Jennifer, a new community residence director, has been invited by some of her student staff members to celebrate another staff member's 21st birthday at a local bar frequented by students. However, attending such an event could compromise Jennifer's professional responsibilities and boundaries. It is recommended that Jennifer respectfully decline the invitation while offering alternative options to socialize with staff. She should also discuss with her supervisor the lack of training and support for new professionals, to help prevent future issues and improve the work environment.
This document discusses interpersonal relationships in young adolescents. It defines interpersonal relationships as strong bonds developed with family, friends, teachers, and colleagues. Good relationships are important for both mental and physical health. The document outlines different types of interpersonal relationships adolescents form, including with parents, peers, teachers, and future work colleagues. It stresses the importance of developing strong interpersonal skills during adolescence to lay the foundation for future career and personal relationships. Finally, it provides seven essential skills for building strong interpersonal relationships: relax optimistically, listen deeply, feel empathetically, respond carefully, synchronize cooperatively, act authentically, and acknowledge generously.
Introduction To Restorative Approaches In Organisationsdpcdsb
Restorative Approaches inspired by the philosophy and practices of restorative justice , which puts repairing harm done to relationships and people over and above the need for assigning blame and dispensing punishment.
Michael Weddington is strongly recommended for hiring consideration based on his exemplary performance as a college guidance counselor. He brought stability, consistency, and professionalism to the guidance program, helping many students gain acceptance to their desired colleges. Through individual meetings and use of the Naviance program, Michael gained insights into each student's strengths and interests to guide them. He also maintained thorough statistics on student outcomes and shared his findings to help other teachers. Michael is a hard worker who is confident in assisting students with financial aid and puts 110% into every project. He is self-directed and would be a great asset to any company or institution.
Cap10: Lusting, Myron W. Koester, Jolene (2010). Intercultural competence: in...RandyLG10
This document discusses cultural variations in interpersonal relationships. It describes different types of relationships like strangers, acquaintances, friends, romantic partners, and family. It also discusses dimensions of relationships like control, affiliation, and activation. Dynamics like autonomy-connection, novelty-predictability, and openness-closedness are also examined. The document also covers face needs, facework, uncertainty and anxiety in intercultural interactions, and how intercultural competence applies to different relationship types and dimensions.
Yi m wa3_building_supportive_relationshipsshehlamin
Supportive relationships between educators and students are important for student success. Research shows that when students feel cared for, respected, autonomous, and supported by high expectations, they are more engaged in school and have better academic outcomes. Building these relationships requires that educators understand students' perspectives, care about each student's well-being and progress, provide structure and support to help students meet expectations, and communicate their belief that all students are capable of success. Specific strategies for developing supportive relationships include getting to know students personally, treating them with respect, giving them choices in their learning, providing feedback and support to meet expectations, and ensuring students feel their educators believe in their abilities.
The document discusses the meaning and types of interpersonal relationships. It states that interpersonal relationships are associations between two or more people that can range from brief to enduring. They are formed based on factors like love, business interactions, and social commitments. The context of relationships can vary and include family, friends, work, etc. Relationships require some level of interdependence and are impacted by things that influence individual members. Maintaining healthy relationships requires qualities like shared goals, respect, honesty, and attachment between members. The document also discusses components and factors that can strengthen or weaken interpersonal relationships.
Peter McGuinness has over 20 years of experience in counseling and social work. He holds a Master's degree in Social Service and a BA in Business Administration. His experience includes directing admissions and family support programs, coordinating family services, and working as a hospice social worker. He has excellent communication, counseling, and problem-solving skills. Currently he is the Director of Admissions at HMS School for Children/Young Adults with Cerebral Palsy where he oversees the admissions process and collaborates with internal departments and external agencies.
This document discusses interpersonal relationships in young adolescents. It defines interpersonal relationships as strong bonds developed with family, friends, teachers, and colleagues. Good relationships are important for both mental and physical health. The document outlines different types of interpersonal relationships adolescents form, including with parents, peers, teachers, and future work colleagues. It stresses the importance of developing strong interpersonal skills during adolescence to lay the foundation for future career and personal relationships. Finally, it provides seven essential skills for building strong interpersonal relationships: relax optimistically, listen deeply, feel empathetically, respond carefully, synchronize cooperatively, act authentically, and acknowledge generously.
