Academic Advisor Position

One cannot simply state a theory or intervention method works without providing supporting evidence. Competency 4: Engage in Practice-Informed Research and Research Informed Practice affirms that social workers utilize interventions and apply theories based on what has been reinforced through research. Yet, social workers also recognize that practice can lead to the discovery of topics that have not been or contain little research surrounding an issue, resource, idea, or case. Moreover, we will never know everything about any topic, because practice derives from multi-disciplinary sources and multiple ways of knowing. To demonstrate my proficiency in the area of research and research informed practice, I have provided three artifacts: a literature review, research proposal, and a social and behavioral sciences training - responsible conduct of research certificate obtained upon the

With a master 's level education in social work, I see myself envisioning clients’ health and well-being. As a student, I will study and practice techniques, beyond a generalist perspective, that will allow me to give clients hope and the ability to see something greater than what they are facing. Upon completion of a Master of Social Work direct practice degree and certificates in gerontology and mental health programs, I intend to become a licensed Clinical Social Worker (LCSW). As a Licensed Clinical Social Worker, I will competently incorporate specialized skills in different professional settings while developing my knowledge of a wide range of social issues and professional standards. With commitment, I wish to develop skills that will enable me to create or find hidden resources and services for my future clients, create platforms through counselling for victims of trauma.

For the past 3 summers, I have worked as an administrative summer student within the Housing division at the Region of Peel. In this role, I have developed strong verbal and written communication skills. I have experience supporting the Housing staff and working in a team based environment. I also have excellent problem

During this practicum at the Durham Children 's Aid Society (CAS), I have taken advantage of numerous learning opportunities to develop skills and enhance my social work practice. These assignments align with the goals and tasks outlined with in my Learning Agreement and relate to the organizational, community, social work, and professional contexts of practice. This summary will highlight how I have met each of these key learning outcomes.

As I implied earlier, I had to resign from Miami-Dade College because I realized that I could not successfully complete my studies and hours of placement while working six days a week. For that reason, I applied for the care support specialist position at Better way of Miami. Now that I have completed my studies my goal is to go into the field of my interest which social work practice.

Significant relationships and life experiences that have I have had in giving or receiving help that have motivated me to enter the field of social work would be my dealings with other social workers I have worked with at the Veterans Affairs Hospital in Southern California and my life experience as a military child and my experience serving, retiring and making a successful transition from active duty service member to civilian from the Navy. I am the only child to my biological parents. My childhood seemed normal, standard and carefree. My early beginnings were uneventful and ordinary. In elementary school I performed well academically, and participated in the Boy Scouts.

I am writing to you because I am eager to become a part of Residence Life by working as a University Housing Ambassador. I am applying for this position because I enjoy working with others as well as interacting with people and helping them in anyway I can. The University Housing Ambassadors hold an important position because they set the atmosphere and attitude that University Housing embodies while interacting with prospective students. I find it rewarding to have people that rely on me and come to me for guidance and information.

In the old building of MacAlister on the fourth floor lies the office for the Academic Advisors for the College of Arts and Sciences of Drexel University. There you will see the academic advisors busily working with students by helping them plan their schedules for the next term or discussing their plan of study. The office is usually filled with students waiting to meet their advisor especially during the beginning of the terms or important dates such as the registration. Each of the students is eagerly waiting in the reception area until their advisor called their name to come inside their office. In one of the rooms, you will see Nicholas Wagner, in which we often just call him Nick, who is in charge of most of the freshman biology majors

As previously noted Generalist practice is used within a wide range of systems of different intervention levels. The levels of intervention within general practice are Microlevel, Mezzo level, Macrolevel system intervention, and the professional level intervention (Hall, 2008). The primary focus of Microlevel systems intervention is the duty to work with families, individuals and groups. In addition, the Mezzo level systems intervention places its focal point upon organizations and more formal groups. Similarly, the Macrolevel intervention concentrates on the issues involving communities or society in general. In final, the Professional level intervention prioritizes the issues within the social work profession itself (Miley et al., 2017, p. 7-9). Due to the diverse populations and vulnerable groups that Social Workers work with on a day to day basis it is important for them to understand the different levels of intervention to properly assist clients with the necessary framework for addressing issues of concern (Gelman & Mirabito, 2005). There are also various models that can be used to promote an empowering approach toward practice. One of the models used mostly within the General Practice is the problem-solving model.

The position I’m applying for is the Clinical Research Coordinator for the Depression Clinical and Research Program. The position is at Massachusetts General Hospital. The program researches treatments for Major Depressive Disorder while seeking to detect the main causes of the disease. The Research Coordinators are in charge of managing and monitoring the clinical studies. The job duties include screening the eligibility of participants, data entry and analysis, and clinical laboratory work.

More so, to discuss the entirety of the connection between my classroom lectures and my internship would be lengthy and difficult to accomplish. However, I will discuss the aspects that were instantly noticeable that would be difficult to notice without the classroom lectures on the social worker occupation. For instance, one thing I learned about social work, I learned from my Intervention Method in the Helping Profession class. In the class taught by Dr. Hodges, I learned about client empowerment. In the book assigned to the class client empowerment is defined as to enhance the capacity, or power, of clients to address their life concerns (Walsh, 2009, p.16). I interpret this concept as a social worker that we are to develop a positive sense self-worth and competence about their life. I observed in my field placement at UMD by addressing

Practice theories offer theoretical explanations that aid clinicians in understanding social problems, identify mechanisms for change, and methods through which adaptation and positive-growth can take place. Theories inform practice when examining the cause of the underlying problem, during the phases of assessment, planning, and intervention. Social work clinicians are tasked with engaging in evidence-based practice, which involves selecting interventions that are based on the most effective evidence, selectively choosing research evidence that is supportive of clinical decision making that incorporates professional ethics and values, and is reflective of the clients’ personal and cultural preferences. Social work clinicians’ informed decision-making

Academic advising is an important and effective tool used by 2 year and 4 year institutions. With academic advising comes a huge responsibility to lead students on a path for success. “To advise effectively, advisors must have institutional knowledge (rules and regulations, academic policies, majors, minors, certificate programs) and an understanding of the students they will advise including knowledge of any special population groups.” (Folsom, Joslin, & Yoder, 2005) To gain better knowledge of academic advising I interviewed Crystal, an academic advisor from the Archer College of Health and Human Services on the Angelo State University campus. She has her M. Ed. in Student Development and Leadership and has been an academic advisor for 4

For this reflective journal, I have decided to draw parallels between approaches to social work that I have learned in my placement, and what I have learned during my academic career at Carleton University. Placement thus far, has been an eye-opening and rich experience, which has taught me about the profession that I aspire to be a part of. I am a third year student, and much of my time spent at Carleton, has been studying theories, and becoming exposed to different schools of thought. Theories are incredibly beneficial, to teach and inform the practice of the next generation of social workers. However, placement has provided me with the opportunity to apply theoretical ideals, to real life social work practice.

Along with core content, as detailed in the course syllabus, several interconnected questions form the framework for my teaching approach and desired outcomes. Among these are: How do I help prepare students for the myriad responsibilities inherent in Social Work practice, and ensure they will provide the high quality services their clients deserve? What must I do to help them discover and enhance their strengths, and address any weaknesses? How do I help students connect academics to actual experience? Will my students work to ensure the profession’s sustainability, and advance the public’s trust and perception of Social Work? In sum, what can I do to help students learn, develop their talents and skills, and become productive, compassionate Social Workers committed to empowerment and social justice?