Low Income Transition Women And Young Ladies That May Be Faced With Emotional Difficulties

Due to my role within a youth club the service which I carryout is communicating with the young people, building a relationship with them so they know they have someone to talk to if any issue arises. Planning and organising activities seeing what the young people enjoy allow them to learn new things taking them out of their comfort zone. Making sure young people feel safe within the centre, making sure young people sign in before they use our facilities. Also debriefing at the end express any concerns we may have as staff regarding young people.

I believe some of the skills necessary to be outstanding when working in student support services are having strong interpersonal skills, compassion, care and respect for individuals. When students are lacking self-confidence a student support service provider can assist in motivating and inspiring them to thrive and excel. A student support service provider must be kind, compassionate and sensitive to the needs of others. Students need to feel cared for and respected as an individual. The student support service provider should be a compassionate and enthusiastic person who has a strong desire to motivate and inspire students with diverse backgrounds, especially those with learning disabilities. Also, it’s vital to have good time management

Intervention using this model can include, at a minimum, social support and education groups for single mothers or groups that focus on improving financial situations for mothers in poverty. Each group focus is on a different struggle that influence everyday living for single mothers in poverty.

During the past three years of college, my interest in counseling has been affirmed through a variety of experiences. One important experience that influenced my decision to pursue a career as a school counselor was my involvement in my community service sorority, Chi Delta Alpha. Through Chi Delta Alpha, I volunteered on several occasions, among them I babysat children to provide parents with a night off; I was responsible for a

You have to contact with the parents. It’s tied to your APPR, you know (with a threatening tone).” I said, “Mrs. Thiam, I don’t know why you have an impression that I don’t communicate with the parents. I had meetings with Paris’s grandmother and Jayjuan’s mother; I spoke to Noah and Titus’s mother, Jamier’s mother and sent a letter to Russel’s mother, too (just to give Mrs. Thiam some examples). Evan’s problem has just started a couple of weeks ago.” Mrs. Thiam said, “You know why? It’s because of Russell. Evan sees what Russell does and Evan thinks it’s ok to do the same. So, you are contacting the parents, that’s good.” I said, “Yes, by the way Mrs. Thiam, I am the one telling students not to tell me what happened in the classroom or how bad he was. If you have good news (about Evan), share that with me. I always start new.” She did not say anything. I continued, “But when it happened (as I pointed the write up), I was very vulnerable.” Mrs. Thiam said dismissively, “Of course.” “I continued, “I do not feel safe, and I do not feel safe for the rest of the class. My job is not only to care for Evan, but also to teach and protect the rest of the class.” Mrs. Thiam said, “Of course” again

As a result of these roles, the daughter’s and mother’s perspectives differ greatly, thus adding tension between the characters. Since the family moves a lot, the teenage daughter has her own concerns. Such as, making friends, and trying not to be the “new kid” in school all the time. On the other hand, the single mother, has other concerns. These include trying her best to support her daughter, and going to Costa Rica to complete her research so she can graduate; and this is all “for the better,” for her and her daughter. In an intense argument about moving to Costa Rica, the mother states, “...this a wonderful opportunity for you,” the daughter responds, “Opportunity? For me? Or for you?” This depicts the rising tension between the mother and daughter. It is obvious that in this scenario, the daughter felt like she was powerless, and that her other always gets to decide everything. This causes the daughter to become contrary and withdrawn. At one point in the story, the narrator goes into her room, and ignores her mother who is trying to talk to her from the other side of the door. In the text, her mother states, ‘She paused for a moment then continued. ”Would you please talk to me?”’ This emphasizes the conflict between the two, since the tension at this point reached it’s peak. Since the daughter isn’t replying to anything her mother says, this really implies the emotional stress both the mother and daughter went through. In general, it’s hard to constantly switching schools and trying to make new friends, but in this case, it becomes evident that the narrator is at the end of her line. She can’t take it anymore, all the moving, and “fitting in.” This establishes a strong sense of emotional struggle from the narrator’s perspective. By doing so, the author makes it blatantly obvious that the

I want to help students because in school years are often a very stressful time. They need someone to go to when they feel overwhelmed, sad, desperate, confused, angry, depressed, anxious, or hopeless. In grade school, I will work with parents and teachers to help kids who have problems with learning disabilities, behavioral problems, or family issues. In middle school, I will help students problems with friends, struggles with schoolwork, and changes in the body. During high school will be similar as middles school but with life decisions, such as whether to join the military, what college to go to, and what career to pursue. Helping individual students are my way of enjoying a

The office will also have a support service office, where university staff and faculty from various programs across campus can provide various services for the students.