Introduction To Restorative Approaches In Organisationsdpcdsb
Restorative Approaches inspired by the philosophy and practices of restorative justice , which puts repairing harm done to relationships and people over and above the need for assigning blame and dispensing punishment.
Michael Weddington is strongly recommended for hiring consideration based on his exemplary performance as a college guidance counselor. He brought stability, consistency, and professionalism to the guidance program, helping many students gain acceptance to their desired colleges. Through individual meetings and use of the Naviance program, Michael gained insights into each student's strengths and interests to guide them. He also maintained thorough statistics on student outcomes and shared his findings to help other teachers. Michael is a hard worker who is confident in assisting students with financial aid and puts 110% into every project. He is self-directed and would be a great asset to any company or institution.
Cap10: Lusting, Myron W. Koester, Jolene (2010). Intercultural competence: in...RandyLG10
This document discusses cultural variations in interpersonal relationships. It describes different types of relationships like strangers, acquaintances, friends, romantic partners, and family. It also discusses dimensions of relationships like control, affiliation, and activation. Dynamics like autonomy-connection, novelty-predictability, and openness-closedness are also examined. The document also covers face needs, facework, uncertainty and anxiety in intercultural interactions, and how intercultural competence applies to different relationship types and dimensions.
Yi m wa3_building_supportive_relationshipsshehlamin
Supportive relationships between educators and students are important for student success. Research shows that when students feel cared for, respected, autonomous, and supported by high expectations, they are more engaged in school and have better academic outcomes. Building these relationships requires that educators understand students' perspectives, care about each student's well-being and progress, provide structure and support to help students meet expectations, and communicate their belief that all students are capable of success. Specific strategies for developing supportive relationships include getting to know students personally, treating them with respect, giving them choices in their learning, providing feedback and support to meet expectations, and ensuring students feel their educators believe in their abilities.
The document discusses the meaning and types of interpersonal relationships. It states that interpersonal relationships are associations between two or more people that can range from brief to enduring. They are formed based on factors like love, business interactions, and social commitments. The context of relationships can vary and include family, friends, work, etc. Relationships require some level of interdependence and are impacted by things that influence individual members. Maintaining healthy relationships requires qualities like shared goals, respect, honesty, and attachment between members. The document also discusses components and factors that can strengthen or weaken interpersonal relationships.
Peter McGuinness has over 20 years of experience in counseling and social work. He holds a Master's degree in Social Service and a BA in Business Administration. His experience includes directing admissions and family support programs, coordinating family services, and working as a hospice social worker. He has excellent communication, counseling, and problem-solving skills. Currently he is the Director of Admissions at HMS School for Children/Young Adults with Cerebral Palsy where he oversees the admissions process and collaborates with internal departments and external agencies.
The document outlines guidelines for a mentorship program between medical students and faculty. It defines mentorship and discusses its history and benefits. The objectives of the program are to create trust between students and faculty and provide support to help students cope with academic and personal issues. Faculty mentors are expected to meet regularly with their group of students, address any concerns, and keep records of student performance and well-being. The goal is to improve the medical school experience and reduce stress and depression among students.
Production Assistant Curriculum GuideFeaturingManifestDaliaCulbertson719
Production Assistant Curriculum Guide
Featuring:
Manifest
ManifestMore
ManifestSupport
Introduction 3
About ManifestWorks 3
Values 4
A strength-based, trauma-informed curriculum 4
The three programs 5
Governance and Staff 6
Best practices 6
Metrics and Evaluation 7
Manifest Production Assistant Program 7
Mission 7
Outcomes 7
Measuring success 7
Curriculum philosophy 8
Curriculum structure 9
Core pillars 10
Elements of building the program 10
Program timeline and foundation building 11
Program Track 1: The Arc of Production 11
Program Track 2: Production Assistant Hard Skills 12
Program Track 3: Non-industry Specific Soft Skills 13
Week-by-week 13
Orientation 13
Interviews 15
Class 1: Advertising Agency; Networking Basics 15
Class 2: Getting ready for set work, Part A 16
Class 3: Getting ready for set work, Part B 17
Class 4: Writer; Petty Cash 19
Class 5: Studio Visit, Line Producer and Location Managers 20
Class 6: Being an Office PA; Presenting your professional story 21
Class 7: Assistant Director (AD) and Director of Photography (DP) 22
Class 8: Editor and interview preparation 23
Class 9: Music and Special Effects; Personal Finance 24
Class 10: The Studio; Formal interviewing preparation 25
Class 11: Graduation 25
ManifestSupport Program 26
