The document summarizes an internship with the Volunteer Adventure Corps in Cape Town, South Africa. It describes how the intern was placed at the Athlone School for the Blind, where they took on responsibilities as a acting physical therapist, treating 3-5 patients per day. The intern gained hands-on experience assessing patients, developing treatment plans, and executing physiotherapy with limited resources. They learned about working with disabled children and the motivational aspects of physical therapy. The internship provided valuable cultural and professional experience that informed the intern's career goals and future travels.
Emerson Hart is a junior Health Science major who plans to attend Occupational Therapy school at the Medical University of South Carolina after graduating in December 2016. The presentation provides an overview of the career of an occupational therapist including that they help patients develop skills to perform daily tasks and maintain independence. It discusses the populations served, history of the field expanding after World Wars, and positive job outlook and salary. The requirements to attend MUSC's OT program are outlined including prerequisites completed and GRE scores.
Shalom Academy is a non-profit organization that provides a stable home and education for orphaned and disadvantaged children in India. The Academy aims to nurture children holistically by addressing negative attributes like lack of love and guidance, and promoting positive attributes like personal values, education, and career development. It currently houses 15 children and is seeking donations and volunteers to expand its programs and support more children in need.
Marissa Boone has experience in childcare, healthcare, and therapeutic horsemanship. She received a bachelor's degree in psychology from Northern Arizona University in 2014, with minors in criminal justice and coursework related to cognitive neuroscience, child development, and abnormal psychology. Her experience includes working as a phlebotomist extern, assisting with animal therapy at Phoenix Children's Hospital, teaching horsemanship lessons, and working as a childcare assistant. She is certified in CPR and phlebotomy and is a member of the Child Life Council. Her skills include flexibility, attention to detail, effective teamwork, active listening, computer proficiency, strong communication abilities, research skills, and critical thinking.
Jessica Zak is a senior at Augustana College pursuing a Bachelor of Arts in Psychology and Biology with a focus on pre-occupational therapy. She has worked in various roles including as a student worker in the Financial Aid office at Augustana College and as an intern in Australia. Jessica has been involved on campus through her sorority and holding leadership roles in programming and biology clubs.
SPOSA Child is a Netherlands-based organization that provides financial assistance and support to sexually abused children in the Philippines. Their vision is to help abused children overcome trauma and grow up in a loving environment. They raise funds for scholarships to support the educational needs of 82 impoverished child victims on Negros Island. Sponsors can provide support for school fees, supplies, uniforms, nutrition and counseling through SPOSA Child's scholarship program. The organization works with local partners and provides sponsors with updates on how their funds are helping specific beneficiaries.
Jacob Echols introduces himself in a visual resume that summarizes his key abilities and experiences. Each part of his body represents a different attribute: his head represents his analytical education; his ears represent his ability to learn from work experience; his arms represent his willingness to take action through community service and job skills; and his legs portray his ability to respond with agility and responsibility developed from an early age through experiences like 4-H. His conclusion emphasizes that the interdependence of all his traits and experiences set him apart and will help him succeed in pursuing his goal of becoming an accountant and eventually running his own Fortune 500 company.
Jacob Echols introduces himself in a visual resume that summarizes his analytical skills from education, ability to learn from work experience and advice, willingness and skills to take action through community service and hands-on work, and ability to respond quickly and responsibly from a foundation in 4-H since childhood. Each part of his resume - the head, ears, arms, hands, torso, legs, and feet - represent different attributes and experiences that have contributed to who he is and his ambitions to succeed in business.
Bethany Elmhurst graduated from Fleming College with a diploma in Social Service Work and has experience working with youth. She currently works as an Early Childhood Assistant and volunteers at a church, where she is responsible for children's programming and supervision. Her education and experience have provided her with knowledge in case management, counseling, and child development.
Emerson Hart is a junior Health Science major who plans to attend Occupational Therapy school at the Medical University of South Carolina after graduating in December 2016. The presentation provides an overview of the career of an occupational therapist including that they help patients develop skills to perform daily tasks and maintain independence. It discusses the populations served, history of the field expanding after World Wars, and positive job outlook and salary. The requirements to attend MUSC's OT program are outlined including prerequisites completed and GRE scores.
