired to attend community and
civic meetings in the evening.

Social Service Occupations
Occupation

N ature and Places o f W ork

Training and Qualifications

O ther Inform ation

Protestant ministers lead their
congregations in worship services
and administer the rites of bap­
tism, confirmation, and Holy
Communion. They prepare and
deliver sermons and instruct per­
sons who wish to join the church.
They counsel church members,
visit the sick, comfort the be­
reaved, and serve church mem­
bers in many other ways.

Educational requirements vary
greatly among the various Prot­
estant denominations. Many re­
quire a 3-year course of study in
a theological school or seminary
following college graduation.

Persons who are interested in en­
tering the Protestant ministry
should seek the counsel of a min­
ister or church guidance worker.

CLERGY
Protestant Ministers

All ministers must be ordained
by their denomination.

Most ministers serve individual
congregations
in
churches
throughout the country. Some
work as chaplains in hospitals,
prisons, and the Armed Forces.
Still others work in social service
agencies or community organi­
zations that serve youth or fami­
lies.
Rabbis

Rabbis are spiritual leaders for
their congregations and teachers
and interpreters of Jewish law
and tradition. They conduct re­
ligious services, deliver sermons,
visit the sick, help the poor, com­
fort the bereaved, supervise reli­
gious education, and involve
themselves in community affairs.
Rabbis serve congregations in all
parts of the country. Some serve
as chaplains; others work in Jew­
ish community service agencies;
still others teach Jewish studies
in colleges and universities.




To become eligible for ordina­
tion as a rabbi, a student must
complete a prescribed course of
study in a seminary. Entrance
requirements and curriculum de­
pend upon the branch of Juda­
ism with which the seminary is
associated.

Nearly all rabbis serve Orthodox,
Conservative, or Reform congre­
gations.
Persons who are interested in be­
coming rabbis should discuss
their plans for a vocation with a
practicing rabbi.

Courses studied in Jewish semi­
naries generally provide students
with knowledge of the Bible, Tal­
mud, Rabbinic literature, Jewish
history, and theology, and
courses in education, pastoral
psychology, and public speaking.

25

Exploring Careers
Occupation

Nature and Places o f Work

Training and Qualifications

Other Information

Roman Catholic
Priests

Roman Catholic priests attend to
the spiritual, pastoral, moral, and
educational needs of members of
their church. They conduct reli­
gious services, administer the
Sacraments, give sermons, visit
the sick, comfort the bereaved,
help the poor, and work on be­
half of the community in many
ways.

Preparation for the priesthood
generally requires 8 years of
study beyond high school.

There are two types of priests:
Diocesan and religious. Diocesan
priests work individually within
a parish, while religious priests
work as part of a religious order.

Over 450 seminaries offer this
training.

Young men interested in enter­
ing the priesthood should seek
the guidance and counsel of their
parish priest.

Most priests serve Catholic con­
gregations in all parts of the
country. Some, however, teach or
do administrative work instead.
They work in Catholic seminar­
ies, colleges and universities, and
high schools; in Catholic social
service and welfare agencies; and
in missionary organizations.
OTHER SOCIAL SERVICE OCCUPATIONS
Cooperative
Extension Service
Workers

These workers conduct educa­
tional programs for rural resi­
dents. They give farmers techni­
cal advice; help farm families
learn about home economics and
home management; organize ac­
tivities for youth; and help com­
munity leaders plan economic
development.
Extension workers usually spe­
cialize. They may deal primarily
with farmers; with community
leaders; or with youth.

Home Economists


http://fraser.stlouisfed.org/
26
Federal Reserve Bank of St. Louis

Home economists work to im­
prove products, services, and
practices that affect the comfort
and well-being of the family.
Most home economists teach.
Others do research or test prod­
ucts for business firms and trade
associations. Still others do re­
search or serve as consultants for
agricultural experiment stations,
colleges, universities, and private
organizations. Some advise and
counsel the public on home man­
agement, consumer issues, and
family budgeting.

Extension workers must have at
least a bachelor’s degree in their
subject field. They often receive
additional training on the job.
They should like working with
people and have a genuine desire
to help them.

Most extension service offices are
located in small towns. People
who are good at teaching and
getting ideas across, and who
wish to live outside the city, may
find extension work the ideal ca­
reer.

A farm background is almost a
requirement for agricultural ex­
tension workers.
High school courses in English,
public speaking, science, and
math are helpful.
A bachelor’s degree in home eco­
nomics qualifies graduates for
most entry positions in the field.
A master’s or doctor’s degree is
required for college teaching,
certain research and supervisory
positions, work as an extension
specialist, and for some jobs in
nutrition.
The ability to write and speak
well is important.
High school courses in home eco­
nomics, speech, English, health,
mathematics, chemistry, and the
social sciences are helpful.

Employment of home econo­
mists is affected by growing pub­
lic awareness of the contributions
that can be made by home econ­
omists in child care, nutrition,
housing and furnishings design,
clothing and textiles, consumer
education, and ecology.