Overview/outcomes 26
Measuring success 26
Program Structure/components 27
Therapeutic approach 28
The information contained in these documents is confidential, privileged and only for the information of the intended recipient and may not be used, published or
redistributed without the prior written consent of ManifestWorks. ManifestWorks Curriculum Guide 7/31/20
2
Clinical supervision/Interns/staff 28
Support advisory board 29
Appendix: 29
ManifestMore Program 29
Mission 29
Measuring success 29
Methodology 29
Components 30
appendix: 31
The information contained in these documents is confidential, privileged and only for the information of the intended recipient and may not be used, published or
redistributed without the prior written consent of ManifestWorks. ManifestWorks Curriculum Guide 7/31/20
3
1. Introduction
About ManifestWorks
ManifestWorks grew out of the experiences of volunteers at a LA County juvenile hall in the first decade
of the 21st century. Kids locked up there were poor, often from foster care, disproportionately minority,
and uniformly without access to opportunity. Many of them ended up in adult corrections. With multiple
vulnerabilities, those impacted by child welfare, housing insecurity, and the justice system face direct
health consequences; more than two-thirds have mental health or substance abuse diagnoses, less than
half receive adequate medical care, and virtually all have been exposed to violence while living in
high-risk neighborhoods (Hilton Foundation, 2011). Pervasive barriers (a dearth of relevant skills, criminal
records, a scarcity of professional mentors) limit prospects for finding and holding meaningful
employment. Finding a p ...
Ginny Barrett is a school counselor at Central Bucks South High School who was interviewed about her role and responsibilities. She has been a counselor for 20 years and currently works with 300 junior students. Her main responsibilities include meeting with students for course planning, organizing college and career events, and providing counseling. She believes the most important skills for counselors are flexibility, strong listening and organizational skills, empathy, and enjoying helping students. While her days vary, she aims to be accessible to students while also juggling other tasks like meetings and paperwork.
Ginny Barrett is a school counselor at Central Bucks South High School where she has worked for 20 years. She currently works with the junior class of 300 students, meeting with some 4 times a year and others more depending on their needs. A typical day involves meeting with students for course selection and college planning, running informational groups, and counseling individual students and small groups on various issues while also handling any crisis situations that may arise. Ginny sees flexibility, strong listening and organizational skills, and empathy as essential qualities for being an effective school counselor.
Ginny Barrett is a school counselor at Central Bucks South High School where she has worked for 20 years. She currently works with the junior class of 300 students, meeting with some 4 times a year and others more depending on their needs. A typical day involves meeting with students for course selection and college planning, running informational groups, and counseling individual students and small groups on various issues while also handling any crisis situations that may arise. Ginny sees flexibility, strong listening and organizational skills, and empathy as essential qualities for being an effective school counselor.
The document provides an interview with a school counselor named Feliza Martinez. It discusses her educational background and experience as an elementary school counselor. It reflects on the interview and how it made the author consider pursuing a career as a school counselor or social worker, which would require further education beyond a bachelor's degree. The interview helped provide perspective on the type of work school counselors do.
Focus Forward is an organization in Fresno County that works with youth in the juvenile justice and foster care systems. Their mission is to create positive change and promote successful outcomes for these youth. As part of this, they provide advocacy, leadership development, education/training programs, and conduct research and policy work. They are structured with governing/advisory boards and staff. Their program pillars include accountability, ethics, empowerment, and social justice. The organization seeks interns and volunteers to mentor incarcerated youth and help them develop skills to successfully transition back into the community.
Jennifer Mouritsen Letter of RecommendationJennifer Nix
Jennifer Mouritsen performed exceptionally well in her capstone course, displaying proficiency in research and strategic analysis. As an intern at a large nonprofit organization, she participated in a range of activities including case management and ensuring childcare centers met regulatory standards. Based on her positive demeanor and strong educational and internship performance, the CEO believes Jennifer Mouritsen would be a valuable asset to any organization.
This document provides an overview of topics covered in an orientation session for social work students beginning a placement, including: expectations for students and supervisors; the value students provide with enthusiasm, fresh perspectives, and theoretical knowledge; managing first impressions and understanding different roles; supervision; boundaries; and dealing with conflict. Students are advised to clarify expectations and roles, consider how others may perceive them, address misunderstandings professionally, and view conflict as a natural and sometimes helpful part of work.
