When I started this program I had no intent on becoming a Human Services professional. I was the mom of a baby and I had plans on staying home for the next 10-12 years raising a family together with my husband and best friend. It has been a lifelong dream of mine to earn a bachelors degree. I’m the first person in my family to attend college, let alone complete a degree, so I’ve been carving my own path from the start. I had the opportunity to choose a program and complete my degree, so I set about looking. My husband and daughter were the most influential factor in my choosing a degree path. I wanted to continue making them my priority. When I found Human Services, it was just right. The hours, the content, the department philosophy and faculty were all directly in line with what I had been looking for. I never considered my choice for the Human Services major to be that of a career decision. When I started school at WWU, my career was – mom. A position I continue to take very seriously.
What it all boiled down to was that I wanted a school experience that would make me more of who I am. I wanted interpersonal, interactive, classes laden with activities and assignments that challenge me at the core. I strive daily to be the best, most authentic mom, and person, I can be. Two years later, I can attest to not only having been challenged in class content, but having lived the two most personally transformational years of my 30 year existence.
I began, in the spring of 2007, as a stay at home mother and wife with 95% bliss. The other 5 percent constituted of shriveled up, confused, self questioning, fundamentally broken and lost bits of self shattered and scattered in some of the darkest corners of my life and soul. These bits of myself were strategically placed and ignored, covered and blinded by the beautiful life I had worked so hard and sincerely to be living. The thing I’ve learned about dark and shattered bits of soul is that they don’t go away on their own. And they rot and fester until you can no longer ignore them. In my case, by the time I began to really see the parts of me that weren’t going away, they were no longer shriveled up. They were emerging, full sized, transforming me into the most authentic me possible. My personal journey trodden simultaneously with my path through this academic program is as relevant, and fundamental to my professional self as the collection of knowledge and skills I’ve gained according to the program coursework and learning objectives.
Slowly, as things changed in my life and mind, my motivation and my focus became more in line with using my skills from the program for working in the field than they were in the start. Most of the time, my learning and personal growth was parallel to, yet not completely encompassed by the National Standards. Here at the end of this two year program, I’ve identified my passions with working with people and helping. Even without the intention on my part, my path through this Human Services program has, together with my own journey, moved me to a place where I identify with this field of work and find myself looking forward to a career therein. So, as I formulate this portfolio, I use the Standards as a frame of reference to tell the complete story.
About me becoming more of who I am.
Saturday, May 30, 2009
Statement of Professional Philosophy of Helping
I will continually strive for self awareness, authenticity, and approachablitliy. I will stay informed and capable in whatever job I hold. I will smash together my cumulative strengths with the unlimited potential of those people I work with and witness transformations in people and their lives.
Statement of Purpose
My passion is to help people experience and live the full potential of the relationships in their lives. I want to perpetuate meaningful connections among people allowing rich and authentic experiences. I want to continue on my path of learning and growing.
Standard 11
History
I never liked history. Saying something so definitive about so broad a term as history is something I never thought twice about. I thought I knew an interesting little detail about who I was, yet, really all I was doing was closing my mind to possibilities and blocking out opportunities for learning. When I say “I don’t like history”, I just turned off my receptiveness to truly hearing something meaningful. I still don’t completely love studying history, but I do have an understanding and respect for the importance of the knowledge that we gain from knowing it.
History isn’t just about dates and facts and lists of arbitrary information. Mostly, history is about people. Something I love very much. I love interacting with people and watching people, and helping people. I believe in people. When I hear interesting, inspiring, or even intimidating stories about people (i.e. history), I can now appreciate the power those stories have on the progress that can happen when you really consider what’s happened in the past, learn from it and act accordingly. It’s transformational when you hear stories about people. When a certain populations’ perspective is shared with your own, you begin to understand them and their journey. You are privy to learn what was difficult or easy, what worked and what didn’t, and possibly how to recreate or avoid similar situations. Often times, you can understand why people are they way they are and have a comfortable idea as to how to best relate to them, or at the very least, a respectable place to start. In this way, history brings people together and allows them to work together, which is one fundamental element of Human Services.
For example: I researched and documented some of the historical journey of Deaf people. (appendix A) Deaf people have been regarded in all different ways. They took it upon themselves to teach the world who they were, and how they expected to be treated. It was a difficult struggle, that is still not over for many. But, the reality is, most Deaf people are very strong in defending who they are and the culture they’ve built together. This type of knowledge is helpful in working with Deaf people as well as all other people as an advocate for their journey specifically and more generally, for social change in the context of systematically working against oppression.
Around the same time I was reading and writing about the history of Deaf people and thinking about oppression and the very real struggles it causes people, I was using my personal time to read about individual stories about sexuality. I was using the history of people who identified other than heterosexual in order to relate to myself. One of my shattered, shriveled and ignored portions of my soul had not a little bit, but everything to do with the way that I felt about my self-identified bi-sexuality. I was searching for parts of other peoples’ journey that could help me. As it were, I found much comfort and enlightenment in learning history from other bisexuals. I began building strength to more openly wear a part of myself that I knew was there, but was not nurtured. Knowing history from others shed light on my current situation and infused me with the spark to explore these bits of myself and see how far they grow. And grow they did.
In the very same way historical stories are helpful in knowing about Deaf people and bisexuals, stories about Human Services, movements for populations of people, political stories and stories about social change are vital in understanding both the history of Human Services as well as how to proceed toward a vision for any population and/or government.
At one point in my path of understanding history I collaborated with a peer while considering some questions about ideologies and systems of governance. (Appendix B) Together we identified what role many of those perspectives have in the lives and minds of people. Ideologies, for example, “can impact how we see the world because they act as the lenses for viewing”. Ideologies and systems of governance, such as democratic capitalism, exist only because over time, people made them that way.
A short time after, I demonstrated my knowledge about the relationships between political ideologies, social-stratification, class-ism, and Human Services. (Appendix C) All of these concepts are created and maintained by people over time. Every person, concept, system, government… etc has a relevant history that intrinsically blends with the next.
I also wrote a bit about the history of Human Services and concepts of social change (Appendix D), which really boils down to a large collection of stories about a many people, their strengths, weaknesses, triumphs and short-comings. An even broader history comes from those stories and is used as a guiding light in learning and planning for the future. History, be it about, you, another individual, a group of people or an entire population can and should be applied infinitely in questioning and problem solving in issues of any scale.
I never liked history. Saying something so definitive about so broad a term as history is something I never thought twice about. I thought I knew an interesting little detail about who I was, yet, really all I was doing was closing my mind to possibilities and blocking out opportunities for learning. When I say “I don’t like history”, I just turned off my receptiveness to truly hearing something meaningful. I still don’t completely love studying history, but I do have an understanding and respect for the importance of the knowledge that we gain from knowing it.
History isn’t just about dates and facts and lists of arbitrary information. Mostly, history is about people. Something I love very much. I love interacting with people and watching people, and helping people. I believe in people. When I hear interesting, inspiring, or even intimidating stories about people (i.e. history), I can now appreciate the power those stories have on the progress that can happen when you really consider what’s happened in the past, learn from it and act accordingly. It’s transformational when you hear stories about people. When a certain populations’ perspective is shared with your own, you begin to understand them and their journey. You are privy to learn what was difficult or easy, what worked and what didn’t, and possibly how to recreate or avoid similar situations. Often times, you can understand why people are they way they are and have a comfortable idea as to how to best relate to them, or at the very least, a respectable place to start. In this way, history brings people together and allows them to work together, which is one fundamental element of Human Services.
For example: I researched and documented some of the historical journey of Deaf people. (appendix A) Deaf people have been regarded in all different ways. They took it upon themselves to teach the world who they were, and how they expected to be treated. It was a difficult struggle, that is still not over for many. But, the reality is, most Deaf people are very strong in defending who they are and the culture they’ve built together. This type of knowledge is helpful in working with Deaf people as well as all other people as an advocate for their journey specifically and more generally, for social change in the context of systematically working against oppression.