The following is a case study of Lala Jones, an adolescent child of the age of 3 years old. She attends Early Head Start in Magnolia, Ar. Lala was born in Magnolia, Ar. on December 31, 2011 and is living with her grandparents whom are her legal guardian. Lala is an African American. Currently, Lala is a child of low socioeconomic status. She does have two siblings, a sister of 14 years old and a brother of 10 years old, but are not living with her.

As I was speaking with one of their staff, I disclosed myself to be doing a paper on my visit. The lady gave me a history and the mission of their program. She talked about the fact that their counseling is open to almost everyone; but, mostly women come to their facility. The misconception that their services are only for women is common and since their clients are mostly women, they have facilitated their workshops towards satisfying the needs of their clients. At first, they provided care primarily to women and now they have expanded their service towards men.

CaSandra is an extremely active, outgoing and family focused individual. She enjoys spending time with her biological and adoptive children as well as her extended family. CaSandra has two biological sons and two biological daughters. Dennis is 29 years old, Denzel is 22 years old, Carlondra is 21 years old, and Derrisetta is 20 years old. CaSandra her children's father co-parented together to raise their four children. CaSandra also has an adoptive daughter, an adoptive son and a custodial child. Loyalty is 15 years old, Morris is 12 years old and Jamiyah is 8 years old. In raising all of her children, CaSandra utilizes loss of privileges, restrictions, and natural consequences as forms of

School counselors collaborate with other school personnel such as teachers who will help implement guidance lessons in the classroom. As a school counselor it is important to keep the teachers motivated to help implement these programs. Resource teachers typically work the special education students, collaborating with resource teachers ensures that all students are included in the comprehensive program. The resource teacher can help provide alternative to working with students in an inclusive manner. The principles and assistance principles of the school typically serve on the advisory committee, they provide resources to the program, and help communicate the important of the counseling program. School psychologist are there to assist with mental health services, doing assessments, and working with the school counselor during crisis situations. School nurses provide health services to the students. They monitor student medications and note changes in students behavior or effectiveness of the medication. Secretaries are equally important in the collaborative model. Secretaries are typically the first person a parent will come in contact with when entering the school. They are the ones that create that first impression (Erford, 2015). Community agencies can provide additional support to students outside of

This paper is the agency analysis of Tidewater Community College’s Advising and Counseling office. The funding sources of this agency are discussed. The organizational structure, in which the agency is set, is brought up. In order to give a better understanding of the purpose of the office and its services, the mission statement is shared. To go more in-depth with the mission statement, the goals that the office is trying to achieve is addressed. A more specific description of the services provided is also included. In this paper, the population that is served is disclosed as well. After that, the role of the social work professional is discussed so that any MSW student or professor can see how they would fit in this environment. After that, the role of the social work practicum student is discussed. An analysis of the noticeable policy issues is addressed as well as how the policy and procedure influences the daily operations of the office.

My role at the school is to provide one-on-one counseling for identified, at risk youth, as well as to co-facilitate groups--both full classroom and afterschool. I currently have five students in my individual caseload; I co-facilitate one after-school group for 3rd grade boys, and a 1st and 2nd grade boys’ group one day per week during lunch.

Tamika Johnson is a Family Preservation Worker that is currently seeing the Thomas Family. The Thomas’s have two children Melissa who is 15 years of age and Shane who is 14. Tamika is assigned in working with the family due to a report of Child Abuse. During the helping process Tamika learns that Shane is often truant from home and school causing verbal and physical altercation within the home.