This letter recommends Paige Barger for Student Employee of the Year. It details how Paige has participated in and mentored for the Experience in Professionalism program for over a year. As a mentor, Paige has taken on additional responsibilities, come up with new ideas to enhance the program, and engaged students at a level expected of a senior as a sophomore. The letter highlights how Paige's leadership and initiative have significantly improved the program. Multiple previous students have inquired about giving back to future students, as Paige has done for them. The letter urges strong consideration of Paige for this award due to her qualifications and contributions to student success.
This document outlines recommended practices for community colleges to help students with ADHD pursue entrepreneurial careers. It summarizes research finding that individuals with ADHD possess skills that are advantageous for entrepreneurship, such as alertness, creativity, and resilience. The document recommends a strengths-based educational approach, mentorship and coaching programs, experiential learning opportunities, supporting an entrepreneurship ecosystem, and emphasizing collaboration. It provides examples of colleges implementing these practices successfully.
Eureka! success with mentoring high school youthmjumonvi
The Big Buddy Program began as a student project at LSU to provide mentoring and learning opportunities to youth in need. It offers mentoring relationships, extended learning programs, and workforce development programs. Mentoring is at the core and aims to build self-esteem and support growth through meaningful relationships. Extended learning includes after-school programs, tutoring, and camps to provide academic and social support. Workforce programs for teens offer internships, career tracks, and workplace mentors to guide youth. The presentation reviews the program and seeks to investigate its validity for other communities.
The document introduces several pioneers in classroom management from the 20th and 21st centuries, including B.F. Skinner, Haim Ginott, Rudolph Dreikurs, Lee and Marlene Canter, Barbara Coloroso, and Alfie Kohn. It provides an overview of the key theories and concepts from each pioneer, such as Skinner's theory of behavior modification using positive reinforcement, Ginott's emphasis on congruent communication between teachers and students, and Dreikurs' view that students' basic motivation is to belong and contribute to the classroom community.
The study aimed to understand how environmental factors like self-perceptions, parental beliefs, school and community environments influence adolescents' academic perceptions and performance. Data was collected from adolescents, parents, teachers and community members using tools like interviews and surveys. Results showed stressed adolescents found studying burdensome and performed poorer than unstressed adolescents. Stressed adolescents also had lower self-concept and perceived higher demands from their environment. The study proposed intervention programs for adolescents, parents, teachers and the community to help mitigate academic stress.
Presented by Lesley D'Souza & Jen Gonzales
A Women & Work/Life Balance in Student Affairs survey was distributed to the CACUSS membership and presented in this session. In addition a panel of Student Affairs professionals spoke about their experiences balancing personal and professional commitments.
This Webinar presentation was held on Tuesday, November 16, 2010, as part of the free monthly Webinar series from Friends for Youth's Mentoring Institute.
Join us to engage in a discussion about the documentary Waiting for Superman, which highlights challenges in the American public education system. This film was released in October by the same team that brought the world An Inconvenient Truth, including Davis Guggenheim as creator and director, Participant Media as producer, and Paramount Pictures as distributor. In this film, Guggenheim explores some of the challenging issues surrounding the United States public education system and identifies a few of the innovators who are making changes that they believe can better prepare the next generation for opportunity and success.
What role does mentoring play in making this kind of change? How can mentors help prepare the next generation? How are mentoring programs responding to the call to action generated by the film? This Webinar will feature researchers and youth mentoring experts from the Mentoring Partnership of Minnesota and MENTOR, including Marc Wheeler, a co-author of the Review of Three Recent Randomized Trials of School-Based Mentoring.
This webinar was also offered on November 3, 2010 as part of the Mentoring Partnership of Minnesota’s free webinar series.
1) Developing a peer mentoring program can help sustain online students by providing academic and non-academic support to address issues like isolation, technical problems, or personal crises.
2) An effective peer mentoring program pairs successful past students with current ones to model best practices, facilitate discussions, and maintain close communication with faculty.
3) Proper training, compensation, and assessment of mentors and the overall program are essential to ensure mentors understand expectations and the program meets its goals of improving student performance, satisfaction, and retention.
Developing healthy interaction and relations among the students of grade 7 th...AtifAli511922
This document provides details about a research project conducted to develop healthy interaction and relations among 7th grade students through positive reinforcement. The research was conducted at GMS Painda Kandaro school in Malakand district. 46 7th grade teachers from the school participated in the study. Data was collected through questionnaires to understand current interaction levels and identify areas for improvement. The goal was to help students build better relationships with each other and their elders through positive reinforcement techniques applied by teachers.
