Practicum Week One

Monday, January 23rd, 2017     (competencies 1c, 8c)

Today is the first day of practicum and it will be a slow week at the schools where I will work because of the new semester. I met administrative and counseling staff at North high school so that I could begin learning how TRIO Educational Talent Search uses inter-professional collaboration to achieve beneficial outcomes for the students.

Tuesday, January 24th, 2017      (competencies 1a, 1c, 7b, 7c, 8b, 8c)

My practicum incorporates working with middle school students one day per week. Today, I could see how TRIO Educational Talent Search uses inter-professional collaboration to achieve beneficial outcomes for students with staff and counselors at North middle school. This was observed through the student’s application and recruitment process, staff referral, counselor referral, and additional extenuating circumstances are like the high school.

Wednesday, January 25th, 2017     (competencies 1a, 2a)

Today I researched the agencies funding sources, mission statement, eligibility requirements, program description, and academic-based curriculum in preparation for the change effort. To prepare myself the diversity and difference among students and their family I familiarized myself with the agencies grant.

Thursday, January 26th, 2017     (competencies 1a, 1b, 1c, 8b, 8c)

I attended a meeting with administrative staff from South Sioux City Community School District and TRIO Educational Talent Search of Briar Cliff University. The purpose of the meeting was to go over the agencies programs and what the administrative staff could do for the academic advisor to make Educational Talent Search more successful at their school.


Practicum Week Two

Monday, January 30th, 2017     (competencies: 2a, 2b, 2c, 3a, 3b, 6a, 6b)

I observed and assisted students at East high school with mid-year grade reports, completing academic probation forms, and discussed how grades can impact a student’s future. I provided career counseling services and processed my first family needs assessment. I had my first experience interacting with students from other culture’s today and due to language barriers, students were experiencing issues completing their FASFA forms. Students expressed frustrations with their parent’s lack of concern for the required information, deadlines, or assistance. The academic advisor from TRIO resolved the issue by notifying students that she would send a letter to the parents explaining what was needed and why it would be needed and list her contact information.

Tuesday, January 31st, 2017     (competencies: 1b, 1c, 1e, 2c, 7a)

I assisted sixth-graders to complete their mid-year review and realized that this age group made me nervous. There were approximately five sixth-graders who were quiet and I was concerned my presence was not helping. Seeking guidance from my mentor she assured me this is typical behavior of the sixth-grade students and they will relax when I relax. I applied this guidance to my practice behavior with the seventh and eighth-graders, the students completed their paperwork, asked questions, and engaged in an open discussion with me.

Wednesday, February 1st, 2017    (competencies: 1a, 1b, 1e, 2a, 2b, 2c, 6a, 6b, 7b, 7c)

At North high school, I began interacting directly with students today. Senior students were called down for upcoming TRIO events, grades, scholarships, financial aid, and personal issues. Many students needed me to listen and hear what they had to say before focusing on TRIO related topics which allowed me to develop my helping skills. I was assured by my mentor that my feelings of discomfort would subside as I became more comfortable with students, their personalities, and their situations. An ESL student from Ethiopia was referred to me, I was notified that this student needed assistance completing his FASFA and possibly his application to college. After beginning the intake process with the student, he explained his family situation, his frustrations, and I realized that he was not ready to make this decision yet. Using helpings skills of probing, asking questions, and applying empathy he and I developed a temporary intervention goal which involved communicating with his father and meeting with me in one week.

Thursday, February 2nd, 2017     (competencies: 2a, 2b, 2c, 3a, 3b, 5a, 5b, 5c)

Today was an in-depth look at social injustice and economic injustice. One of the student’s I worked with has been a United States citizen for three years, completed her FASFA in October of 2016 and the college is requesting proof of citizenship (not the government providing the money), to allow the student to send a notarized copy rather than drive to Iowa State took several phone calls and documenting the calls. Next, a student has been using a false social security card and was not aware of this until she tried to apply for college. The counselors, administrative staff, and TRIO are working alongside the student to assist her with staying in the country and continue to college.

Practicum Week Three

Monday, February 6th, 2017     (competencies: 2a, 2b, 2c, 3a, 3b, 7c, 7d)

Today I worked with a Native American senior on scholarship essays and discussed her background and strengths in preparation for her scholarship essays. We discussed why she needs to tell her personal story for the scholarship committee. Advised student to recognize her perseverance and how she prevailed through the incarceration of her parents, the foster homes before living with her grandmother and then becoming a good student and star basketball player going to university. This will develop her sense of self and allow her to present herself as an expert of her own experience.

Tuesday, February 7th, 2017    (competencies: 1b, 6a, 7a, 7b)

Working with eighth-grade students, group size was 13, both genders, who displayed varying maturity levels based on their social environment. Beginning with the mid-year review paperwork, careers, and then moved into our group discussion on high-school. This is where the topic changed to student’s emotions and thoughts on making the transition. We also discussed the impact of social media, the negative consequences of posting information, internet safety, and online predators.