Around the same time I was reading and writing about the history of Deaf people and thinking about oppression and the very real struggles it causes people, I was using my personal time to read about individual stories about sexuality. I was using the history of people who identified other than heterosexual in order to relate to myself. One of my shattered, shriveled and ignored portions of my soul had not a little bit, but everything to do with the way that I felt about my self-identified bi-sexuality. I was searching for parts of other peoples’ journey that could help me. As it were, I found much comfort and enlightenment in learning history from other bisexuals. I began building strength to more openly wear a part of myself that I knew was there, but was not nurtured. Knowing history from others shed light on my current situation and infused me with the spark to explore these bits of myself and see how far they grow. And grow they did.
In the very same way historical stories are helpful in knowing about Deaf people and bisexuals, stories about Human Services, movements for populations of people, political stories and stories about social change are vital in understanding both the history of Human Services as well as how to proceed toward a vision for any population and/or government.
At one point in my path of understanding history I collaborated with a peer while considering some questions about ideologies and systems of governance. (Appendix B) Together we identified what role many of those perspectives have in the lives and minds of people. Ideologies, for example, “can impact how we see the world because they act as the lenses for viewing”. Ideologies and systems of governance, such as democratic capitalism, exist only because over time, people made them that way.
A short time after, I demonstrated my knowledge about the relationships between political ideologies, social-stratification, class-ism, and Human Services. (Appendix C) All of these concepts are created and maintained by people over time. Every person, concept, system, government… etc has a relevant history that intrinsically blends with the next.
I also wrote a bit about the history of Human Services and concepts of social change (Appendix D), which really boils down to a large collection of stories about a many people, their strengths, weaknesses, triumphs and short-comings. An even broader history comes from those stories and is used as a guiding light in learning and planning for the future. History, be it about, you, another individual, a group of people or an entire population can and should be applied infinitely in questioning and problem solving in issues of any scale.
Standard 12
Human Systems
Viewing myself and everything around me as integral parts of multiple systems has been one of the most fundamental parts of my path through this program. Every person, relationship, group, family, organization, community and society is interconnected. Much, much more than the sum of their parts. The “and” in between relationships is the most valuable place for learning, understanding, and change.
I enthusiastically embrace the connectedness of people and I began my journey of articulating and integrating systems thinking through some writing near the beginning of the program. (Appendix E) At this time, I was very raw, curious, and naive about the path I was to starting to travel while considering my sexuality and other parts of myself. I applied systems thinking to myself and my place in the world with total commitment. I completed a project in which I made a metaphor for myself as a cookie. (Appendix F) This paints a very clear picture of both my understanding of systems, their interconnectedness and how they affect(ed) me as an individual.
A bit later, I enjoyed working in a small group to and wrote a joint paper (Appendix G) that demonstrates well, my gained skills in said systems as well as many vital skills for communication and working with people. I considered the profound learning I’d experienced in writing more in depth within the same quarter. (Appendix H) This paper in particular talks about my personal life self-led journey of enlightenment with somewhat vague detail. I was beginning to see the “and” part of me, and I couldn’t ignore it anymore. There was me, and there was so much more. I felt as if I were boiling and holding the lid on tight. At times I was so completely consumed with my life, myself, unknowing who I really was and more afraid than I’d ever been. I was afraid and in complete denial of my own identity. I was so very uncomfortable sitting still with myself. I was on the verge of monumental change in my life, my spirit and every single aspect of myself. Yet, I was still so dangerously still with it all. Paralyzed by fear that the life I’d built with my husband was not the one my body, my spirit, needed to be truly happy.
One year later, academically, I found myself writing a short reflection on thinking about community and communities as clients. (Appendix I) The transition from all the interpersonal and personal learning from the first year of classes to the broader picture of communities and global issues, etc. in the second year was a huge and very uncomfortable change for me. I was still in such a vulnerable position in my life and in my heart after nearly completely transforming myself and my personal life, that taking a larger view of anything was, well, just not as captivating. Instead of completely integrating my academic learning and my personal learning like I’d been able to do with the programs first year content, I was feeling more disconnected from my schoolwork. My last three quarters of the program, however, was still speckled with times of clarity. Those times where I was able to plug into my academic learning about larger systems, while somewhat sporadic, was sufficient to integrate the systems knowledge into my Human Service skills and abilities. My paid internship came at a perfect time in my path of learning. I was hired for a position which in which my job description was to maintain and perpetuate a community oriented youth leadership program during the quarters in which I was learning the most about community systems and programs. My experiences in this job demonstrated, unequivocally, the ways in which communities exist and how individuals within them perpetuate change and cumulatively contribute to the strengths and weaknesses of those communities.
Viewing myself and everything around me as integral parts of multiple systems has been one of the most fundamental parts of my path through this program. Every person, relationship, group, family, organization, community and society is interconnected. Much, much more than the sum of their parts. The “and” in between relationships is the most valuable place for learning, understanding, and change.
I enthusiastically embrace the connectedness of people and I began my journey of articulating and integrating systems thinking through some writing near the beginning of the program. (Appendix E) At this time, I was very raw, curious, and naive about the path I was to starting to travel while considering my sexuality and other parts of myself. I applied systems thinking to myself and my place in the world with total commitment. I completed a project in which I made a metaphor for myself as a cookie. (Appendix F) This paints a very clear picture of both my understanding of systems, their interconnectedness and how they affect(ed) me as an individual.
A bit later, I enjoyed working in a small group to and wrote a joint paper (Appendix G) that demonstrates well, my gained skills in said systems as well as many vital skills for communication and working with people. I considered the profound learning I’d experienced in writing more in depth within the same quarter. (Appendix H) This paper in particular talks about my personal life self-led journey of enlightenment with somewhat vague detail. I was beginning to see the “and” part of me, and I couldn’t ignore it anymore. There was me, and there was so much more. I felt as if I were boiling and holding the lid on tight. At times I was so completely consumed with my life, myself, unknowing who I really was and more afraid than I’d ever been. I was afraid and in complete denial of my own identity. I was so very uncomfortable sitting still with myself. I was on the verge of monumental change in my life, my spirit and every single aspect of myself. Yet, I was still so dangerously still with it all. Paralyzed by fear that the life I’d built with my husband was not the one my body, my spirit, needed to be truly happy.
One year later, academically, I found myself writing a short reflection on thinking about community and communities as clients. (Appendix I) The transition from all the interpersonal and personal learning from the first year of classes to the broader picture of communities and global issues, etc. in the second year was a huge and very uncomfortable change for me. I was still in such a vulnerable position in my life and in my heart after nearly completely transforming myself and my personal life, that taking a larger view of anything was, well, just not as captivating. Instead of completely integrating my academic learning and my personal learning like I’d been able to do with the programs first year content, I was feeling more disconnected from my schoolwork. My last three quarters of the program, however, was still speckled with times of clarity. Those times where I was able to plug into my academic learning about larger systems, while somewhat sporadic, was sufficient to integrate the systems knowledge into my Human Service skills and abilities. My paid internship came at a perfect time in my path of learning. I was hired for a position which in which my job description was to maintain and perpetuate a community oriented youth leadership program during the quarters in which I was learning the most about community systems and programs. My experiences in this job demonstrated, unequivocally, the ways in which communities exist and how individuals within them perpetuate change and cumulatively contribute to the strengths and weaknesses of those communities.
Standard 13
The conditions that promote or limit human functioning.
When I think about what makes things easier or harder for people to function I immediately think about what impact they have on themselves: Their personal mix of attitude, fortitude, prejudices and ignorance. What about them as individuals “makes” them operate on a certain level of productivity? And often times I wonder what is stopping them from improving that productivity? Then, I remember that it takes a lifetime to become a person, and a lifetime is always filled with experiences which truly do shape who we are, how we act, and inevitably our functioning. Often times, our experiences, our place in the world and how it affects us is beyond our control. So I usually conclude, there are inner “conditions that limit (or promote) functioning”, the ones that we can manage and mold. Then there are outer “conditions”, which one can merely notice, and only sometimes begin to manage or mold.