The document outlines guidelines for a mentorship program between medical students and faculty. It defines mentorship and discusses its history and benefits. The objectives of the program are to create trust between students and faculty and provide support to help students cope with academic and personal issues. Faculty mentors are expected to meet regularly with their group of students, address any concerns, and keep records of student performance and well-being. The goal is to improve the medical school experience and reduce stress and depression among students.
Production Assistant Curriculum GuideFeaturingManifestDaliaCulbertson719
Production Assistant Curriculum Guide
Featuring:
Manifest
ManifestMore
ManifestSupport
Introduction 3
About ManifestWorks 3
Values 4
A strength-based, trauma-informed curriculum 4
The three programs 5
Governance and Staff 6
Best practices 6
Metrics and Evaluation 7
Manifest Production Assistant Program 7
Mission 7
Outcomes 7
Measuring success 7
Curriculum philosophy 8
Curriculum structure 9
Core pillars 10
Elements of building the program 10
Program timeline and foundation building 11
Program Track 1: The Arc of Production 11
Program Track 2: Production Assistant Hard Skills 12
Program Track 3: Non-industry Specific Soft Skills 13
Week-by-week 13
Orientation 13
Interviews 15
Class 1: Advertising Agency; Networking Basics 15
Class 2: Getting ready for set work, Part A 16
Class 3: Getting ready for set work, Part B 17
Class 4: Writer; Petty Cash 19
Class 5: Studio Visit, Line Producer and Location Managers 20
Class 6: Being an Office PA; Presenting your professional story 21
Class 7: Assistant Director (AD) and Director of Photography (DP) 22
Class 8: Editor and interview preparation 23
Class 9: Music and Special Effects; Personal Finance 24
Class 10: The Studio; Formal interviewing preparation 25
Class 11: Graduation 25
ManifestSupport Program 26
Overview/outcomes 26
Measuring success 26
Program Structure/components 27
Therapeutic approach 28
The information contained in these documents is confidential, privileged and only for the information of the intended recipient and may not be used, published or
redistributed without the prior written consent of ManifestWorks. ManifestWorks Curriculum Guide 7/31/20
2
Clinical supervision/Interns/staff 28
Support advisory board 29
Appendix: 29
ManifestMore Program 29
Mission 29
Measuring success 29
Methodology 29
Components 30
appendix: 31
The information contained in these documents is confidential, privileged and only for the information of the intended recipient and may not be used, published or
redistributed without the prior written consent of ManifestWorks. ManifestWorks Curriculum Guide 7/31/20
3
1. Introduction
About ManifestWorks
ManifestWorks grew out of the experiences of volunteers at a LA County juvenile hall in the first decade
of the 21st century. Kids locked up there were poor, often from foster care, disproportionately minority,
and uniformly without access to opportunity. Many of them ended up in adult corrections. With multiple
vulnerabilities, those impacted by child welfare, housing insecurity, and the justice system face direct
health consequences; more than two-thirds have mental health or substance abuse diagnoses, less than
half receive adequate medical care, and virtually all have been exposed to violence while living in
high-risk neighborhoods (Hilton Foundation, 2011). Pervasive barriers (a dearth of relevant skills, criminal
records, a scarcity of professional mentors) limit prospects for finding and holding meaningful
employment. Finding a p ...
Ginny Barrett is a school counselor at Central Bucks South High School who was interviewed about her role and responsibilities. She has been a counselor for 20 years and currently works with 300 junior students. Her main responsibilities include meeting with students for course planning, organizing college and career events, and providing counseling. She believes the most important skills for counselors are flexibility, strong listening and organizational skills, empathy, and enjoying helping students. While her days vary, she aims to be accessible to students while also juggling other tasks like meetings and paperwork.
Ginny Barrett is a school counselor at Central Bucks South High School where she has worked for 20 years. She currently works with the junior class of 300 students, meeting with some 4 times a year and others more depending on their needs. A typical day involves meeting with students for course selection and college planning, running informational groups, and counseling individual students and small groups on various issues while also handling any crisis situations that may arise. Ginny sees flexibility, strong listening and organizational skills, and empathy as essential qualities for being an effective school counselor.