Shalom Academy is a non-profit organization that provides a stable home and education for orphaned and disadvantaged children in India. The Academy aims to nurture children holistically by addressing negative attributes like lack of love and guidance, and promoting positive attributes like personal values, education, and career development. It currently houses 15 children and is seeking donations and volunteers to expand its programs and support more children in need.
Marissa Boone has experience in childcare, healthcare, and therapeutic horsemanship. She received a bachelor's degree in psychology from Northern Arizona University in 2014, with minors in criminal justice and coursework related to cognitive neuroscience, child development, and abnormal psychology. Her experience includes working as a phlebotomist extern, assisting with animal therapy at Phoenix Children's Hospital, teaching horsemanship lessons, and working as a childcare assistant. She is certified in CPR and phlebotomy and is a member of the Child Life Council. Her skills include flexibility, attention to detail, effective teamwork, active listening, computer proficiency, strong communication abilities, research skills, and critical thinking.
Jessica Zak is a senior at Augustana College pursuing a Bachelor of Arts in Psychology and Biology with a focus on pre-occupational therapy. She has worked in various roles including as a student worker in the Financial Aid office at Augustana College and as an intern in Australia. Jessica has been involved on campus through her sorority and holding leadership roles in programming and biology clubs.
SPOSA Child is a Netherlands-based organization that provides financial assistance and support to sexually abused children in the Philippines. Their vision is to help abused children overcome trauma and grow up in a loving environment. They raise funds for scholarships to support the educational needs of 82 impoverished child victims on Negros Island. Sponsors can provide support for school fees, supplies, uniforms, nutrition and counseling through SPOSA Child's scholarship program. The organization works with local partners and provides sponsors with updates on how their funds are helping specific beneficiaries.
Jacob Echols introduces himself in a visual resume that summarizes his key abilities and experiences. Each part of his body represents a different attribute: his head represents his analytical education; his ears represent his ability to learn from work experience; his arms represent his willingness to take action through community service and job skills; and his legs portray his ability to respond with agility and responsibility developed from an early age through experiences like 4-H. His conclusion emphasizes that the interdependence of all his traits and experiences set him apart and will help him succeed in pursuing his goal of becoming an accountant and eventually running his own Fortune 500 company.
Jacob Echols introduces himself in a visual resume that summarizes his analytical skills from education, ability to learn from work experience and advice, willingness and skills to take action through community service and hands-on work, and ability to respond quickly and responsibly from a foundation in 4-H since childhood. Each part of his resume - the head, ears, arms, hands, torso, legs, and feet - represent different attributes and experiences that have contributed to who he is and his ambitions to succeed in business.
Bethany Elmhurst graduated from Fleming College with a diploma in Social Service Work and has experience working with youth. She currently works as an Early Childhood Assistant and volunteers at a church, where she is responsible for children's programming and supervision. Her education and experience have provided her with knowledge in case management, counseling, and child development.
The document summarizes volunteer opportunities with Cross-Cultural Solutions (CCS) in Tanzania, specifically at Rau Primary School. CCS is an international nonprofit that places volunteers in community projects in areas like education, health, and social services. At Rau Primary School, volunteers support English teaching and have led projects like building infrastructure, organizing sports competitions, and workshops to motivate students. The summary highlights the school background, typical volunteer assignments, and cultural and safety aspects of volunteering with CCS in Tanzania.
Summer Orientation Day Parent PresentationMatthew Guy
Summer Orientation Parent Presentation 2014 at Acadia University. I asked parents to have three conversations with students before arrival weekend on the subjects of Academic, Social and Wellbeing.
The document provides information for volunteers at the Boys & Girls Club of Geneva. It discusses the mission to empower youth, key elements of positive youth development like safe environments and supportive relationships. It addresses transportation options, the importance of attendance, appropriate attire, expectations of being engaged and a role model. It gives ideas for the first session like behavior management and addressing different learning styles. Additional requirements include an end of semester survey and getting a picture taken. Contact information is provided for Civic Leaders.
Amanda Jane Bellomo is a candidate for a Masters in Social Work from Salisbury University expected to graduate in May 2016. She has a Bachelor's degree in Human Services from Stevenson University. She has experience advocating for patients and providing bereavement counseling at Anne Arundel Medical Center. She also screened calls for child abuse and neglect cases and filed them properly during an internship at the Baltimore County Department of Social Services.
