How To Observe During A Clinical Observation

I agree with the authors, “It is precisely through information of these kinds of social activities that we identify funds of knowledge that can be used in the classroom to help improve academic development” (Gonzalez, Moll & Amanti, 2005, Pg. 80). We start teaching at the beginning of the school year holding biases towards certain students. Sometimes we heard in the office or teacher lounge that student XYZ is a “nightmare”, we are scared of those students because we are afraid they will ruin our classroom environment. This was my mentality when I first stepped into a classroom as a tutor.

I again observed children in the special services department at the Coulter Grove Intermediate School building in Maryville, Tennessee. Though this department covers a wide variety of grades, I concentrated my attention on the second to fifth graders. These children were in the same room, with another special services classroom across the hall. My observation hours occurred between the hours of 12:00 PM and 2 PM. I focused a session and a half (or three hours) on observation of the social and emotional domain in child development. While the special services department does contain children with special needs (therefore, those who have not developed to their fullest capacity), it also features neurotypical children who work as “peer buddies” and are developing normally. The gender divide among the children was around even, although there was a definite race divide, with most children being white. One child out of all the children was black. As a result of the department being focused on special needs children, there were many more teachers than there is in a typical classroom, with the majority of these teachers having a calm approach to leading the children, although making sure to be very firm in their directions. The classroom differed from a “typical” classroom, with a couch on one side of the room and space to sit down on the floor and work. There was also a special area dedicated to children to have time to “cool down” and a bathroom attached to the classroom. While I

JA enjoys playing basketball and other sports with his friends. This is the only time JA is in a fully immersed setting. One other female student from the self-contained unit also participates in Freshman PE. After PE, these 2 students have independent lunch in the cafeteria with the general education students. They are the only students who are self-regulating enough to leave the classroom without constant supervision.

As a hospital volunteer, I am required to be kind, patient, punctual, and organized so that I can best serve the patients I work with. These qualities are critical for anyone pursuing a career in social work to possess in any environment- not just a hospital. Having these qualities has enabled me to adapt to the needs of each individual that I encounter. At Evanston High School, I would be able to make the most out of my time with each student to give them the individual

Culture differs from one location to another because of the different population in those areas. A population is an entire group of individual persons, objects, or items from which the sample are being drawn. The cultures in neighborhoods are different because neighborhoods rise and fall, and this often brings about changes in the population. A method called participant observation can answer questions about the culture of the population being observed. Participant observation is a qualitative research method that aims to uncover the meanings people give to their own social actions by observing their behavior in practice. By hanging out in a community observing the population over a long period of time, participant observers are able to capture

A suggestion I would make to one of the clinicians I observed will be to focus her activities on things that are of interest of the client. During a session the child was not interest on at all on completing any of the task, the clinician didn't have any reinforces to work with child. The clinician showed the child the chart with the activities of the day and there was a sticker reward to which to child responded negatively. Besides that, they were sitting on a rug where the child had no control of his body, he started changing spots on the rug and lost the track of the activity in the moment. I would recommend the clinician to use a chair and a table to have more control of the child movement and a better reward for the child to make him work

Based on the eight elements discussed in our book, The Lincoln Family YMCA doesn’t meet the criteria of a System of Good Volunteer-Staff Relations. The only element that they followed was “Overall Policy on Volunteer Involvement” being that, they do provide a clear policy explaining why they involve volunteers and have a volunteer program (McCurley, P. 238). In fact, their website indicates that the volunteer program raises funds, supports the youth, influences societal issues, and gives back to the community (http://www.valleyymca.org/about-your-y/support-your-y/volunteer/). The YMCA fails to asses staff capabilities, which is important and can help volunteer and staff interaction be successful. The Lincoln Family YMCA should consider developing a system that evaluates staff’s attitude and previous experience toward volunteers, so they will be able to know how much staff members can contribute to the involvement of volunteers (McCurley, P.239).