Ginny Barrett is a school counselor at Central Bucks South High School where she has worked for 20 years. She currently works with the junior class of 300 students, meeting with some 4 times a year and others more depending on their needs. A typical day involves meeting with students for course selection and college planning, running informational groups, and counseling individual students and small groups on various issues while also handling any crisis situations that may arise. Ginny sees flexibility, strong listening and organizational skills, and empathy as essential qualities for being an effective school counselor.
The document provides an interview with a school counselor named Feliza Martinez. It discusses her educational background and experience as an elementary school counselor. It reflects on the interview and how it made the author consider pursuing a career as a school counselor or social worker, which would require further education beyond a bachelor's degree. The interview helped provide perspective on the type of work school counselors do.
Focus Forward is an organization in Fresno County that works with youth in the juvenile justice and foster care systems. Their mission is to create positive change and promote successful outcomes for these youth. As part of this, they provide advocacy, leadership development, education/training programs, and conduct research and policy work. They are structured with governing/advisory boards and staff. Their program pillars include accountability, ethics, empowerment, and social justice. The organization seeks interns and volunteers to mentor incarcerated youth and help them develop skills to successfully transition back into the community.
Jennifer Mouritsen Letter of RecommendationJennifer Nix
Jennifer Mouritsen performed exceptionally well in her capstone course, displaying proficiency in research and strategic analysis. As an intern at a large nonprofit organization, she participated in a range of activities including case management and ensuring childcare centers met regulatory standards. Based on her positive demeanor and strong educational and internship performance, the CEO believes Jennifer Mouritsen would be a valuable asset to any organization.
This document provides an overview of topics covered in an orientation session for social work students beginning a placement, including: expectations for students and supervisors; the value students provide with enthusiasm, fresh perspectives, and theoretical knowledge; managing first impressions and understanding different roles; supervision; boundaries; and dealing with conflict. Students are advised to clarify expectations and roles, consider how others may perceive them, address misunderstandings professionally, and view conflict as a natural and sometimes helpful part of work.
This letter recommends Paige Barger for Student Employee of the Year. It details how Paige has participated in and mentored for the Experience in Professionalism program for over a year. As a mentor, Paige has taken on additional responsibilities, come up with new ideas to enhance the program, and engaged students at a level expected of a senior as a sophomore. The letter highlights how Paige's leadership and initiative have significantly improved the program. Multiple previous students have inquired about giving back to future students, as Paige has done for them. The letter urges strong consideration of Paige for this award due to her qualifications and contributions to student success.
This document outlines recommended practices for community colleges to help students with ADHD pursue entrepreneurial careers. It summarizes research finding that individuals with ADHD possess skills that are advantageous for entrepreneurship, such as alertness, creativity, and resilience. The document recommends a strengths-based educational approach, mentorship and coaching programs, experiential learning opportunities, supporting an entrepreneurship ecosystem, and emphasizing collaboration. It provides examples of colleges implementing these practices successfully.
Eureka! success with mentoring high school youthmjumonvi
The Big Buddy Program began as a student project at LSU to provide mentoring and learning opportunities to youth in need. It offers mentoring relationships, extended learning programs, and workforce development programs. Mentoring is at the core and aims to build self-esteem and support growth through meaningful relationships. Extended learning includes after-school programs, tutoring, and camps to provide academic and social support. Workforce programs for teens offer internships, career tracks, and workplace mentors to guide youth. The presentation reviews the program and seeks to investigate its validity for other communities.
The document introduces several pioneers in classroom management from the 20th and 21st centuries, including B.F. Skinner, Haim Ginott, Rudolph Dreikurs, Lee and Marlene Canter, Barbara Coloroso, and Alfie Kohn. It provides an overview of the key theories and concepts from each pioneer, such as Skinner's theory of behavior modification using positive reinforcement, Ginott's emphasis on congruent communication between teachers and students, and Dreikurs' view that students' basic motivation is to belong and contribute to the classroom community.
The study aimed to understand how environmental factors like self-perceptions, parental beliefs, school and community environments influence adolescents' academic perceptions and performance. Data was collected from adolescents, parents, teachers and community members using tools like interviews and surveys. Results showed stressed adolescents found studying burdensome and performed poorer than unstressed adolescents. Stressed adolescents also had lower self-concept and perceived higher demands from their environment. The study proposed intervention programs for adolescents, parents, teachers and the community to help mitigate academic stress.