Sophia Larriva graduated from UCSB with degrees in biopsychology and dance. She seeks employment applying her education in neuroscience and healthcare to benefit an organization and community. She has research experience analyzing brain imaging data and maintaining professionalism with students. Additionally, she has certifications as an EMT and skills in communication, customer service, and Microsoft Office. Her experience includes coordinating research studies, supervising employees as a shift supervisor, teaching construction skills to volunteers, coordinating camp activities for children, and volunteering in clinical settings.
Aspire Public Schools is a charter school system serving over 14,600 students across 38 schools in 11 California cities. It was founded in 1998 and aims to increase academic performance for underserved students. Golden State College Preparatory Academy, established in 2007, is one of Aspire's schools located in Oakland. It serves 553 students in grades 6-12, who are predominantly Hispanic and qualify for free/reduced lunch. The document discusses Golden State College Preparatory Academy's Wellness Center, led by a counselor, which provides social-emotional support, counseling, and other services to students. The intern's role at the Center includes executing counseling practices, creating interventions, providing various counseling services, and collaborating with
Khadeeja Mcseed is a sociology major at Dickinson College expected to graduate in May 2017. She has experience volunteering and shadowing occupational therapists through various organizations. At Dickinson College, she currently works as a supervisor at the Hub student center and assists students at the library. She has held several leadership roles on campus including treasurer of Microcosm and serving on the executive board of the African-American Society.
CV Dirkie Elizabeth (Lisa) van Wyk 2015 updatedLisa van Wyk
The document provides a personal profile and work experience summary for Lisa van Wyk. It describes her as a 21-year-old student who is fully bilingual in Afrikaans and English. She enjoys outdoor activities and currently works as an equi-therapist. The document then details her various work experiences in equine therapy, dance instruction, tutoring, and ministry coordination. It provides testimonials that describe the positive impacts of her equine therapy work.
Alexandra Thomas is a highly motivated and sociable worker with experience in education, technology, and healthcare. She has a bachelor's degree from Radford University with concentrations in education and English. Her experience includes internships in assisted living and as a kindergarten teacher, as well as current work as a patient registration representative in an emergency department. She was involved in various organizations in college such as her sorority and groups focused on breast cancer awareness and autism.
Elena Rozzi is applying for a position as a dance/movement therapist. She has experience mentoring both high school students and an autistic student. She also has experience volunteering in childcare and tutoring Spanish-speaking students. Elena is pursuing a degree in health and fitness with a minor in Spanish and has been actively involved in dance, community service projects, and honors societies throughout her education.
Alexandra Stoll provides a chart summarizing her activities including work experience, school/community involvement, academic honors, and leadership experience. She has worked as a student health navigator and cashier. Her activities include being a member of the Student and Incidental Fees Committee at Oregon State University, volunteering with the Oregon Society of Healthcare Executives, and being involved with her sorority Kappa Delta. She has also received academic scholarships and honors.
Tanya van Tonder has worked for over 10 years in childcare, media, fundraising and volunteer roles to help vulnerable children and communities in South Africa. She is currently the Media and Fundraising Assistant at The Kidzpositive Family Fund, where she assists with social media, fundraising events, media inquiries and helping beneficiaries. Previously she volunteered at a children's shelter and family fund, worked as a features writer, translator and actress. She has a degree in drama and qualifications in auxiliary social work and multimedia studies.
Ronna Sharp has over 30 years of experience in education, including as a classroom teacher, administrator, and founder/director of her own preschool. She has a variety of advanced degrees in education and special education. Throughout her career, she has mentored colleagues, supervised student teachers, and consulted for other schools. She now offers workshops, training, and services to schools, staff, students, and parents on topics ranging from curriculum development to behavioral modification to advocacy.
The Family Resource Center is a non-profit organization founded in 1999 that offers services to enhance the lives of youth aged 5-25 experiencing social, academic, or behavioral difficulties. It provides social skills and study skills programs for youth, counseling and support groups for families, and classroom training for professionals. The center's mission is to build community success through supporting youth, parents, and professionals. It offers individualized and specialized programs to teach life skills and has helped over 10,000 families since opening. The center relies on donations and fundraising as it receives minimal core funding.
