Counselor Assistant Reflection

I resist any distraction that is present during the class. There are at times students outside the classroom who are playing around but I ignore them because the information that is being told is important, because I will need to know this information for the Clinical Medical Assistant Certification Exam. In addition, I ignore my phone that is placed on my desk even when I receive a text because the information being told will not be repeated due to the fact that the day he repeats the lesson is the day I am volunteering. For example, on December 19, 2016, we were shown a presentation for the hand washing assignment, I made sure to pay attention to the steps taken, even as Dr. Levinson was explaining as the lady went on I paid attention to

Once I return from my task in support of OPERATION ANAKONDA 16. My main focus

Research Assistant- news gathering, analysing data, translating articles from English to Japanese and int'l call facilitator.

As a school counselor, my first responsibility is to work with the mother and trying to find a test that it both reliable and valid and will give the student the best results. Understanding that test should have a level of cross-culturally sensitivity I would explain to the parent the initial concerns for the individual intelligence test. The Assistant Principle didn’t offer the mother a reasonable explanation of why the test was banned. The mother may have no idea what cross-cultural bias. Also I think the principal failed professionally to highlight other test that the mother could explore. The Assistant principle acted ethically by expressing to the parent that specific test was banned for cross-cultural bias and if the fact the test are

In the lives of counselor’s assessment plays a great role. Assessments are what shows the counselor what it is that their client is in need of help in. Like our book states, assessment is a complex, problem solving process that allows us to collect information in order to better serve our client (Drummond, Sheperis, & Jones, 2016). I was not aware of how involved counselors are in the testing process until I began this class. I now see that assessments also helps the client understand their own problems as well, it is just up to us to help them interpret the assessment.

Client stated he was having a good day because he was able to play with his friends outside and go to the store with his mother

The goal of the Pre-Health and Science Peer Mentors Program is to help first year African-American students with pre-health interests engage fully in the Washington University experience. As one of nine mentors, I was assigned multiple students and tasked with helping them maneuver through the myriad of challenges associated with entering Washington University. Even as the mentor, I found this experience valuable as it allowed me to reflect upon my past challenges and translate these experiences into advice while developing a community amongst other pre-medical minority students. I attended training meetings, and met with my mentees multiple times during the

I was always apart of the musicals growing up because I loved how seamlessly an emotion could be displayed from a dialogue to a song. Once I attended high school, I discovered that I love mentoring almost as much as I love performing, so I made it my goal to achieve and earn any leadership opportunities that became available. I was chosen to be the only junior officer of the International Thespian program and I was elected chorus officer. But one thing I achieved that I did not expect to impact me as much as it did was selected to be apart of the peer mentor program. It was there where I learned what it truly meant to be a leader in my community. And it was also there where I was asked to help create a puppet program for 1st and 2nd grade

At the beginning of the semester, I wanted to get to know my students in order to understand how I could utilize my role as a peer mentor, so I decided to have one-to-one meetings with each student during my office hours. This meeting allowed me to become familiar with all of the students in the course. It also allowed the students to meet me in my office hour location, which would then make them feel more comfortable to come for help. I feel as though I have established a positive relationship with my students where they feel comfortable enough to ask for help when it was needed.

The purpose of this essay is to reflect on my personal role in the inter-professional team and the delivery of healthcare that I have encountered during my duty as a health care assistant in one of the hospitals here in England. In accordance with the NMC (2002) Code of professional conduct, confidentiality shall be maintained and all names have been changed to protect identity. The purpose of reflection as stated by John's (1995) is to promote desirable practice through the practitioner's understanding and learning about his/her lived experiences. I have decided to reflect upon an incident with the nurse in charge in one of my shifts and in order to structure my reflection I

For the students who were on level and below I made sure that they had the instructional support that the needed to be successful. The first instructional support that was provided was the one on one meeting to discuss where their writing was going. Also, each day of the writing process they received feedback with their work. The second way I showed instructional support was with their letters and their writing abilities. Students had fewer purple words they were required to have in their writing. With this tier of students they were asked to write four sentences per paragraph. This was helpful in that they were less stressed about having to make up more sentences and able to focus on writing quality sentences.

On the first day, I met the instructors for the camp and the other mentors I was going to be working with for the duration of the summer camp. Thando, Henry, and Zach were the other student mentors. Thando and Henry had already mentored at the summer camps and Zach was mentoring for the first time. I also met the WSU teachers running the camp: Gary Brooking from the BioEngineering department, Perkeler Tam Tam from EE, Kara McClusky from ENGT, and Deepak Gupta.

As a future school counselor, I can reflect that these past eight weeks, I have a full understanding of the roles and responsibilities of a school counselor in a traditional high school. Practicum 2 has been learning experiences that I will remember as I start my new profession. I believe that being exposed and actively involved with a group of school counselors brought a wide range of knowledge that I plan to utilize in the future. As a continuum from my Practicum 1, the following CACREP standards are mentioned below.

Today, I had the privilege to attend the Creative Arts in Counseling session with Deborah Johnson. I learned multiple things that will be extremely beneficial, as I am wanting to become a counselor. Creative Arts are helpful for numerous reasons when it comes to counseling, and I was unaware of this before the session. The big idea of this whole session was that we are all bio-psycho-social-spiritual beings, and Creative Arts not only open us up to many opportunities, new thoughts, and realizations, but they connect us to what is inside.

It is essential for the East Three Secondary School teachers of the Grades 7 -9 students to become familiar with the format, content, and pace of the course before attempting to conduct the sessions. These staff members will require time to meet, discuss, and prepare for the implementation of the course using the resources available for downloading at no cost by Kaiser Permanente Center for Health Research (2015). Not unlike other new programs started at the school, training for the CWS course will be included as part of the school-directed teacher in-service time or non-instructional time where teachers have days in the school calendar without teaching duties.