In order to understand and grasp the realities of the conditions and systems that effect people and the way they function I began my examining my own life. I began by identifying, recognizing and naming some of the systems that have influenced and continue to influence me and my life. (Appendix J) (Appendix N). These systems represent the conditions that I have very little control over, can merely recognize and integrate these realities and translate them into understanding how I relate to people and understand them. Some of the ways that I’ve begun to understand how I can manage and mold my inner conditions is in the ways in which I perceive situations I find myself in. For Example:
In had a very slow process of recognizing myself as gay, not bisexual. Within that timeframe, I often found myself in emotional survival mode, completely exhausted and nearly unavailable. Even after I’d built a life that was envied by everyone around me, at times, it was a matter of fundamental happiness and so very excruciating to pull myself away from such stability and hard earned success in relationship and in life in order to pursue that personal peace. All the conflict that came of me (finally) sharing my coming out with my family was only began to be manageable after I was able to recognize the conflict as our individual processes. After some research about coming out I learned that it most always mimics the grief process. I was able to begin seeing my families and my functioning as following a (somewhat) predictable path of grief. That small bit of understanding and perspective was further complicated when everyone was at a different place with it all. I made a presentation that demonstrates how complicated this can really be. It also shows how perspective about the process of challenges in our lives can lead to embodying the seemingly endless patience and resiliency needed to make it through very difficult interpersonal challenges. (Appendix L)
As a helper of people, I will always consider both the inner and outer conditions. One example of the outer conditions is FAS (Fetal Alcohol Syndrome). I had the utmost pleasure of completing a life book for a young girl who was barely approaching puberty who had been dealt a healthy hand of outer conditions. Her parents were not capable of her proper care, and she had been in the foster system most of her life. The young girl suffered from symptoms of FAS due to her mothers’ severe alcoholism which spanned throughout her prenatal development. My reflections on this project exemplify this example of outer conditions and some of the ways in which they affect her functioning. (Appendix K).
In many ways the conditions that promote or limit human functioning have to do with the individual and in other ways it is more related to the external realities that face people. Mostly though, those conditions are tied very closely with the systems that people are influenced by. Awareness of one self and ones experiences goes a very long way in influencing the levels of success in which people function.
When I think about what makes things easier or harder for people to function I immediately think about what impact they have on themselves: Their personal mix of attitude, fortitude, prejudices and ignorance. What about them as individuals “makes” them operate on a certain level of productivity? And often times I wonder what is stopping them from improving that productivity? Then, I remember that it takes a lifetime to become a person, and a lifetime is always filled with experiences which truly do shape who we are, how we act, and inevitably our functioning. Often times, our experiences, our place in the world and how it affects us is beyond our control. So I usually conclude, there are inner “conditions that limit (or promote) functioning”, the ones that we can manage and mold. Then there are outer “conditions”, which one can merely notice, and only sometimes begin to manage or mold.
In order to understand and grasp the realities of the conditions and systems that effect people and the way they function I began my examining my own life. I began by identifying, recognizing and naming some of the systems that have influenced and continue to influence me and my life. (Appendix J) (Appendix N). These systems represent the conditions that I have very little control over, can merely recognize and integrate these realities and translate them into understanding how I relate to people and understand them. Some of the ways that I’ve begun to understand how I can manage and mold my inner conditions is in the ways in which I perceive situations I find myself in. For Example:
In had a very slow process of recognizing myself as gay, not bisexual. Within that timeframe, I often found myself in emotional survival mode, completely exhausted and nearly unavailable. Even after I’d built a life that was envied by everyone around me, at times, it was a matter of fundamental happiness and so very excruciating to pull myself away from such stability and hard earned success in relationship and in life in order to pursue that personal peace. All the conflict that came of me (finally) sharing my coming out with my family was only began to be manageable after I was able to recognize the conflict as our individual processes. After some research about coming out I learned that it most always mimics the grief process. I was able to begin seeing my families and my functioning as following a (somewhat) predictable path of grief. That small bit of understanding and perspective was further complicated when everyone was at a different place with it all. I made a presentation that demonstrates how complicated this can really be. It also shows how perspective about the process of challenges in our lives can lead to embodying the seemingly endless patience and resiliency needed to make it through very difficult interpersonal challenges. (Appendix L)
As a helper of people, I will always consider both the inner and outer conditions. One example of the outer conditions is FAS (Fetal Alcohol Syndrome). I had the utmost pleasure of completing a life book for a young girl who was barely approaching puberty who had been dealt a healthy hand of outer conditions. Her parents were not capable of her proper care, and she had been in the foster system most of her life. The young girl suffered from symptoms of FAS due to her mothers’ severe alcoholism which spanned throughout her prenatal development. My reflections on this project exemplify this example of outer conditions and some of the ways in which they affect her functioning. (Appendix K).
In many ways the conditions that promote or limit human functioning have to do with the individual and in other ways it is more related to the external realities that face people. Mostly though, those conditions are tied very closely with the systems that people are influenced by. Awareness of one self and ones experiences goes a very long way in influencing the levels of success in which people function.
Standard 14
Analysis of services needs; selection of appropriate strategies, services, or interventions; and evaluation of outcomes.
People have needs on all levels. Personal, interpersonal, populations, societal/globally…The answers to those needs lie within the individuals, groups, or societal strengths, weaknesses, and their prospective awareness therein. The skills associated with evaluation of needs and outcomes are directly proportionate with the ability and awareness brought through listening and encouraging self determination.
For me, treating myself compassion and patience for my own struggles has been a monumental lesson in regarding others. Experiencing the epitome of critique and unrealistic expectations from myself has many times put me in the position to learn about my own needs. I’ve learned a lot about what it takes inside an individual to see their true selves, value that self enough to advocate for their best interests, and find the courage to continue whatever journey they may have scarcely begun. In addition to all the struggles with my emerging sexuality and transformation in life, I have also, over the last year, experienced real grief over the sudden deaths of two of my most cherished family members. My cousin, 21, died in the midst of a car accident during an early evening in August 2008. Then 4 months later, my only brother (33) committed suicide the day after Christmas 2008. The skills of communication, emotional awareness and analysis I’ve honed in order to advocate for myself and at times, merely make it through a day, have defogged some of the window pane I look through when beginning to help people help themselves. Experiencing the inner turmoil of grief, depression, and ultimate confusion has given me the space to truly sit still with others in their space and listen, support, and wait. Still now, every day I strive to provide myself the gracious space to exist, whatever that looks like for that moment.
Listening is a vital skill in the assessment of any person or situation. As a Human Services professional interviewing is the primary time for that listening to take place. My skills as a listener began to take shape during the academic interviewing class and are exemplified through the following assignment. (Appendix M) Much of the time, when you listen, you don’t have to make very many decisions about services to provide, because the individual will tell you. At which point, the object is to merely share information that you have and be available for support or gentle guidance.
The techniques for listening to a population of people are different than that of an individual. Skills are required for gathering information from many individuals, compiling that information and analyzing what it says about the population in question. My first internship was at my high school alma mater and incorporated my interest in a program they were running at the school, my interest in working with youth and research I was doing for another project. I came out of that quarter with a strong example of having gathered information about the youth population as a whole, the possible impacts of the program and the actual impacts of this program on these youth. I produced a research paper combining all said information. (Appendix Q)
My analysis of needs on a global scale are demonstrated in this writing on Media Reform. (Appendix P). This thoughtful analysis of communication and social issues considers the breadth of the media and the shortcomings of the system as it is. The more widespread the issue, the more interpretation is required for assessment of needs and evaluation of results. Nonetheless, gathering information and compiling results of previous research, can be considered another form of listening. Listening to the state of the world and the needs that are screaming through the noise of all the people with different, and sometimes conflicting agendas.
People have needs on all levels. Personal, interpersonal, populations, societal/globally…The answers to those needs lie within the individuals, groups, or societal strengths, weaknesses, and their prospective awareness therein. The skills associated with evaluation of needs and outcomes are directly proportionate with the ability and awareness brought through listening and encouraging self determination.
For me, treating myself compassion and patience for my own struggles has been a monumental lesson in regarding others. Experiencing the epitome of critique and unrealistic expectations from myself has many times put me in the position to learn about my own needs. I’ve learned a lot about what it takes inside an individual to see their true selves, value that self enough to advocate for their best interests, and find the courage to continue whatever journey they may have scarcely begun. In addition to all the struggles with my emerging sexuality and transformation in life, I have also, over the last year, experienced real grief over the sudden deaths of two of my most cherished family members. My cousin, 21, died in the midst of a car accident during an early evening in August 2008. Then 4 months later, my only brother (33) committed suicide the day after Christmas 2008. The skills of communication, emotional awareness and analysis I’ve honed in order to advocate for myself and at times, merely make it through a day, have defogged some of the window pane I look through when beginning to help people help themselves. Experiencing the inner turmoil of grief, depression, and ultimate confusion has given me the space to truly sit still with others in their space and listen, support, and wait. Still now, every day I strive to provide myself the gracious space to exist, whatever that looks like for that moment.