The document summarizes the activities of the 7 Pounds Student Uplifting Program, a non-profit organization that facilitates the transition of children from children's homes to become self-sufficient young adults. It discusses the organization's mentorship program for 12 students, including a leadership camp held in March. It expresses the organization's dream to support more students with bursaries and services, which currently costs R6,000 per student per month. It asks for donations to help realize this dream and support more students.
The document provides information about special educational needs and disabilities (SEND) support at Field Court C of E Infant Academy. It outlines:
1) Who parents can speak to about SEND provision including the SENDCo, SENDCo Assistant, and Family Support Worker.
2) The process for identifying a child's SEND which involves discussions between parents and teachers. Additional support is provided through "My Plans".
3) That children with SEND will be treated the same as other children and have access to the same curriculum with additional support as needed.
4) How school staff are trained to work with children with SEND and examples of recent training topics.
The document provides information about special educational needs and disabilities (SEND) support at Field Court C of E Infant Academy. It outlines:
1) Who parents can speak to about SEND provision including the SENDCo, SENDCo Assistant, and Family Support Worker.
2) The process for identifying a child's SEND which involves discussions between parents and teachers. Additional support is provided through "My Plans".
3) That children with SEND will be treated the same as other children and have access to the same curriculum with additional support as needed.
4) How school staff are trained to work with children with SEND and examples of recent training topics.
This document provides information about student opportunities and involvement at Canterbury Christ Church University. It introduces Ella and Emily, members of the Student Directory editorial team, who want to offer students a taste of university life through stories from current and former Christ Church students. The document encourages students to get involved in paid and voluntary opportunities to improve skills, try new activities, and meet new people. It includes stories from students who have benefited from opportunities like volunteering with the Academic English Service, Academic Learning Development, and Arts Extra. The document promotes the annual volunteering fair to find involvement opportunities and encourages students to make the most of their time at Christ Church through extracurricular activities.
Ana Naseer has over 10 years of experience working in social services. She has a Master's degree in social work and is licensed in New Jersey. Currently, she works as a clinical supervisor at Project Hospitality in Staten Island, where she oversees social workers and provides counseling. Previously she has worked as a social worker intern for various organizations helping homeless individuals, people with developmental disabilities, and children. Her objective is to utilize her skills and experience to help organizations that work to overcome boundaries.
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The document summarizes volunteer opportunities with Cross-Cultural Solutions (CCS) in Tanzania, specifically at Rau Primary School. CCS is an international nonprofit that places volunteers in community projects in areas like education, health, and social services. At Rau Primary School, volunteers support English teaching and have led projects like building infrastructure, organizing sports competitions, and workshops to motivate students. The summary highlights the school background, typical volunteer assignments, and cultural and safety aspects of volunteering with CCS in Tanzania.
Summer Orientation Day Parent PresentationMatthew Guy
Summer Orientation Parent Presentation 2014 at Acadia University. I asked parents to have three conversations with students before arrival weekend on the subjects of Academic, Social and Wellbeing.
The document provides information for volunteers at the Boys & Girls Club of Geneva. It discusses the mission to empower youth, key elements of positive youth development like safe environments and supportive relationships. It addresses transportation options, the importance of attendance, appropriate attire, expectations of being engaged and a role model. It gives ideas for the first session like behavior management and addressing different learning styles. Additional requirements include an end of semester survey and getting a picture taken. Contact information is provided for Civic Leaders.
Amanda Jane Bellomo is a candidate for a Masters in Social Work from Salisbury University expected to graduate in May 2016. She has a Bachelor's degree in Human Services from Stevenson University. She has experience advocating for patients and providing bereavement counseling at Anne Arundel Medical Center. She also screened calls for child abuse and neglect cases and filed them properly during an internship at the Baltimore County Department of Social Services.
Sophia Larriva graduated from UCSB with degrees in biopsychology and dance. She seeks employment applying her education in neuroscience and healthcare to benefit an organization and community. She has research experience analyzing brain imaging data and maintaining professionalism with students. Additionally, she has certifications as an EMT and skills in communication, customer service, and Microsoft Office. Her experience includes coordinating research studies, supervising employees as a shift supervisor, teaching construction skills to volunteers, coordinating camp activities for children, and volunteering in clinical settings.