I was informed by the day support staff that ABC’s stomach was very upset today. She had an accident after she got back from her outing with the staff. Both of her briefs were messed up and . Basically, she had diarrhea and she could not eat her lunch. I’ve related the information to the staff at the house to keep their eyes on her. Moreover, she seemed fine when I dropped her home, but she stated that she was just a little bit tired because she went to see PT

When I made my first visit to practicum site, I tried to consider observing developmentally appropriate practice. First of all, I observed physical conditions of the classroom and the garden. The class and the garden are connected by windows that this helps children to make a connection between inside and outside world (Gonzales-Mena, 2001). When the classroom allows children being more integrated with the outside world, in my opinion, they find more things that they can improve their developments more intellectually. Also, this physical condition makes easy some activities. For example, in my observing class, every morning a child shows what weather is today via looking outdoor from the windows. I think that it is more pleasure looking from

My experience of observing the application of new innovations in a clinical setting significantly contributed to my desire to become a health care professional. This past summer, I shadowed a Prosthodontic and Cosmetic Dentist in Manhattan. At the Center of High Tech Dentistry, Dr. Rosenberg, uses technological innovations to improve the quality of care he provides to his patients. While doing so, he manages to improve the lives of his patients in a matter of minutes. The hours I spent in his office revolutionized my thinking of the dental field. The best example of this is Dr. Rosenberg’s integration of the CEREC into his dental procedures. The CEREC uses 3D printing technology that makes crowns in a matter of minutes. Dr. Rosenberg taught me how to operate the CEREC, and allowed me to practice on an artificial test subject. The use of the CEREC was the professional application of technology that I first experienced at the SUNY Stony Brook lab.

Visitors continuously comment how friendly everybody is at the campus and how most of the students will greet adults by saying good morning to them as they cross paths in the hallways. Administrators play an essential role in this as they promote a culture of acceptance by allowing and embracing activities such as boys on the dance teams and girls on football teams and creating a “safe school” like Chavez Jr. High did in the case study in Achenstein (2002).

Every Monday, Tuesday, Thursday, and Friday from 9:15 to 11:25 I volunteer in Mrs. Wolford’s first grade class at Oak Ridge Elementary school. The class consists of 23 very active 6 and 7 year olds. As soon as you walk into the classroom you can see desks pushed together to form tables, a sink, a water fountain, one teacher’s desk, and two smaller tables to help students individually. You can also see many posters consisting of positive phrases, numbers, and letters. Student’s artwork and posters can also be seen. When I am there Mrs. Wolford is the only adult with the 23 kids, but occasionally there is another volunteer in the morning before I arrive. The interaction between the kids is very positive, they love talking to each other and telling

On a separate day, this observer examined the school age classroom at the child development center; the class had mixed age groups and consisted of children age’s five to twelve. Children began to arrive from their elementary schools at 2:30. The teacher sat down at one of the tables and instructed the students to get started on his/her homework from school, or to quietly read a book. At the time, there were only five children in the classroom. The teacher prepped afternoon activities while the children worked on homework assignments and chatted with their peers. The second bus arrived at 2:40 and more students flooded the classroom. Some of the students immediately began working on their assignments and others hovered around the teacher. The

During the engagement, the clinician can make important observation about the clients including their mood and their mannerisms. During group, the therapist can observe the individual and how they interact with the group as a whole. When engaging with clients, it is important for the clinician to demonstrate an unconditional positive regard with the client, being mindful of cultural differences and barriers. According to NASW code of Ethic 1.05, culture competence should be displayed by all social workers. I would make sure to demonstrate genuineness and empathy towards the group.

Being in education, every position somehow helps or assist students some kind way. Whether it be the cafeteria worker, counselor, teacher, nurse, member of administration, School Resource Officer, cleaning technician (also called custodian or janitor), or paraprofessional, everyone has similar outlooks if they work closely with children. Their interaction and their perception of the adolescents will vary. The interviewees include: Jerome Stevenson (Assistant Principal), Chelsea Harris (School Nurse), George Garrison and Katrina Carlos, (special education instructors), LaKendrick Jones (Business Education Teacher), and Kevin Ware (School Counselor).