Boy was this week a whirlwind! I was the group reader for both days. I was extremely lucky to have Dr. Weill in session 1 and Dr. Abendroth (if only y’all can whisper in my ear every session what needs to be done! Or not done!) in session 2 demonstrated what I should do. I felt that I learned a lot with this. I need to slow my pace in and interact with the children more. Also, the old lady tended to scare the kids. I also feel that I have been setting up joint attention better. On Wednesday’s session, I demonstrated turn taking and the appropriate schema for the sensory box. The sensory box was a massive hit! My client played with that for almost the entire individual session. I was able to build off with the sensory box. I feel that my
It was rather an uneventful week. I still struggle with facilitating and co-facilitating group therapy. I think I am becoming less uncomfortable, but still anxiously nervous. Every time I need to say something, give feedback, or ask a question, I overthink in my head and wonder if it is the right thing to say, if it is going to be helpful, or rather sound silly. The thing that stands out most is my frustration when my groups become “individual sessions with audience”. Even if I try to bring it back to we-centered theme, involve others, and encourage group thinking, some people tend to monopolize the group time, and I just feel that it is a wasted time. Co-facilitating seems to make group running a little easier, but only if I and the other
My experience an educational assistant has been both challenging and rewarding. For example, Some students were certainly challenging to work with as they gave off a hue of discomfort and disinterest. During one class period, I was tasked with helping a student finish his Algebra assignment that required him to solve for variables on a worksheet. The student did not understand the assignment and was clearly reluctant to complete it, despite already being late to turn it in. I was able to demonstrate patience by spending two whole block periods with the student while working on the assignment until he was able to grasp the concepts being taught. During this experience, I tried not to appear demanding or frustrated since I knew this would only discourage the student from trying. Instead, I
Corey, M.S., Corey, G., & Corey, C. (2014). Groups process and practice (9th ed). Belmont, CA: Brooks/Cole, Cengage Learning.
I have had to reteach myself the parts of speech to be able to help them. I feel like I am learning right along with them. I also checked out the textbook they are using in Mrs. Sottoriva’s class so I am able to read the stories and be more engaged in the classroom discussions. The students are assigned different short stories out of the textbook and will write a one page
Therapy Analysis The purpose of this paper is to examine the efficacy of my work as a co-therapist during the fifth session with the simulated couple Katy and Michelle. I will discuss our therapy agenda and the goals we hope to attain during the session. It is prudent to begin by giving a brief outline of the couple’s present problem and the patterns of dysfunction that I have identified within their relationship. In my opinion, it is the therapist’s job to recognize patterns and behaviors that disrupt the intimate bond between the partners.
She pulled me aside and told me that she was going to change it up for the day and that instead of doing a large group read like she had planned, she asked the class to break themselves into groups to do the reading. After the initial rowdiness, all of the students were in groups and began reading. Both my host teacher and I walked around from group to group to facilitate and help with the reading, sometimes taking the parts/roles that had the most lines. In addition to this, I had prepared questions/notes for the readings as I was meant to have my host teacher observe me during the time period where it was going to be a group read.
The stimulations were really eye opening. I was able to see through the eyes of a child with a learning disability in different areas. I always understood that children who have learning disabilities learned differently, but I didn’t imagine how extreme the difference could be. The problems were hard for me and became frustrating. I now know firsthand how frustrating it can be for students who have learning disabilities in different areas. It’s amazing what extra time or shorter questions can do to help increase understanding. I realize that some things that come naturally to me may be extremely difficult for someone who learns differently. As a new teacher, I will make sure to teach children strategies and develop assignments that increase student understanding.
At the ECHD I met with the pediatric nurse, she talked me through the services offered there. The nurse showed me the charting portion of her jobs as well as what assessment is done on children. We mostly talked about immunizations, she showed me the room where they do the assessments and where the patient received the vaccines, I noticed that the room were arrange I a way to make the children more comfortable and make the experience less frightened. During rotation I witness multiples vaccinations, I noticed that when more than 2 vaccines were required, usually two nurses do it, that way is faster and child experiences less pain. The nurse reviewed with me the schedule that the children follow for immunization, she also provide me with a questionnaire that was handed to the parents, this questionnaire has some question such as there is any allergy to any medication or previous vaccine, also asks about current health status, all of this is done to check for any contraindication or precautions needed when give certain type of vaccine. I assisted the nurse while
From the beginning, where we were unfamiliar with each other and became a team, my team and I had started to learn each other name and getting to know each other. Throughout each meeting, we slowly start to feel more comfortable and open minded with each other. Not only are we getting familiar with each other, each meeting that was held we progress of becoming an effective team member, we learn our strengths and weaknesses of everyone. During the meetings, we learn many concepts from the textbook, “Communicating in Small Groups: Principles and Practices” by Steven A. Beebe and John T. Masterson. We were able to learn different types of concept in the textbook and utilized it as a team to complete certain tasks. The three concepts that impacted my team and I are human
Today is the second session that I had counselor with this particle client. He came in to see me for the same problem that he had before. But except this time client had be doing a little than before. Before I started with the interview I had use the five stages and dimension of the interviews a client. I want to have an empathic relationship with my client, and gathering story and find the strength of my client is part of getting to know my client. This time I had set a realistic goal that my client can work toward without feeling that he is not in control of making the decision. The next is stage restoring finding what is not working now and trying to find an alternative that will work then take the action of letting the client go or
For that meeting, I created the lesson and planned out some activities we could do. However, the club meeting didn’t go as smoothly as I envisioned it to be. While Haley typically had the attention of all the members, when I spoke it was clear that most of our club was uninterested in what I had to say or wasn't paying attention; I didn’t receive the same respect as Haley did. In addition, our club advisor’s room had more students inside than usual, taking tests and asking questions, making the classroom incredibly chaotic and loud, exacerbating the lack of control I had.
When the meeting was over I knew that this experience had changed my views on 12 Step Meetings and people who use and abuse substances. According to Hart and Ksir (2015), “Until the 20th Century, the most common view was probably that alcoholics and addicts were weak-willed, lazy or immoral” (p. 32), which I hate to admit was what I thought before this meeting. Now I know that this is far from the truth, although there will always be some people who have no interest in help or bettering themselves, the people I met at this meeting had faith and hope like no one I have ever met. Some people attending the meeting had 28 years of sobriety, 7 months and as little as two weeks, but any amount of abstinence from this substance that can take away
In reflection on my learning experience in the group class, I have gained clarity on what sorts of competencies of facilitating group therapy, as well as in what areas social workers and students tend to feel most strong in my practice. Regarding my specific gains in competencies, I feel that I learned the most and was most likely to gain specific group facilitating competencies at the weekly class. Learning in group class is taught me the tools to use to work with groups therapy, communities and also with individuals through the process of changes. In this past three months I think a lot of opportunities have been created to shadowing with (beside and behind) and being a part of group members to learn. In addition, this class has taught me about the skills and how effectively help
I have learned various new effective ways to ask questions to the presenters as well as to answer questions as a presenter from this module. The art of learning effective questioning and answering are mentioned below in bullet points.
All in all, I felt that this lesson implementation was a good experience for me, I learned a lot from last semesters practicum, and feel more comfortable teaching the children while being observed and am able to manage the class much better, although I am still quite nervous, which is something that I will continue to work on.