Presented by Lesley D'Souza & Jen Gonzales
A Women & Work/Life Balance in Student Affairs survey was distributed to the CACUSS membership and presented in this session. In addition a panel of Student Affairs professionals spoke about their experiences balancing personal and professional commitments.
This Webinar presentation was held on Tuesday, November 16, 2010, as part of the free monthly Webinar series from Friends for Youth's Mentoring Institute.
Join us to engage in a discussion about the documentary Waiting for Superman, which highlights challenges in the American public education system. This film was released in October by the same team that brought the world An Inconvenient Truth, including Davis Guggenheim as creator and director, Participant Media as producer, and Paramount Pictures as distributor. In this film, Guggenheim explores some of the challenging issues surrounding the United States public education system and identifies a few of the innovators who are making changes that they believe can better prepare the next generation for opportunity and success.
What role does mentoring play in making this kind of change? How can mentors help prepare the next generation? How are mentoring programs responding to the call to action generated by the film? This Webinar will feature researchers and youth mentoring experts from the Mentoring Partnership of Minnesota and MENTOR, including Marc Wheeler, a co-author of the Review of Three Recent Randomized Trials of School-Based Mentoring.
This webinar was also offered on November 3, 2010 as part of the Mentoring Partnership of Minnesota’s free webinar series.
1) Developing a peer mentoring program can help sustain online students by providing academic and non-academic support to address issues like isolation, technical problems, or personal crises.
2) An effective peer mentoring program pairs successful past students with current ones to model best practices, facilitate discussions, and maintain close communication with faculty.
3) Proper training, compensation, and assessment of mentors and the overall program are essential to ensure mentors understand expectations and the program meets its goals of improving student performance, satisfaction, and retention.
Developing healthy interaction and relations among the students of grade 7 th...AtifAli511922
This document provides details about a research project conducted to develop healthy interaction and relations among 7th grade students through positive reinforcement. The research was conducted at GMS Painda Kandaro school in Malakand district. 46 7th grade teachers from the school participated in the study. Data was collected through questionnaires to understand current interaction levels and identify areas for improvement. The goal was to help students build better relationships with each other and their elders through positive reinforcement techniques applied by teachers.
2. Description of Case
● Jennifer has accepted her first professional student affairs role as a
Community Residence Director at Middle State University, a large public
institution in the MidWest.
● She is feeling homesick, lonely, and disconnected from her colleagues
who rarely socialize.
● Additionally, her supervisor, Greg, seems hurried and enforces a “that’s
learned on the job” mentality.
● A group of her student student staff members has invited Jennifer to a
celebration for Mike (who is on the RA staff), who is turning 21 at a known
hot-spot for local undergrads.
● Considering that her staff members will be partaking in alcoholic libations,
what should Jennifer do?
3. Setting
● Middle State University
● 14,000 Students
● 90 minutes from closest city
● Campus is located close to bars that
are frequented by MSU students
4. Main Characters
Jennifer
24
New Student Affairs Professional
Community Residence Director at Middle State
University
Having feelings of loneliness and difficulty finding friends to
connect with
9. Analyzing the Situation
Problematic Aspects
● First and foremost, one troubling aspect is the potential for Jennifer to
develop an inappropriate relationship with her staff members
● Additionally, Jennifer’s RA is turning 21 and there is a high likelihood that
under-aged students and staff will be at the celebration. Ignoring the
unethical implications of forming informal relationships with her staff,
Jennifer is potentially facing the concern of dealing with underaged
drinkers
● Overall Jennifer is facing a dilemma in which she will have values and
beliefs challenged. As a leader Jennifer needs to know when to draw the
line
10. Ethical Concerns
1. Current Ethical Issues 2. Potential Ethical Implications
● Lack of any training or
onboarding process for Jennifer,
a new student affairs professional
● Absence of social support from
MSU colleagues
● Greg as a supervisor is doing his
supervisee a disservice by being
“hurried” and unsupportive
● Jennifer could place not only
herself but her student staff
members in an unethical
situation if she accepts the offer
● If Jennifer doesn’t raise her
concerns in a thoughtful and
developmental way, then there
is potential that the unsupportive
culture at MSU could impact
future new hires
11. Ethical Concerns & SA
Standards: NASPA
Basic: “...identify ethical issues in the course of ones job…”
● Jennifer needs to realize that she currently stands at the onset of a potential ethical
dilemma. The ability to recognize such situations is paramount to success as a student
affairs practitioner
Intermediate: “... explain how one’s professional practice also aligns with one’s personal
code of ethics…”
● As a new professional, Jennifer is only just beginning to set the foundation of her own
personal code of ethics. Her trepidation at drinking with students is indicative of an
ability to connect professional dilemmas with personal ethics
Advanced: “ensure those working in the unit or division adhere to identified ethical
guidelines”
● Jennifer needs to work with her colleagues to ensure that a similar lack of support
won’t affect future staff members
12. Ethical Concerns & SA
Standards: ACPA
● Professional Responsibility and Competence, 1.1
o “... adopt a personal value system congruent with the basic tenets of the
profession.”