Wednesday, February 8th, 2017    (competencies: 2c, 6b, 7c)

Applying self-awareness and self-regulation into practice and manage my personal values and beliefs was a challenge for me today. I enjoy watching students succeed, and I enjoy assisting others, and helping students with preparing to go to school or anything else they may need and yet today I am not feeling this. Several students came in to discuss their scholarship opportunities, ACT test scores, college application process, or FASFA applications and they are upset at a parent, sibling, or my mentor for not taking care of these issues for them. Developing my interpersonal skills, empathy, and active listening after understanding the situation it was confirmed the students of Asian descent were not considered a minority at their chosen university and would need assistance researching scholarships.

Thursday, February 9th, 2017    (competencies: 2a, 2b, 2c, 3a, 3b, 5b, 5c)

Developing interpersonal skills while engaging with a diverse population was applied in practice today. Throughout the day I met with several students from diverse backgrounds including race, culture, religion, language, education, and socioeconomic class. A student who needed to submit his FASFA to meet the deadline for a scholarship ran into a glitch. The student’s older sister created the parents FASFA identification, unfortunately, the sister is estranged from the family and unwilling to provide this information to the student. FASFA only allows one id per person and will not allow the student to create a new id regardless of the situation. The father was not aware of this, he cannot speak English, and FASFA is not helpful. Having gone through a comparable situation with my daughter I was able to provide the student additional telephone numbers to contact.

Practicum Week Four

Monday, February 13th, 2017 (competencies: 2b, 2c, 3a, 3b, 7a, 7b, 7c, 7d)

My week started out by applying my understanding social, economic, and environmental justice to advocate for human rights at both the micro and macro-level of social work. By assisting with the set-up of the traveling Human Trafficking display presented by the Siouxland Coalition Against Human Trafficking. I engaged in advocacy through self-education, encouraging students to view the display and was available to answer questions.
In the afternoon, I spent time with seniors who were struggling with college options. We spent time doing a strengths assessment, discussing family roles, possible college majors and began brainstorming college options that were realistic to the student. The students agreed to the possible college options (intervention possibilities) and agreed to discuss with their parents/guardians and meet with me next week.

Tuesday, February 14th, 2017 (competencies: 1a, 1b, 1c, 2a, 2b, 2c, 3a, 3b)

As chaperone of on an overnight trip to the State Capitol with 20 TRIO Educational Talent Search students, I had plenty of opportunities to apply competency practice behaviors. Throughout the trip I applied ethical conduct, professionalism in both oral and verbal communication, I was dressed appropriately and professionally and applied self-awareness and self-regulation to manage personal values and maintain professionalism.
The students attending the trip attend three different high schools in the Siouxland school district and have a broad level of diversity among the students. The students got along very well together and did not leave another student out regardless of the diversity and difference among them. During separate times of the trip, I facilitated small social group conversations on immigration laws, officer shootings, gun control, and other social issues concerning the students. The students who participated were respectful of one another and were excellent participants.

Wednesday, February 15th, 2017 (competencies: 1b, 1c, 3a, 3b, 5a, 5b, 5c)

The use of reflection and self-regulation to manage personal values and maintain professionalism in practice situations was demonstrated during the TRIO Days trip. A bill was being protested at the capitol today and it was important for me to not influence the students on whether they should be pro or con on the decision. I demonstrated professional demeanor in my behavior by dressing and speaking professionally.
Engaging in practices that advance social, economic, and environmental justice was seen through participation in attending TRIO Days an event designed to educate students on how TRIO Educational Talent Search is funded, how it started, the purpose of, and to thank the government officials who support the program. Engaging students in policy-practice, assessing social policy, where the policies are made, who to speak to, and some key starting points were gained during the TRIO Days trip to the capitol.

Thursday, February 16th, 2017 (competencies: 6a, 6b, 7a,7b, 7c)

Working with juniors today, I developed my practice skills of collecting, organizing, and critically analyzing data; applying knowledge of human behavior and the social environment, and developed mutually agreed on goals. They completed their mid-year reviews, discussed college choices, ACT options, upcoming college visits, and if they would be participating in the upcoming practice ACT.
I followed up with a student from Ethiopia to explain how to apply for scholarships after establishing his college ID. He and I discussed why he would need letters of recommendations, who would be appropriate to ask, and he did inform me that his situation at home is improving.

Practicum Week Five

Tuesday, February 21st, 2017     (competencies: 1b, 1e, 6a, 9a, 9b)

Applying knowledge of human behavior and the social environment in practice engage students using empathy and interpersonal skills were implemented into practice through small groups in the sixth, seventh, and eighth-grade. Sixth-grade students did an exercise and discussion their learning style, seventh-graders had a social conversation on cyber-bullying, and eighth-graders discussed internet safety and careers/academic success. Curriculum material used today will be evaluated and analyzed for the macro-level change process.