Social Service Occupations
Occupation

Nature and Places o f Work

Training and Qualifications

Other Information

Homemaker-Home
Health Aides

These workers come to people’s
homes and help with routine
health care, shopping, cooking,
cleaning, and many other every­
day chores. Usually, their help is
needed because the client is sick
or disabled and has no family or
friends to take care of these
things. Sometimes, the client is a
parent whose small children re­
quire care.

A high school education is rec­
ommended, but not required.
Aides are trained on the job.

Nursing students or college stu­
dents in appropriate fields such
as home economics or social
work can often find summer
work as aides.

A sense of responsibility, the de­
sire to help people, and a willing­
ness to perform hard work are
important to this job.

Homemaker-home health aides
are employed by public health
and welfare departments, private
health care agencies, and non­
profit community health or wel­
fare organizations, such as visit­
ing nurse associations. Some
work for hospitals and nursing
homes that have home care pro­
grams.
Park, Recreation, and
Leisure Service
Workers

These workers plan, organize,
and direct individual and group
activities that help people enjoy
their leisure hours.
Most work for city and county
park and recreation departments
and State park systems. Others
work for National Parks, the
Peace Corps, Vista, Boys’ and
Girls’ Clubs, senior centers, hos­
pitals, private amusement parks,
and apartment complexes.




A college degree in recreation
and leisure services is an asset.

There are numerous opportuni­
ties for volunteer work in this
field.

Creativity, the ability to motivate
people, and good health are use­
ful personal attributes for poten­
tial recreation workers.

27

Exploring Careers
Occupation

Nature and Places o f Work

Training and Qualifications

Other Information

Social Service Aides

These workers serve as a link
between
professional
social
workers or rehabilitation coun­
selors and people who need help.
They explain the services the
agency provides, help clients fill
out forms, and keep records.

A high school education is rec­
ommended, but not required.

Opportunities for part-time work
are very good.

Aides often specialize. Their job
titles reflect the kind of work they
do: Income maintenance worker,
casework aide, neighborhood
worker, employment aide, chore
worker, and homemaker-home
health aide.

Persons seeking jobs in this field
should get along well with people
and be able to work as part of a
team. They should be tactful,
courteous, and want to help oth­
ers.

Almost all work for social service
agencies run by local health or
welfare departments or by vol­
untary or religious organizations.
Some work in hospitals, clinics,
community health programs,
schools, and public housing proj­
ects.
Social Workers

Social workers help individuals,
families, groups, and communi­
ties understand and deal with
their problems.
Most social workers are em­
ployed by social service agencies
run by State and local govern­
ments; voluntary organizations
such as the Salvation Army; and
by religious organizations such
as Catholic Charities.
Some are college teachers, re­
searchers, or consultants. Others
are in private practice and pro­
vide counseling services to indi­
viduals and groups.

For many jobs, a master’s degree
in social work is required or pre­
ferred. This takes 2 years of study
after college and includes a “field
placement” that provides actual
job experience.
For other jobs, a bachelor’s de­
gree—in social work, psychol­
ogy, sociology, education, or a
related field—is sufficient.

Students should get as much re­
lated work experience as possible
during high school and college to
see whether they are interested
and able to do the work.
Working part time as a social
service aide is a good way to
obtain this experience.

Many States require that social
workers be licensed.

Answers to Related Occupations
MINISTER
1. Rabbi, 2. Chaplain, 3. Social worker, 4. Priest, 5. Missionary, 6. School counselor
7. Christian Science practitioner, 8. Psychologist.
SOCIAL WORKER
1. Parole officer, 2. Recreation leader, 3. Caseworker, 4. Minister, 5. Probation
officer, 6. School counselor, 7. Community organization worker, 8. Social welfare
administrator.

http://fraser.stlouisfed.org/
28
Federal Reserve Bank of St. Louis

- f r U .S. GOVERNM ENT P R IN TIN G O F F I CE : 1 9 8 0

0 -2 7 4 -6 2 1

Bureau of Labor Statistics
Regional Offices

Region I
1603 JFK Federal Building
Government Center
Boston, Mass. 02203
Phone: (617) 223-6761

Region IV
1371 Peachtree Street, N.E.
Atlanta, Ga. 30309
Phone: (404) 881-4418

Region V
Region II
Suite 3400
1515 Broadway
New York, N.Y. 10036
Phone: (212) 944-3121

Region III
3535 Market Street
P.O. Box 13309
Philadelphia, Pa. 19101
Phone: (215) 596-1154




9th Floor
Federal Office Building
230 S. Dearborn Street
Chicago, III. 60604
Phone: (312) 353-1880

Region VI
Second Floor
555 Griffin Square Building
Dallas, Tex. 75202
Phone: (214) 767-6971

Regions VII and VIII
911 Walnut Street
Kansas City, Mo. 64106
Phone: (816) 374-2481

Regions IX and X
450 Golden Gate Avenue
Box 36017
San Francisco, Calif. 94102
Phone: (415) 556-4678