Listening is a vital skill in the assessment of any person or situation. As a Human Services professional interviewing is the primary time for that listening to take place. My skills as a listener began to take shape during the academic interviewing class and are exemplified through the following assignment. (Appendix M) Much of the time, when you listen, you don’t have to make very many decisions about services to provide, because the individual will tell you. At which point, the object is to merely share information that you have and be available for support or gentle guidance.
The techniques for listening to a population of people are different than that of an individual. Skills are required for gathering information from many individuals, compiling that information and analyzing what it says about the population in question. My first internship was at my high school alma mater and incorporated my interest in a program they were running at the school, my interest in working with youth and research I was doing for another project. I came out of that quarter with a strong example of having gathered information about the youth population as a whole, the possible impacts of the program and the actual impacts of this program on these youth. I produced a research paper combining all said information. (Appendix Q)
My analysis of needs on a global scale are demonstrated in this writing on Media Reform. (Appendix P). This thoughtful analysis of communication and social issues considers the breadth of the media and the shortcomings of the system as it is. The more widespread the issue, the more interpretation is required for assessment of needs and evaluation of results. Nonetheless, gathering information and compiling results of previous research, can be considered another form of listening. Listening to the state of the world and the needs that are screaming through the noise of all the people with different, and sometimes conflicting agendas.
Standard 15
Information Management
Being exposed to information is not enough to gain understanding of the information or use the information to perpetuate any sort of learning. Bringing ideas together, recognizing themes and connections between multiple sources, and the ability to analyze the meaning of the available information are all parts of information management. Individually, as we all think differently and experience world differently identifying my own personal style of interacting with information was vital in continuing my learning. Completion of library strategies class confirms the nuts and bolts ability to navigate large amounts of information with some level of competency. The skills I gained from this experience was the catapult for further competency in information.
Three succinct examples of gathering, analyzing and integrating information are present in the following research projects. Deaf culture- (Appendix A), Challenge Day at SWHS- (Appendix Q) and Media reform- (Appendix P).
Additionally, my abilities to integrate information into functional and useful tools for people and communities are displayed in the following Community Proposal (Appendix R) and Program Analysis (Appendix S).
In order to functionally use my skills of information management I had to gain an understanding of my own way of thinking and my approach to learning and analyzing. Through being exposed to many different people and styles of learning and teaching, I quickly recognized my tendency to make sense of things through mind-mapping. I quickly molded together my own personal mix of traditional approach to research and writing and a more messy/chaotic style of recognizing links between ideas etc. The connections are not always glaringly obvious at first, but once I begin to dump information and compile key words, phrases and ideas, a new fresh idea and/or perspective always becomes clear to me.
In my personal life, I used this approach a lot for my journaling. During certain periods of distress, and in my desperate need to identify and communicate my position, I began journaling. Not with my ideas already figured out, but in a chaotic way. I followed the jumbled path of my own thoughts until some sense of clarity (or at least release) was gained.
Both in the sense of research and my own inner journey through self, I’ve been able to identify my own very useful style that allows me to discover new ideas and make my own sense of the world and information around me as well as share those perspectives with others in a cohesive and often times confidently persuasive manner.
Being exposed to information is not enough to gain understanding of the information or use the information to perpetuate any sort of learning. Bringing ideas together, recognizing themes and connections between multiple sources, and the ability to analyze the meaning of the available information are all parts of information management. Individually, as we all think differently and experience world differently identifying my own personal style of interacting with information was vital in continuing my learning. Completion of library strategies class confirms the nuts and bolts ability to navigate large amounts of information with some level of competency. The skills I gained from this experience was the catapult for further competency in information.
Three succinct examples of gathering, analyzing and integrating information are present in the following research projects. Deaf culture- (Appendix A), Challenge Day at SWHS- (Appendix Q) and Media reform- (Appendix P).
Additionally, my abilities to integrate information into functional and useful tools for people and communities are displayed in the following Community Proposal (Appendix R) and Program Analysis (Appendix S).
In order to functionally use my skills of information management I had to gain an understanding of my own way of thinking and my approach to learning and analyzing. Through being exposed to many different people and styles of learning and teaching, I quickly recognized my tendency to make sense of things through mind-mapping. I quickly molded together my own personal mix of traditional approach to research and writing and a more messy/chaotic style of recognizing links between ideas etc. The connections are not always glaringly obvious at first, but once I begin to dump information and compile key words, phrases and ideas, a new fresh idea and/or perspective always becomes clear to me.
In my personal life, I used this approach a lot for my journaling. During certain periods of distress, and in my desperate need to identify and communicate my position, I began journaling. Not with my ideas already figured out, but in a chaotic way. I followed the jumbled path of my own thoughts until some sense of clarity (or at least release) was gained.
Both in the sense of research and my own inner journey through self, I’ve been able to identify my own very useful style that allows me to discover new ideas and make my own sense of the world and information around me as well as share those perspectives with others in a cohesive and often times confidently persuasive manner.
Friday, May 29, 2009
Standard 16
Interventions
Systems thinking, self determination, listening, facilitating, community awareness. All of these are integral elements of knowledge and skills associated with interventions and have been considered in previous essays. Discussing the skills associated with interventions in isolation to the above mentioned skills and perspectives is futile.
In my paid internship I was the program coordinator for a community youth program. The purpose of the program was to help youth to gain the connections within the community in order to become involved in local community betterment as well as political advocacy for the safety and quality of life for youth. My job was to help them recognize their passions about the community, specific issues such as substance abuse, environmental concerns, community involvement, etc. I was also there to help bridge the gap between the youth and the community members working for them. I was privy to experience ample instances in which the needs of the youth community were recognized and met with correct information and contacts for continued progress on projects, etc. Knowledge and skills about intervention is a two way street as well. Not only should the professional have the skills to recognize what the client needs/wants, but also have the solid information base for providing the information at the time. In the instance of my job, that meant I was attending 2-5 community meetings per week learning what was available for youth in the community and helping to coordinate the relationships between the needs of the youth and the availability of the community. The advocacy portion of intervention comes in when there is a need that is not readily met by the programs currently in place, in which case the intervention is to work toward closing that gap in services.
Previously viewed, yet relevant proof of intervention experiences exists within (Appendix O) – From Case Management and (Appendix M) from Interviewing.
Systems thinking, self determination, listening, facilitating, community awareness. All of these are integral elements of knowledge and skills associated with interventions and have been considered in previous essays. Discussing the skills associated with interventions in isolation to the above mentioned skills and perspectives is futile.
In my paid internship I was the program coordinator for a community youth program. The purpose of the program was to help youth to gain the connections within the community in order to become involved in local community betterment as well as political advocacy for the safety and quality of life for youth. My job was to help them recognize their passions about the community, specific issues such as substance abuse, environmental concerns, community involvement, etc. I was also there to help bridge the gap between the youth and the community members working for them. I was privy to experience ample instances in which the needs of the youth community were recognized and met with correct information and contacts for continued progress on projects, etc. Knowledge and skills about intervention is a two way street as well. Not only should the professional have the skills to recognize what the client needs/wants, but also have the solid information base for providing the information at the time. In the instance of my job, that meant I was attending 2-5 community meetings per week learning what was available for youth in the community and helping to coordinate the relationships between the needs of the youth and the availability of the community. The advocacy portion of intervention comes in when there is a need that is not readily met by the programs currently in place, in which case the intervention is to work toward closing that gap in services.
Previously viewed, yet relevant proof of intervention experiences exists within (Appendix O) – From Case Management and (Appendix M) from Interviewing.
Standard 17
Interpersonal Skills
My inkling toward interpersonal relationships is fundamentally what geared me toward choosing the Human Services program. For as long as I’ve been communicating, it’s been something that I’ve excelled at. Interactions with people, the interpersonal part of my life is exceedingly more important than any other part. I am an extrovert to the extreme. I get all of my refueling and my energy from being around people. Connecting with people is that much better. The connections among people, and more specifically my connections with the people around me is something I’ve put a lot of thought and effort into. I believe I am a life-long learner, especially in this area. I strive to be self aware, authentic, gracious, approachable and many other very important attributes in order to maintain a deep level of connection and awareness with the relationships in my life.