Wednesday, February 22nd, 2017    (competencies: 1b, 1c, 1d, 3a, 3b)

Using regulation and self-reflection to manage personal values and maintain professionalism in practice situations was demonstrated throughout frustrating periods when I was not able to assist with students. Not having the capacity to access the internet because of my intern status can be frustrating at times, however, I understand why and maintain my professional demeanor. Using student’s computers to access school websites, register for FASFA, and the ACT test I demonstrated ethical standards established by the NASW. Assisting students with postsecondary education, financial aid assistance, and scholarships promote social justice, economic justice, and advocacy for human rights.

Thursday, February 23rd, 2017    (competencies: 3a, 3b, 5a, 5b, 5c)

Further expanding my knowledge and understanding on advancing human rights and social, economic, and environmental justice continued today as my student from Ethiopia returned today. As we worked on his FASFA I learned what a permanent residence care looked like and where on the form it needed to be placed. Some information is missing due to language barriers that we are still working through and fortunately he is very patient with me not understanding him and him not understanding me all the time. Today was a lesson in effectively prioritizing students when I had several requesting my time at once. Since it was a new experience I did seek out feedback to make sure I was handling this appropriately and professionally.

Practicum Week Six

Monday, February 27th, 2017     (competencies: 1a, 1b, 1c, 1d, 1e, 6a, 6b, 7d)

Chaperoning forty students on two campus tours today allowed me the opportunity to engage with students using a variety of practice behaviors. Today I applied human behavior and the social environment to engage students the value of choosing a postsecondary school that is right for them. Through researching the size of the campus, financial assistance, costs, peer support, and does the school offer the right programs. Many of the students were making decisions that would impact their future using empathy, reflection, and interpersonal skills I effectively guided students through their conflicts to select an appropriate strategy. Today, I demonstrated my ethical and professional skills through my conduct with my peers, students, and college advisors. My dress attire appropriately represented TRIO Education Talent Search and I sought feedback when questions came up that I was unsure of.

Tuesday, February 28th, 2017    (competencies: 6a, 6b, 8c)

Working with the seventh and eighth-grade students strengthened my practice behaviors for competencies 6a and 6b. Applying human behavior and the social environment to engage students was demonstrated when I met with the seventh-grade students to learn about the dynamics of their world, their home lives and how that relates that impacts school. Observing and shadowing my mentor shows the value of inter-professional collaboration to benefit students.

 Friday, March 3rd, 2017    (competencies: 4a, 4b, 4c, 9a, 9b, 9c)

Began the day with a planning meeting for the macro-level change process to discuss methods of evaluation for the student survey that will be administered. The second item discussed was who would administer the surveys and the number to be used. The planning committee discussed options for implementing the change based on projections of the change outcome.

Saturday, March 4th, 2017    (competencies: 3b)

Engaged in practices that advanced social, economic, and environmental justice by participating as a Proctor for a practice ACT test. The test was offered as a free trial run for participating students of TRIO who would receive their scores, their response sheets, the original test, and a sheet explaining with the correct answers and why they are correct.

Practicum Week Seven

Monday, March 6th, 2017     (competencies: 3a, 3b, 4b)

I met new students today having gone to a different school in the district to promote upcoming activities for TRIO. Applying my understanding of social, economic, and environmental justice I advocated for student’s rights for individual and system levels by promoting better education to students from disadvantaged backgrounds. Used evidence-based practice to promote human well-being by promoting postsecondary education to aid the advancement of social and economic justice through the participation of the program and college visits.

Tuesday, March 7th, 2017    (competencies: 1e)

Corrected ACT tests for students, participated in a meeting with my mentor, reviewed competencies, and reviewed the change effort. Today, we caught up on paperwork around the office and prepared for upcoming activities.

Wednesday, March 8th, 2017    (competencies: 7a, 7b, 7c, 7d)

Assessing individual students by facilitating small groups discussions; students were challenged to critically analyze their futures from a strengths perspective, we then discussed personality types, and how that might relate to potential future careers. Some students set goals, tasks, and activities required to implement the career and others stopped with the idea.

Thursday, March 9th, 2017    (competencies: 7a, 7b, 7c, 7d)

I facilitated small group discussions with sophomores and touched base on their school needs, home needs, upcoming events with the agency and their home lives. Next, we discussed summer plans and moved into identifying potential needs from the agency over the summer. We also played a learning activity game, went over the value of helping friends, and brain development.