Aspire Public Schools is a charter school system serving over 14,600 students across 38 schools in 11 California cities. It was founded in 1998 and aims to increase academic performance for underserved students. Golden State College Preparatory Academy, established in 2007, is one of Aspire's schools located in Oakland. It serves 553 students in grades 6-12, who are predominantly Hispanic and qualify for free/reduced lunch. The document discusses Golden State College Preparatory Academy's Wellness Center, led by a counselor, which provides social-emotional support, counseling, and other services to students. The intern's role at the Center includes executing counseling practices, creating interventions, providing various counseling services, and collaborating with
Khadeeja Mcseed is a sociology major at Dickinson College expected to graduate in May 2017. She has experience volunteering and shadowing occupational therapists through various organizations. At Dickinson College, she currently works as a supervisor at the Hub student center and assists students at the library. She has held several leadership roles on campus including treasurer of Microcosm and serving on the executive board of the African-American Society.
CV Dirkie Elizabeth (Lisa) van Wyk 2015 updatedLisa van Wyk
The document provides a personal profile and work experience summary for Lisa van Wyk. It describes her as a 21-year-old student who is fully bilingual in Afrikaans and English. She enjoys outdoor activities and currently works as an equi-therapist. The document then details her various work experiences in equine therapy, dance instruction, tutoring, and ministry coordination. It provides testimonials that describe the positive impacts of her equine therapy work.
Alexandra Thomas is a highly motivated and sociable worker with experience in education, technology, and healthcare. She has a bachelor's degree from Radford University with concentrations in education and English. Her experience includes internships in assisted living and as a kindergarten teacher, as well as current work as a patient registration representative in an emergency department. She was involved in various organizations in college such as her sorority and groups focused on breast cancer awareness and autism.
Elena Rozzi is applying for a position as a dance/movement therapist. She has experience mentoring both high school students and an autistic student. She also has experience volunteering in childcare and tutoring Spanish-speaking students. Elena is pursuing a degree in health and fitness with a minor in Spanish and has been actively involved in dance, community service projects, and honors societies throughout her education.
Alexandra Stoll provides a chart summarizing her activities including work experience, school/community involvement, academic honors, and leadership experience. She has worked as a student health navigator and cashier. Her activities include being a member of the Student and Incidental Fees Committee at Oregon State University, volunteering with the Oregon Society of Healthcare Executives, and being involved with her sorority Kappa Delta. She has also received academic scholarships and honors.
Tanya van Tonder has worked for over 10 years in childcare, media, fundraising and volunteer roles to help vulnerable children and communities in South Africa. She is currently the Media and Fundraising Assistant at The Kidzpositive Family Fund, where she assists with social media, fundraising events, media inquiries and helping beneficiaries. Previously she volunteered at a children's shelter and family fund, worked as a features writer, translator and actress. She has a degree in drama and qualifications in auxiliary social work and multimedia studies.
Ronna Sharp has over 30 years of experience in education, including as a classroom teacher, administrator, and founder/director of her own preschool. She has a variety of advanced degrees in education and special education. Throughout her career, she has mentored colleagues, supervised student teachers, and consulted for other schools. She now offers workshops, training, and services to schools, staff, students, and parents on topics ranging from curriculum development to behavioral modification to advocacy.
The Family Resource Center is a non-profit organization founded in 1999 that offers services to enhance the lives of youth aged 5-25 experiencing social, academic, or behavioral difficulties. It provides social skills and study skills programs for youth, counseling and support groups for families, and classroom training for professionals. The center's mission is to build community success through supporting youth, parents, and professionals. It offers individualized and specialized programs to teach life skills and has helped over 10,000 families since opening. The center relies on donations and fundraising as it receives minimal core funding.
The document summarizes the activities of the 7 Pounds Student Uplifting Program, a non-profit organization that facilitates the transition of children from children's homes to become self-sufficient young adults. It discusses the organization's mentorship program for 12 students, including a leadership camp held in March. It expresses the organization's dream to support more students with bursaries and services, which currently costs R6,000 per student per month. It asks for donations to help realize this dream and support more students.
The document provides information about special educational needs and disabilities (SEND) support at Field Court C of E Infant Academy. It outlines:
1) Who parents can speak to about SEND provision including the SENDCo, SENDCo Assistant, and Family Support Worker.
2) The process for identifying a child's SEND which involves discussions between parents and teachers. Additional support is provided through "My Plans".