A large number of my skills, insights, perspectives and approaches to my-self and my relationships have either been formulated or greatly impacted through my experiences in this program. Some of my closely held mantra’s or lessons that have come into focus are:
Sitting silently in someone else’s pain, is possibly one of the most difficult, yet vital things you can do for any struggling person.
First. Listen. Actively. Then be heard.
Take people where they are at.
Take yourself where you’re at.
The meaning of the word Gracious.
Conversational content means nothing when the process is broken.
It’s okay to believe in people, even with proof to the contrary.
There is such a thing as too intense.
Grief can be debilitating.
People tell themselves stories about other people.
Each person is responsible for their own actions and reactions. Including me.
There has been an endless pool of resources and opportunities for me to continue to improve my interpersonal skills both through program content, and the path my life has been on over the last two years. Two very poignant instances in which I wrote about my learning about interpersonal self are (Appendix E ) and (Appendix H).
My inkling toward interpersonal relationships is fundamentally what geared me toward choosing the Human Services program. For as long as I’ve been communicating, it’s been something that I’ve excelled at. Interactions with people, the interpersonal part of my life is exceedingly more important than any other part. I am an extrovert to the extreme. I get all of my refueling and my energy from being around people. Connecting with people is that much better. The connections among people, and more specifically my connections with the people around me is something I’ve put a lot of thought and effort into. I believe I am a life-long learner, especially in this area. I strive to be self aware, authentic, gracious, approachable and many other very important attributes in order to maintain a deep level of connection and awareness with the relationships in my life.
A large number of my skills, insights, perspectives and approaches to my-self and my relationships have either been formulated or greatly impacted through my experiences in this program. Some of my closely held mantra’s or lessons that have come into focus are:
Sitting silently in someone else’s pain, is possibly one of the most difficult, yet vital things you can do for any struggling person.
First. Listen. Actively. Then be heard.
Take people where they are at.
Take yourself where you’re at.
The meaning of the word Gracious.
Conversational content means nothing when the process is broken.
It’s okay to believe in people, even with proof to the contrary.
There is such a thing as too intense.
Grief can be debilitating.
People tell themselves stories about other people.
Each person is responsible for their own actions and reactions. Including me.
There has been an endless pool of resources and opportunities for me to continue to improve my interpersonal skills both through program content, and the path my life has been on over the last two years. Two very poignant instances in which I wrote about my learning about interpersonal self are (Appendix E ) and (Appendix H).
Standard 18
Administrative
All the theory and interpersonal knowledge in the world does not equal success in the professional world of Human Services. The skills that are needed to actually perform job tasks are just as vitally important. Among these are administrative skills. Every individual has their own mix of strengths and weaknesses in the work place. The hope is that those mixes of skills include proficiency in the administrative aspects of performing job functions. There are knowledge and theories of learning behind building those skills.
For me, part of that learning journey was gaining a working knowledge of how non-profits are organized, some of the roles within and how different people work together to keep organizations performing. I learned a lot about non-profit board governance through observation. My evidence of learning and observation exists within a reflective paper. (Appendix T).
It is also important for professionals the deliberately consider their personal understanding of management, and their own management style. That is exactly what I’ve done within the pages of Appendix U. Considering my own past experiences within the professional world and past and current theories of management something of a personal style begins to emerge.
I was able to utilize some of my administrative knowledge, skills and experience through being hired for my paid internship as a program coordinator. I had many opportunities to utilize my skills with managing people in order to complete the goals within my position contract.
That job came at a perfect time for me. I was able to work with youth and show my strengths to myself and others when it comes to program and event implementation. I honed my facilitation skills with weekly meetings, and bookkeeping for program participants. I was also working in an office with other professionals in the field. I was able to begin to see some of my shortcomings as a professional. Areas in which I need to improve. One area is in delegating tasks. Rather, having a realistic understanding of what I can accomplish in my time. Many things come up that I know I can do, and then I run out of time. It looks like I just need to delegate, but more, I need to have a better understanding of how much time things take so I can manage that time and delegate before the task is due or over-due. Also, working within an office of overlapping jobs and efforts, the vital importance of communicating the progress of work and projects became apparent. Over my time in that position I improved my communications and status reporting awareness exponentially.
Ultimately, I completed my internship portion of that position, and ended up canceling the remainder of my contract for the job as a mutual decision between my supervisor and myself. I lost my job. Through a mixture of budget cuts, reassignment of contract hours, and the issues in my personal life interfering with my job performance.
One thing I have learned is that I very much value a job where I can go to work and leave when my hours are done. When my job requires me to be continually in touch and following up on tasks outside of my hours, I just can’t keep up. At least in this time of my life, with school coming to an end, learning to transition my daughter into having two households, and managing my personal life both with my ending marriage and my new relationship. All my other peripheral concerns are still very much there, like my un-accepting family of my lifestyle change. (They –not all- don’t like me being gay and cannot accept and bless my new life – yet they still expect me to make time for maintaining a relationship with them and spend time with them that doesn’t include the “gay part”) I am still learning to deal in my own way with the grief associated with my brothers and my cousin’s death, as well as my dad’s continued talk of “kickin’ it” . I feel as though I’m on a perpetual roller coaster of emotions tied to grief.
In all, I’m very thankful for my internship and job opportunities to learn about myself, and more of my strengths and weaknesses associated with the nuts and bolts of professional work. My goals are partly to learn how to separate my professional life with my personal life, but also, and maybe more importantly, find a job that does not require so much constant awareness and effort during other important parts of my life.
I am well on my professional journey, and have gained awareness of myself, my capabilities, and the types of jobs that I can work with. I don’t believe this learning and process ever comes to completion, so I feel sufficiently ready, administratively, to actively seek and thrive in the field of work.
All the theory and interpersonal knowledge in the world does not equal success in the professional world of Human Services. The skills that are needed to actually perform job tasks are just as vitally important. Among these are administrative skills. Every individual has their own mix of strengths and weaknesses in the work place. The hope is that those mixes of skills include proficiency in the administrative aspects of performing job functions. There are knowledge and theories of learning behind building those skills.
For me, part of that learning journey was gaining a working knowledge of how non-profits are organized, some of the roles within and how different people work together to keep organizations performing. I learned a lot about non-profit board governance through observation. My evidence of learning and observation exists within a reflective paper. (Appendix T).
It is also important for professionals the deliberately consider their personal understanding of management, and their own management style. That is exactly what I’ve done within the pages of Appendix U. Considering my own past experiences within the professional world and past and current theories of management something of a personal style begins to emerge.
I was able to utilize some of my administrative knowledge, skills and experience through being hired for my paid internship as a program coordinator. I had many opportunities to utilize my skills with managing people in order to complete the goals within my position contract.
That job came at a perfect time for me. I was able to work with youth and show my strengths to myself and others when it comes to program and event implementation. I honed my facilitation skills with weekly meetings, and bookkeeping for program participants. I was also working in an office with other professionals in the field. I was able to begin to see some of my shortcomings as a professional. Areas in which I need to improve. One area is in delegating tasks. Rather, having a realistic understanding of what I can accomplish in my time. Many things come up that I know I can do, and then I run out of time. It looks like I just need to delegate, but more, I need to have a better understanding of how much time things take so I can manage that time and delegate before the task is due or over-due. Also, working within an office of overlapping jobs and efforts, the vital importance of communicating the progress of work and projects became apparent. Over my time in that position I improved my communications and status reporting awareness exponentially.
Ultimately, I completed my internship portion of that position, and ended up canceling the remainder of my contract for the job as a mutual decision between my supervisor and myself. I lost my job. Through a mixture of budget cuts, reassignment of contract hours, and the issues in my personal life interfering with my job performance.
One thing I have learned is that I very much value a job where I can go to work and leave when my hours are done. When my job requires me to be continually in touch and following up on tasks outside of my hours, I just can’t keep up. At least in this time of my life, with school coming to an end, learning to transition my daughter into having two households, and managing my personal life both with my ending marriage and my new relationship. All my other peripheral concerns are still very much there, like my un-accepting family of my lifestyle change. (They –not all- don’t like me being gay and cannot accept and bless my new life – yet they still expect me to make time for maintaining a relationship with them and spend time with them that doesn’t include the “gay part”) I am still learning to deal in my own way with the grief associated with my brothers and my cousin’s death, as well as my dad’s continued talk of “kickin’ it” . I feel as though I’m on a perpetual roller coaster of emotions tied to grief.