Practicum Week Eight

Monday, March 13th, 2017   (competencies: 9a, 9b, 9c)

Reviewed the social media survey designed for the macro-level change effort. After conducting an analysis of the qualitative and quantitative data the research presented limitations that required approval from the sanctioning system. To move forward with the change effort the change agent will request a more in-depth, research-based change, offering a brochure rather than a bookmark for students. The change agent provided the necessary limitations that research data concluded, all modifications that would be made, and new time periods, the change agent did receive approval from the sanctioning system.

Tuesday, March 14th, 2017    (competencies: 3a, 3b, 6a, 6b)

Facilitated social conversation groups with sixth, seventh, and eighth-grade students. Eighth-grade students were asked to complete career assessment and personal aptitude sheet before we began our group conversation. Beginning with the career assessment, students were stuck on future careers they could not see past the “popular” careers such as medical field, law, teaching, engineering etc. We discussed how to think freely and why it is important to begin thinking about the future, however, it does not mean they cannot change their mind in the future. Next, students struggled with personal attitude and the way the section is designed is five you are good at and five areas of improvement. Students automatically went to school subjects and they were quickly veered away from that by me. Once the majority became stumped I had the group work help one another after explaining what the sections were looking for.

Wednesday, March 15th, 2017  (competencies: 3a, 3b, 5b)

Confirmed with junior students if they still intended to participate in upcoming TRIO activities. A possible second ACT test on April 1st is being considered if enough students are interested and the information is being gathered on that today too. Seniors were called into the office to confirm their post-graduation plans; did they change or have they remained the same.


Practicum Week Nine

Monday, March 20th, 2017     (competencies: 3a, 3b, 5a, 5b, 5c)

Followed up with students who had applied for had applied to colleges and universities, submitted financial applications, were offered scholarships for athletics, and other scholarships or financial awards to provide our aid covering the material they received. Students were given a sheet resembling a financial award letter, we discussed loans, interest rates, grants, and scholarships.

Tuesday, March 21st, 2017    (competencies: 3a)

Sixth-grade students spent time discussing money management today. Using a workbook titled What’s Up with Money we began discussing if anybody had savings accounts and eventually talked about birthday money. Discussing did they spend it quickly or slowly, regret items they purchased wanting a bigger item a week later, and ended with how to pay for postsecondary education.

Wednesday, March 22nd, 2017    (competencies: 7a, 7b, 7c, 7d)

A student from Ethiopia brought paperwork to complete his FASFA today, however, when we worked on his financial aid previously an ID had not been established yet. After he and I discussed the situation, organized the data, verified that we had the information including email addresses for the necessary parties we began the process. Understanding that the student is easily frustrated I applied my knowledge of human behavior considered the social environment and went to a quieter location and decrease student’s frustration levels. The student needed to create the ID’s and became agitated when I would not do it for him, however, through discussing his goals, the reasons why he needed to learn to do this for himself the student chose to take the challenge of learning to complete the FASFA ID process on himself. The client agreed to return the following week for a follow-up intervention strategy which will be to complete the remaining steps and call to confirm admission to selected school.

Thursday, March 24th, 2017    (competencies: 9c)

Updated the brochure on human trafficking for the change effort. The administrative assistant and I have been going over design templates and colors today. The main categories that will on the brochure, the crisis hotlines, and the front page have been approved by the sanctioning system. The language of the remaining segments is still undergoing review and modifications today and the changes being made are excellent.

Friday, March 25th, 2017    (competencies: 3a, 3b, 5c, 8c)

Participated as a presenter during the Mentors in Youth Violent Prevention Program with three Siouxland school district librarians/educators. The MVP Summit educates junior students in three Siouxland high schools who will mentor incoming freshmen next year in violence prevention advocacy. Our room presented three times on “Human Trafficking and the Consequences of Social Media”. Using curriculum from an Iowa organization dedicated to fighting human trafficking, a simple project using red sand to visually demonstrate human trafficking, educating on myths, and using a PowerPoint to guide a powerful discussion offered up to 40 students per group the following information; basic overview of what human trafficking is, why they do it, why victims don’t leave, the jobs victims are forced into, how human traffickers have taken advantage of social media, how they can stay protect themselves on social media, and open discussion.

Practicum Week 10

Monday, March 27th, 2017     (competencies: 3b, 5c,)

With it being the end of the month and near the end of the school year it is beginning to slow down for TRIO in the high schools. Students visits are sporadic along with their needs and requests. Today I could assist students to resolve issues with financial aid, complete verification letters for colleges, and apply for last minute scholarships.

Tuesday, March 28st, 2017    (competencies: 9a, 9b, 9c)

Completed curriculum with middle school students for the month of March during the morning. In the afternoon, I did more research for the change effort and the administrative assistant and I completed the educational brochure. The brochure was then emailed to the change system for feedback.

Wednesday, March 29th, 2017 to Thursday, March 30th, 2017

Time was spent being mentored by field supervisor on proper conduct for professional interviews.