Jennifer is at a crossroads where she has to reconcile her need for social
acceptance, and what would be considered an unethical act; drinking with
student staff members
● Student Learning and Development, 2.2
o “Avoid dual relationships with students…”
Drinking with her student staff members will force Jennifer into an
unethical dual relationship, one as supervisor and confidant. Crossing a
professional boundary and adding that dynamic to a supervisor to
supervisee relationship would impact Jennifer’s ability to effectively
manage her staff
13. Ethical Concerns & SA
Standards: ACPA Continued
● Responsibility to the Institution, 3.6
o “Inform supervisors of conditions or practices that may restrict institutional or
professional effectiveness.”
Jennifer, as a new professional, is caught between a rock and a hard
place. There has been a recognizable lack of support or training for her
role. To an extent, she has a responsibility to inform her supervisor that
such practices impair her ability to properly serve the institution and it’s
constituents
● Responsibility to Society, 4.1
o “Assist students in becoming productive, ethical and responsible citizens”
As a supervisor who is responsible for the development of her students,
Jennifer can utilize this dilemma as a developmental opportunity. She can
inform the students of why she can’t cross professional boundaries and
go out drinking with them.
14. Ethical Concerns & SA
Standards: CAS
Autonomy - Jennifer has been provided an incredible amount of autonomy by her peers,
unfortunately so much autonomy has led to her disconnected feeling. By recognizing her
unique situation to act alone, she can take responsibility and avoid the party.
Non-Malfeasance - By attending the party, Jennifer would be acting in a way that would
negatively impact her student staff members. Crossing that professional boundary would
impact her ability to hold her staff accountable in any meaningful way
Beneficence - Through speaking with her colleagues at MSU, Jennifer can work towards
beneficial outcomes. Her experience, while unfortunate, could prove to be the wake up
call that MSU administration needs. By promoting change in orientation and new hire
training, she could beneficially impact any future additions.
15. Ethical Concerns & SA
Standards: CAS Continued
Justice - Jennifer can enact justice by serving as a role model to her students. She can
graciously thank them for their offer to partay and inform them that while she hopes they will
stay safe, that a true supervisor and role model wouldn’t cross those lines
Fidelity - By thankfully expressing her valid ethical reasoning for not attending the party,
Jennifer would be able to stay faithful to not only her personal code of ethics but that of her
profession as well
Veracity - To not sit down with Greg (Jennifer’s supervisor) and explain the failings of the
departments training, would be to work against Veracity. By being truthful and constructive
Jennifer will develop ethical competency as a burgeoning professional
Affiliation - This dilemma could turn into a fantastic springboard for creating social and
bonding opportunities with her staff in appropriate venues. There are innumerable ways to
foster community without the use of alcohol
16. Recommendations
What should Jennifer do? Rationale
● Set professional boundaries
● Respectfully decline, and offer
alternative staff bonding solutions
● Setting professional boundaries
will set up Jennifer for
supervisory legitimacy with her
staff and allow her to act
ethically in the future
● By graciously declining the offer
to attend the 21st birthday party,
Jennifer can hold true to ethical
principles. Above and beyond
that, she can now create new
social programmatic
opportunities to connect with her
staff.
17. Recommendations
What shouldn’t Jennifer do? Rationale
● Throw caution to the wind and
attend Mike’s 21st birthday party
● Avoid speaking to her supervisor
about the lack of training
● Interacting with her student staff
in such an informal and alcohol
laden environment will muddle
the lines between supervisor
and friend. And greatly affect
her ability to effectively mentor
her staff in this role, and future
jobs.
● Discussing her unease with the
lack of training will not only
benefit others but open an
honest line of communication
with her peers