In all, I’m very thankful for my internship and job opportunities to learn about myself, and more of my strengths and weaknesses associated with the nuts and bolts of professional work. My goals are partly to learn how to separate my professional life with my personal life, but also, and maybe more importantly, find a job that does not require so much constant awareness and effort during other important parts of my life.
I am well on my professional journey, and have gained awareness of myself, my capabilities, and the types of jobs that I can work with. I don’t believe this learning and process ever comes to completion, so I feel sufficiently ready, administratively, to actively seek and thrive in the field of work.
Standard 19
Human Service Values
Client self determination, positive regard for all people, confidentiality, respect for diversity… Human Service Values : that stuff seems so molded into who I am and how I think that it’s hard to recognize a path I took to get there. I started with much of it, and have really grown into the vocabulary to live it now.
Appendix V is a very straightforward showcase of my understanding of helping people while upholding Human Service Values. Within that appendix there are 4 case studies from an example family in which I explore how I would assist these different family members in their path and as a whole. I consider each family member as in individual and help to guide them to the best and least intrusive avenue for assistance, while considering their development and capabilities.
Upholding human service values is also a part of working with communities as clients. Finding their strengths and encouraging the movement in the right direction for positive change and progress is a fundamental part of helping a community. Appendix R demonstrates my experience in assessment of a small community and some of their current efforts.
My internships working with youth has been monumental in my opportunities for application of treating individuals and populations with the values outlined in this field of work. I have applied all of the classroom learning about regarding individuals and working with people, professionalism, and working together with other professionals for a common goal for a population of people. The relationships I’ve built within the experiences of the job have enforced every single value and attitude I’ve gained through my academic program.
At times I still question my abilities and the likelihood that I can uphold the level of professionalism required as well as the undying belief in change. Some of these skills are difficult and take constant vigilance. I think that a certain level of awareness of the challenges associated with upholding such values will ensure that I will consistently perform well and continually improve my capabilities therein.
Client self determination, positive regard for all people, confidentiality, respect for diversity… Human Service Values : that stuff seems so molded into who I am and how I think that it’s hard to recognize a path I took to get there. I started with much of it, and have really grown into the vocabulary to live it now.
Appendix V is a very straightforward showcase of my understanding of helping people while upholding Human Service Values. Within that appendix there are 4 case studies from an example family in which I explore how I would assist these different family members in their path and as a whole. I consider each family member as in individual and help to guide them to the best and least intrusive avenue for assistance, while considering their development and capabilities.
Upholding human service values is also a part of working with communities as clients. Finding their strengths and encouraging the movement in the right direction for positive change and progress is a fundamental part of helping a community. Appendix R demonstrates my experience in assessment of a small community and some of their current efforts.
My internships working with youth has been monumental in my opportunities for application of treating individuals and populations with the values outlined in this field of work. I have applied all of the classroom learning about regarding individuals and working with people, professionalism, and working together with other professionals for a common goal for a population of people. The relationships I’ve built within the experiences of the job have enforced every single value and attitude I’ve gained through my academic program.
At times I still question my abilities and the likelihood that I can uphold the level of professionalism required as well as the undying belief in change. Some of these skills are difficult and take constant vigilance. I think that a certain level of awareness of the challenges associated with upholding such values will ensure that I will consistently perform well and continually improve my capabilities therein.
Standard 20
Self Development
I’d like to reiterate what I said in my introduction. The last two years of my life (during the time of my attending this program) has seen the most monumental change in my personality, my life, my awareness and my personal development. Being able to capture every aspect of these changes within myself and my life and document all that progress, is a tall order.
When I started this program I was a married (partially closeted bisexual), stay at home mom, who had never experienced real grief, depression or monumental life change. I was the epitome of “blissfully unaware”. I lived within the comfort of my hetero-lifestyle, and never had the inkling to become more aware of national or global issues, let alone my own fundamental need for a different life than I was in. Notably, I was very happy within the life that my husband and I had built together. We were a beautiful team with a beautiful relationship. I had scarcely the courage to even consider the presence of my nagging inner voice of needing something more in my life, mostly because of the perfection of every other aspect of my life. Now I am a single gay mom who has become very familiar with loss, grief, depression, and courage (fear) to listen and act on the voices of my spirit. I’ve identified new and growing passions within myself, including work with youth, gay rights, media reform, communication and interpersonal connections.
The things that I value in my life have been shifting drastically. My goals and the things that were important to me in my married life, are so different now. I wanted all the stuff that came with the life. Big house, big furniture, new things, toys, new cars, etc. After learning so much about our country and the illusion of success that comes with collecting stuff, I am so much more content and happy with having functional things that I need, even if they are not new and shiny and matching all my other things. My approach to home decorating is an example of this. Before, I would rather discard everything that doesn’t match and replace it all with new things. Now, I like to have all the things around me that have meaning and see everything that makes me feel comfort, even if it doesn’t look like the department store displays. I want my things to be interesting and blend together, but I don’t sacrifice money, and sentiment for appearance.
My personality has inevitably changed a lot. It’s hard to pinpoint. I feel good to say that I do believe that I am more of who I was before. I’ve found the courage to address my inner turmoil, recognize my sexuality, and find the courage to pursue a life that is so much more peaceful at the parts of me that hold me together. I am even better at the interpersonal relationships and communications skills that I valued within me before. I have changed my views on many things like, death, suicide, drugs, people struggling, personal processes, and potential. I have recognized and reinforced my tendencies toward forgiveness and acceptance. I have also become very aware of my learning style and reading interests. I have a hard time recognizing changes in my personality apart from progressive learning on a path that is all mine.
My first reaction to situations is much healthier than it’s ever been. I take more responsibility for my own emotions and can use my personal awareness to help me be a better communicator. My reactions to people different from me are different, more aware and more understanding.
I also recognize where my personal development can limit my relationships and interactions with people. I am pretty intense and can be overwhelming for people around me. I like to be messy with my processing things in my life. My intensity and energy is tiresome for me, and can be with those around me too. I am aware of my intensity both in emotional processing stuff as well as my (sometimes blind) optimism and positive attitude. I am a lot to take. I try to help this in my relationships by talking about it and providing a very approachable demeanor to talk about my quirkiness. Most people in my life need a break every now and then. Being aware of how I am, and being approachable about it, goes a long way for maintaining my relationships. Also, within all my intensity, I am a very valued friend for many people. I have become a very good listener and my perspective and input has become very valuable for people in my life. I give a lot to my relationships and I’m sincere and gracious to my friends.
I’d like to reiterate what I said in my introduction. The last two years of my life (during the time of my attending this program) has seen the most monumental change in my personality, my life, my awareness and my personal development. Being able to capture every aspect of these changes within myself and my life and document all that progress, is a tall order.
When I started this program I was a married (partially closeted bisexual), stay at home mom, who had never experienced real grief, depression or monumental life change. I was the epitome of “blissfully unaware”. I lived within the comfort of my hetero-lifestyle, and never had the inkling to become more aware of national or global issues, let alone my own fundamental need for a different life than I was in. Notably, I was very happy within the life that my husband and I had built together. We were a beautiful team with a beautiful relationship. I had scarcely the courage to even consider the presence of my nagging inner voice of needing something more in my life, mostly because of the perfection of every other aspect of my life. Now I am a single gay mom who has become very familiar with loss, grief, depression, and courage (fear) to listen and act on the voices of my spirit. I’ve identified new and growing passions within myself, including work with youth, gay rights, media reform, communication and interpersonal connections.
The things that I value in my life have been shifting drastically. My goals and the things that were important to me in my married life, are so different now. I wanted all the stuff that came with the life. Big house, big furniture, new things, toys, new cars, etc. After learning so much about our country and the illusion of success that comes with collecting stuff, I am so much more content and happy with having functional things that I need, even if they are not new and shiny and matching all my other things. My approach to home decorating is an example of this. Before, I would rather discard everything that doesn’t match and replace it all with new things. Now, I like to have all the things around me that have meaning and see everything that makes me feel comfort, even if it doesn’t look like the department store displays. I want my things to be interesting and blend together, but I don’t sacrifice money, and sentiment for appearance.
