Essay On A Interview

I interviewed a psychologist for my second field research. Sharon Epel has been a licensed psychotherapist for 12 years and has been a family and marriage counsellor in her own private practice. She has done extensive work with schools and has been a therapist to a variety of temperaments and personalities. I wanted to understand how she helps people, and what she notices about them in her sessions. I tried to create an informative interview that would benefit me by giving me a look into how people’s brains influence their emotions. I hoped that this interview would give me a solid understanding of introverts and extraverts and their differences.

In this week’s selected reading from Human exceptionality: School, community, and family, Hardman, Drew, & Egan (2005) first discuss Inclusion and Multidisciplinary Collaboration in the Early Childhood and then Elementary School Years and Secondary Education and Transition Planning. This material addresses the perspectives of inclusion with appropriate intervention practices and which people will share the role of supporting learners throughout their life. Discussion of such ideas ranges from early childhood to the school years and beyond. Assistance for the disabled begins with discovery and continues to play a role in the lives of individuals with the disability and their companions. The multidisciplinary relationships created are not exclusive to the academic timetable of k-12. Individual plans include the transition into adult living with the least restrictive and most independent living options appropriate.

The purpose of this interview is to help diagnose a client who is in need of help for his sleeping issues and content severe headaches. The purpose of this assessment and first interview is to obtain the necessary information regarding my client; I will evaluate the effectiveness of the questions used during the interview and whether the interview was successful. Below are some of the questions that were used during the interview.

After interviewing my Grandfather, I realized that our physical, social, and cognitive skills do change over time. He stated that as the years progressed he lacked the ability to complete simple tasks. When an adult begins to lack the ability to remember things and complete everyday tasks then it is an example of how aging can have an effect on people. My interviewee also stated in the interview that he gets tired more easily, so physically he does not have the same capacity that he did at a younger age. Socially he has changed into a basically listener instead of a speaker. As he got older he mentioned he lost interest in speaking as much as he was accustomed to, and began listening more to what others had to say. He represents a perfect example of how later adulthood can make your social, cognitive, and physical skills decrease.

I prepared for the interview by finding the right question to ask that can be helpful in my career path. The person I was interviewing was Wendy Leutgens healthcare executive at Loyola Hospital. I started the interview by asking her what educational degree does she hold her responds was “I hold a Bachelor of Science in Nursing from East Carolina University, Greenville, N.C., graduating in 1987, and earned a Master of Science in Nursing from the University of North Carolina, Charlotte, in 1991”. I then asked her how she began her career she informed me she began her career as a staff nurse, caring for pediatric patients at Carolinas Medical Center, Charlotte, and assumed roles of greater leadership and responsibility over the next 20 years.

Reviewed application/petitions and any supporting documentation submitted for naturalization and/or other immigration benefits for completeness verseus any inconsistancies noted in petition and actual case file belonging to the individual. Reviewed all security vettings, fingerprint records, and initial immigration documents to insure individual was initially admitted to the United States properly under law and that any security/fingerprint records were properly completed and did not contain any derogatory information that would result in postponing the interview and/or require my completing a detailed report/analysis outlining the issue of concern or suspected fraud and referral for a resolution or further investigation.

Some students have physical and cognitive disabilities. A lot of students think that they cannot go to universities because of their disabilities, especially at OU. But there is a Disability Student Services office that acts as an advocate for students with disabilities and works with 500-600 students per semester. Moreover, to help students understand university policies and practices, they assist students in addressing personal and academic concerns, and they supply referrals to other university offices when appropriate.

“Because most postsecondary schools of higher education encourage diversity in their educational mission, the present review participating in an all-inclusive class that resulted in openness not only to disability but also to multiple forms of diversity, which included gender, race and culture’’, (May, 2012). Students without intellectual disabilities begin to form a positive attitude around people with intellectual disability. Students without intellectual reframed from their negative thinking and discovered that people with intellectual disabilities can do similar things, but at a slower rate. Additionally, more people are accepting towards students with intellectual disabilities entering college. They are recognizing that college is beneficial and most colleges accommodate the needs for students with intellectual disabilities depending on the severity of their disability. Students with intellectual disabilities are being awarded the same opportunity as others when deciding to attend an institution. Although, students with intellectual disabilities requires further assistance while attending a two or four year institution “mentoring partnerships were formed with undergraduate, general special education majors and students with intellectual disabilities at one Southern state university in the

As an interviewee or a client in psychotherapy I have noticed several things that helped me to feel more comfortable and some that made me feel reserved. One of the things that I found beneficial was an intake assessment questionnaire about my current life and prior history, which allowed me to choose the degree of transparency that I was comfortable with. Disclosing certain information was, in a way, my permission for my therapist to talk about it much sooner in therapy, than waiting for it to eventually come out. I also appreciated the “matter-of-fact” demeanor of my therapist when discussing my experiences because it allowed me to think that they were commonplace and she has dealt with things

The purpose of this article Navigating University Policies to Support Postsecondary Education for Students with Intellectual Disabilities (Plotner & Marshall, 2014) is to introduce students with intellectual and developmental disabilities into the college environment with expectations to gain an outcome of employment, to become independent, broader knowledge and skills that will excel them into the working force. In the past college was not an option or even a choice for those with intellectual and developmental disabilities, it was out of their reach. Lack of finance and support was the number one issue. Students who had disabilities in the past only alternative was to stay in school until they turned twenty-one. Nothing else was offered or

The purpose of this project was to enable the learner to differentiate roles, responsibilities, scope of practice, licensure, certification, education, of a non-nurse professional healthcare provider through a semi-structured interview and observation experience. This experience enables the observer to engage in a simplified qualitative nursing research process as field notes were utilized to support in the analysis of both the interview and the observation.

Eighty-six-and-a-half years of age, Caucasian man, “J.M.” graciously agreed to participate in this aging and systems interview. The interview was conducted in J.M.’s studio room of his home where his life’s work hangs on the walls and books, articles, awards, and family pictures surround him. This studio is also where J.M. spends a substantial amount of time researching different topics of interest on the internet, working on art at his table and sending comical e-mails to his family. He lives in a cozy, eco-friendly, single story home with his companion, my grandmother, and their two rescue dogs.

This paper will discuss the skills from the video demonstration and provide a self-assessment of the beginning of the interview, the skills and techniques used, and closure of the interview. In addition, other things that will be discussed are the general overview of the video and how I think I did and areas that I did well in and areas that still need improvement. Furthermore, the final aspect will include questions and concerns I have about the interviewing process that the instructor can answer and provide feedback for how to best approach the issues.

Eighty-six and a half years old, Caucasian man, “J.M.” graciously agreed to take part in this aging and systems interview. The interview was conducted in J.M.’s studio room of his home where his life’s work hangs on the walls and books, articles, awards, and family pictures surround him. This studio is also where J.M. spends a lot of time researching different topics of interest on the internet, working on art at his table and sending funny e-mails to his family. He lives in a cozy, eco-friendly, single story home with his companion, my grandmother, and their two rescue dogs.

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S