My personality has inevitably changed a lot. It’s hard to pinpoint. I feel good to say that I do believe that I am more of who I was before. I’ve found the courage to address my inner turmoil, recognize my sexuality, and find the courage to pursue a life that is so much more peaceful at the parts of me that hold me together. I am even better at the interpersonal relationships and communications skills that I valued within me before. I have changed my views on many things like, death, suicide, drugs, people struggling, personal processes, and potential. I have recognized and reinforced my tendencies toward forgiveness and acceptance. I have also become very aware of my learning style and reading interests. I have a hard time recognizing changes in my personality apart from progressive learning on a path that is all mine.
My first reaction to situations is much healthier than it’s ever been. I take more responsibility for my own emotions and can use my personal awareness to help me be a better communicator. My reactions to people different from me are different, more aware and more understanding.
I also recognize where my personal development can limit my relationships and interactions with people. I am pretty intense and can be overwhelming for people around me. I like to be messy with my processing things in my life. My intensity and energy is tiresome for me, and can be with those around me too. I am aware of my intensity both in emotional processing stuff as well as my (sometimes blind) optimism and positive attitude. I am a lot to take. I try to help this in my relationships by talking about it and providing a very approachable demeanor to talk about my quirkiness. Most people in my life need a break every now and then. Being aware of how I am, and being approachable about it, goes a long way for maintaining my relationships. Also, within all my intensity, I am a very valued friend for many people. I have become a very good listener and my perspective and input has become very valuable for people in my life. I give a lot to my relationships and I’m sincere and gracious to my friends.
Standards 21, 22, 23
Field experiences
There are some basic requirements for my field experiences. I wholeheartedly believe that my internships and the program support have way exceeded the minimum requirements. This is the result of not only the program availability, and structure, but of my own efforts for quality, relevant, and personally appropriate experiences. Simply, I got out of them what I put in them, which was a lot.
My internships were completely linked with the curriculum. My first internship I was able to use my research class to assist me in providing the program evaluation wanted to do in order to make tools for continuing the program in the school. I wrote a research report for my class that I gave to the school for help in perpetuating the program. I also used the information I’d done from my research, surveying, and interviewing to make a documentary for the school. My third internship was very well linked to my program planning class as well as my core curriculum of working within communities. I was just beginning my job with the youth program and was the first program coordinator, I was taking the program in new directions and used much of my program planning and evaluation skills to guide me. I was also responsible for integrating the program into the community and so much of my learning about communities, networking, and collaborative efforts among professionals helped me with my direction for those efforts.
My learning experiences were more that sufficiently supervised. I always felt as though I had the availability of help and guidance when I was lost or needed help. I also felt very supported when I had my own direction and could follow my own passions and strengths. The program was set up to take me where I was at and I never felt pushed beyond d my capabilities or held back from where I wanted to go.
I received all the available credits for my internships as well as 4 additional credits for and additional independent study internship this last spring quarter of my program.
My internship experiences were as vital to my learning as the academic content of the program.
There are some basic requirements for my field experiences. I wholeheartedly believe that my internships and the program support have way exceeded the minimum requirements. This is the result of not only the program availability, and structure, but of my own efforts for quality, relevant, and personally appropriate experiences. Simply, I got out of them what I put in them, which was a lot.
My internships were completely linked with the curriculum. My first internship I was able to use my research class to assist me in providing the program evaluation wanted to do in order to make tools for continuing the program in the school. I wrote a research report for my class that I gave to the school for help in perpetuating the program. I also used the information I’d done from my research, surveying, and interviewing to make a documentary for the school. My third internship was very well linked to my program planning class as well as my core curriculum of working within communities. I was just beginning my job with the youth program and was the first program coordinator, I was taking the program in new directions and used much of my program planning and evaluation skills to guide me. I was also responsible for integrating the program into the community and so much of my learning about communities, networking, and collaborative efforts among professionals helped me with my direction for those efforts.
My learning experiences were more that sufficiently supervised. I always felt as though I had the availability of help and guidance when I was lost or needed help. I also felt very supported when I had my own direction and could follow my own passions and strengths. The program was set up to take me where I was at and I never felt pushed beyond d my capabilities or held back from where I wanted to go.
I received all the available credits for my internships as well as 4 additional credits for and additional independent study internship this last spring quarter of my program.
My internship experiences were as vital to my learning as the academic content of the program.
Writing Proficiency
Writing Proficiency
Being that I’ve always enjoyed thinking and writing, the fact that this program is writing intensive, was a good match for me. I’ve been able to practice many different approaches to writing and become quite skilled as some of them.
Here are my examples:
Academic/Scholarly voice – Appendix Q Research project linked to internship
Advocacy Voice -- Appendix V Case studies
Creative Voice – Documentary for Challenge day, video essay for Cookie project, 3 Works of art for final presentation first year core, who am I poster, Coming out brochure.
Professional Voice – Appendix G, Joint paper, healthy relationships
Reflective Voice – Appendix K, Life book reflection
I am confident that I can write in multiple voices and can recognize when different voices are needed and appropriate. I enjoy writing and my improving skills have been very useful for me, as I’m sure they will continue to be.
Being that I’ve always enjoyed thinking and writing, the fact that this program is writing intensive, was a good match for me. I’ve been able to practice many different approaches to writing and become quite skilled as some of them.
Here are my examples:
Academic/Scholarly voice – Appendix Q Research project linked to internship
Advocacy Voice -- Appendix V Case studies
Creative Voice – Documentary for Challenge day, video essay for Cookie project, 3 Works of art for final presentation first year core, who am I poster, Coming out brochure.
Professional Voice – Appendix G, Joint paper, healthy relationships
Reflective Voice – Appendix K, Life book reflection
I am confident that I can write in multiple voices and can recognize when different voices are needed and appropriate. I enjoy writing and my improving skills have been very useful for me, as I’m sure they will continue to be.
Critical Thinking
Critical Thinking
Critical thinking is, in my opinion, vitally important for every individual. Even more so for Human Service professionals. Critical thinking helps us process information, value some information more than others, and integrate all learning into our preceding learning that has taken place. These thinking skills provide space in ourselves to utilize our own style and experiences simultaneously with learning and experiences of others. It could be dangerous to learn something from someone else (say reading a book) and then totally and completely mimicking their approach as the only option. It is much better to take in, and integrate new learning and ideas into something that comes naturally to you.
I was provided with a wonderful collection of diverse and interesting reading materials throughout the last two years. It has been the cumulative knowledge of al l of the materials, discussions, professor input and facilitation that has created the space for me to know what I know now. Over time, it becomes vital to be able to stand ideas up next to other ideas and analyze what it all means, and what it all means for me as an individual and a professional.
Two exemplary pieces of work of mine show my skills for critical thinking. The first one (Appendix E) was written early in my program experience. I show how recognizing all sources of information is important and being able to apply other views to my own sets of views is beneficial. The second one (Appendix P) the reader can witness one of my paths of logical learning and combining ideas together beginning to make sense of some more global issues such as media reform, American privilege, consumerism, and corporate control.
In my personal style of learning and growth, these skills have helped me exponentially. I thoroughly enjoy learning, discussing and reading about current life issues. I like to shop for a collection of books (4-10 of them) on topics of interest. I buy them used on line and read them all. Through the process of reading all the perspectives, talking about them to people I know, and integrating them into my existing ideas and goals, I begin to develop my own style, approach and collection of beliefs about a topic. Some topics of interest of mine include, parenting, sexuality, interpersonal healing, communication, coming out, family dynamics, family health… etc.
Being able to integrate all available information responsibly is a hugely vital skill as a human services professional. It will ensure an open and moldable mind and workable style of job implementation. I believe this to be true not only on a professional level but also a personal level as well.
Critical thinking is, in my opinion, vitally important for every individual. Even more so for Human Service professionals. Critical thinking helps us process information, value some information more than others, and integrate all learning into our preceding learning that has taken place. These thinking skills provide space in ourselves to utilize our own style and experiences simultaneously with learning and experiences of others. It could be dangerous to learn something from someone else (say reading a book) and then totally and completely mimicking their approach as the only option. It is much better to take in, and integrate new learning and ideas into something that comes naturally to you.
I was provided with a wonderful collection of diverse and interesting reading materials throughout the last two years. It has been the cumulative knowledge of al l of the materials, discussions, professor input and facilitation that has created the space for me to know what I know now. Over time, it becomes vital to be able to stand ideas up next to other ideas and analyze what it all means, and what it all means for me as an individual and a professional.
Two exemplary pieces of work of mine show my skills for critical thinking. The first one (Appendix E) was written early in my program experience. I show how recognizing all sources of information is important and being able to apply other views to my own sets of views is beneficial. The second one (Appendix P) the reader can witness one of my paths of logical learning and combining ideas together beginning to make sense of some more global issues such as media reform, American privilege, consumerism, and corporate control.
In my personal style of learning and growth, these skills have helped me exponentially. I thoroughly enjoy learning, discussing and reading about current life issues. I like to shop for a collection of books (4-10 of them) on topics of interest. I buy them used on line and read them all. Through the process of reading all the perspectives, talking about them to people I know, and integrating them into my existing ideas and goals, I begin to develop my own style, approach and collection of beliefs about a topic. Some topics of interest of mine include, parenting, sexuality, interpersonal healing, communication, coming out, family dynamics, family health… etc.
Being able to integrate all available information responsibly is a hugely vital skill as a human services professional. It will ensure an open and moldable mind and workable style of job implementation. I believe this to be true not only on a professional level but also a personal level as well.
Information Literacy
There is so much information at our fingertips. Sometimes it is difficult to decipher which information is credible and which information may have little relative integrity. So we work toward a skill which provides some navigational skills in the sea of information around us. Information literacy is: understanding the importance of assessing the credibility of a source; having the skills to carry out those assessments and regard the information accordingly; knowing how to seek good information; the ability to seek, review, comprehend and integrate quality information in a scholarly way.
Information literacy is an important skill because information is the basis of everything. What we know about things shape everything we do, think, feel and achieve. The more we know about the things we know, the more successful we will be as people, professionals, community members, and activists. I know I’ve achieved a dependable level of information literacy through my experiences in this program. When my default response to information is to ensure the credibility of the source, I know I can naturally think critically about what I’m learning or about to learn. I know when and how to find dependable information. The mere presence of these thoughts and skills show that I have a level of awareness surrounding the need for such questions to be asked and answered.
It was through a collection of conversations, experiences, lectures and assignments that helped me shape my own personal level of information literacy. Firstly, every paper that I wrote which required “peer reviewed journal articles”, I was practicing my skills in seeking and recognizing, reviewing and integrating quality information. More specifically, I point to my Research Methods class and my final paper which was the product of the entire quarters’ work. (appendix) In order to write that paper, learned how to navigate the world of journal articles. I read and analyzed many sources of information and became familiar with the nature of well regarded sources of information as well as where to find them. In my first quarter of the program I took an online library course which very thoroughly guided my thinking about information, ability to seek information, as well as recognizing types of information all in reference to their credibility.
As a result, I view the internet and readily available information differently than I did before. I do not consider Wikipedia the one stop shopping for answers. Additionally, in the realm of researchable information, when I know what I’m looking for, I am able to find it. And a lot more.
Information literacy is an important skill because information is the basis of everything. What we know about things shape everything we do, think, feel and achieve. The more we know about the things we know, the more successful we will be as people, professionals, community members, and activists. I know I’ve achieved a dependable level of information literacy through my experiences in this program. When my default response to information is to ensure the credibility of the source, I know I can naturally think critically about what I’m learning or about to learn. I know when and how to find dependable information. The mere presence of these thoughts and skills show that I have a level of awareness surrounding the need for such questions to be asked and answered.
It was through a collection of conversations, experiences, lectures and assignments that helped me shape my own personal level of information literacy. Firstly, every paper that I wrote which required “peer reviewed journal articles”, I was practicing my skills in seeking and recognizing, reviewing and integrating quality information. More specifically, I point to my Research Methods class and my final paper which was the product of the entire quarters’ work. (appendix) In order to write that paper, learned how to navigate the world of journal articles. I read and analyzed many sources of information and became familiar with the nature of well regarded sources of information as well as where to find them. In my first quarter of the program I took an online library course which very thoroughly guided my thinking about information, ability to seek information, as well as recognizing types of information all in reference to their credibility.
As a result, I view the internet and readily available information differently than I did before. I do not consider Wikipedia the one stop shopping for answers. Additionally, in the realm of researchable information, when I know what I’m looking for, I am able to find it. And a lot more.
Technology
Similar to the abundance of information in our world, there is an abundance of technology. Much of the technology at our fingertips is useful and helpful in our lives and in our jobs. Having at least a working knowledge of these sorts of tools is not only convenient but necessary. In many senses, knowledgeable use of technology is vital to success both as students and professionals.
Technology in the forms of computers, programs, internet, email, file types and interactive software are all examples of tools that perpetuate much of the work we do. Through much of my coursework and internships, I’ve had ample opportunity to increase my ease in utilizing these tools at my disposal. At the start, even though I felt fairly competent in most necessary applications of technology, some of the programs were a bit intimidating for me. I know I’ve gained a lot of progress in my approach, perspective and ability when it comes to technology and how it is useful to me. The ease at which I approach tasks which use technology has increased and my likelihood of using the appropriate technology for the job has increased through the experiences in my coursework and internships.
Steadily, throughout my classes there were opportunities for group projects, and presentations. Nearly every group project yielded an opportunity to utilize a number of word programs such as PowerPoint and excel. One example of a group presentation was a project for my Program Planning and Evaluation class. This PowerPoint specifically integrated many of the tools available in that program and others. (Appendix)
During my first internship I utilized the opportunity to become familiar with MAC style computers and much of the digital editing capabilities they have to offer. Through my work in creating a documentary, (Appendix) I became skilled at using digital video and still photo files as well as sound clips in order to create something useful, meaningful and persuasive in terms of the work I was doing there.
Further, during my third internship, I began my paid professional career as a program coordinator. One of the things I was responsible for was the tracking of data about the youth involved in the program. I maintained a large excel file witch utilized many of the tools excel has to offer in assisting me in maintaining records of the youth. (Appendix)
Overall, I feel very competent in my use of technology and my perspective of the availability of technology as a useful and vital tool. Without this familiarity and ease with the use of technology, I would not have been able to excel to the same standards as I did, and I would not be as well equipped to continue my work in the field.
Technology in the forms of computers, programs, internet, email, file types and interactive software are all examples of tools that perpetuate much of the work we do. Through much of my coursework and internships, I’ve had ample opportunity to increase my ease in utilizing these tools at my disposal. At the start, even though I felt fairly competent in most necessary applications of technology, some of the programs were a bit intimidating for me. I know I’ve gained a lot of progress in my approach, perspective and ability when it comes to technology and how it is useful to me. The ease at which I approach tasks which use technology has increased and my likelihood of using the appropriate technology for the job has increased through the experiences in my coursework and internships.
Steadily, throughout my classes there were opportunities for group projects, and presentations. Nearly every group project yielded an opportunity to utilize a number of word programs such as PowerPoint and excel. One example of a group presentation was a project for my Program Planning and Evaluation class. This PowerPoint specifically integrated many of the tools available in that program and others. (Appendix)
During my first internship I utilized the opportunity to become familiar with MAC style computers and much of the digital editing capabilities they have to offer. Through my work in creating a documentary, (Appendix) I became skilled at using digital video and still photo files as well as sound clips in order to create something useful, meaningful and persuasive in terms of the work I was doing there.
Further, during my third internship, I began my paid professional career as a program coordinator. One of the things I was responsible for was the tracking of data about the youth involved in the program. I maintained a large excel file witch utilized many of the tools excel has to offer in assisting me in maintaining records of the youth. (Appendix)
Overall, I feel very competent in my use of technology and my perspective of the availability of technology as a useful and vital tool. Without this familiarity and ease with the use of technology, I would not have been able to excel to the same standards as I did, and I would not be as well equipped to continue my work in the field.
Thursday, May 28, 2009
Transition to Part III
Over the course of the last two years, I have succeeded in becoming more of who I am. Though I've also learned that the journey of self learning and growing is never ending. I have also started what I hope to be a long fulfilling career with people.
The following appendix are the referenced pages from the culmination of all previous entries.
The following appendix are the referenced pages from the culmination of all previous entries.
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