3) That children with SEND will be treated the same as other children and have access to the same curriculum with additional support as needed.
4) How school staff are trained to work with children with SEND and examples of recent training topics.
The document provides information about special educational needs and disabilities (SEND) support at Field Court C of E Infant Academy. It outlines:
1) Who parents can speak to about SEND provision including the SENDCo, SENDCo Assistant, and Family Support Worker.
2) The process for identifying a child's SEND which involves discussions between parents and teachers. Additional support is provided through "My Plans".
3) That children with SEND will be treated the same as other children and have access to the same curriculum with additional support as needed.
4) How school staff are trained to work with children with SEND and examples of recent training topics.
This document provides information about student opportunities and involvement at Canterbury Christ Church University. It introduces Ella and Emily, members of the Student Directory editorial team, who want to offer students a taste of university life through stories from current and former Christ Church students. The document encourages students to get involved in paid and voluntary opportunities to improve skills, try new activities, and meet new people. It includes stories from students who have benefited from opportunities like volunteering with the Academic English Service, Academic Learning Development, and Arts Extra. The document promotes the annual volunteering fair to find involvement opportunities and encourages students to make the most of their time at Christ Church through extracurricular activities.
Ana Naseer has over 10 years of experience working in social services. She has a Master's degree in social work and is licensed in New Jersey. Currently, she works as a clinical supervisor at Project Hospitality in Staten Island, where she oversees social workers and provides counseling. Previously she has worked as a social worker intern for various organizations helping homeless individuals, people with developmental disabilities, and children. Her objective is to utilize her skills and experience to help organizations that work to overcome boundaries.
Similar to Thomas hill internship final presentation (20)
3. S Strong desire to do something different
S Great opportunity to have a real impact
S Get full hands-on experience and responsibilities
S Eye-opening experiences culturally, personally, and
professionally
S Adventure of a lifetime
4. Before it all started..
S Fall of 2011 decision to intern in Africa
S Search began numerous organizations and contacts
made
S Locations Ghana, Kenya, Somalia, Ethiopia, Sierre
Leone, Namibia, and South Africa
S Quickly learned that African internships (especially
medical) are highly sought after and cost a fortune
S Found the perfect organization to meet all of my goals
S Africa‟s best kept secret
7. Company Profile
The Volunteer Adventure Corps was established in 2006 as a
professional internship organization that specializes in
allowing students and young professionals to meet
professional and personal goals.
They offer internships in all fields of study given the
relationships they‟ve built within the city (work with over 150
local companies)
Staff is located in host city and acts as the primary support-
group for interns during their stay (internships, program
housing, weekly activities, travel around Africa, courses,
continued education, etc). All at a fraction of the cost.
9. S Accepted to the program in October 2011—3
questionnaires, letter of reference, resume, and
telephone interview
S Worked with placement team to give me the opportunity
to work at a site that allowed me to meet all of my goals
from Packet A
S Was placed at The Athlone School for the Blind in
February 2012 as a Pediatric Physiotherapist Intern
12. Brief History
S Established in 1927 by an Anglican Church to house colored
(mostly Afrikaaners—not a derogatory term in SA) children who
were otherwise banned to enroll in the only school for blind
children at the time under the then Apartheid regime.
S Now is a publically funded school for blind, disabled, and able-
bodied children
S Serves students‟ transportation, some housing, therapy, regular
class, and as a vocational institution (on-site job training)
S 405 Students, mostly blind and/or multiple handicaps
S K-12, mostly from very low income families
13. Therapy Departments
S Both on-site occupational and physical therapy for the
students
S Occupational therapy 80% of space, 8 staff members,
4 offices, more funding, lots of equipment/learning aids
S Physical therapy 1 staff member
S 1 small office and 1 treatment room with limited
equipment
14. My Roles and Responsibilities
S More or less an acting physical therapist
S Oversaw patient assessments
S Execution of treatment based on individual needs
S Further planning and realistic goal setting
S Patient write-ups (SOAP notes)
S One-on-one therapy
S Group-led therapy
S In charge of PT department when mentor was absent
15. Day in the Life
S Up at 6
S Transportation leaves Obs at 7
S On site by 745 in Belville
S 45 minutes to check schedule, patient files, make
plan…(take a nap on treatment table)
S See 3-5 patients a day (40 minutes each)
S 1-4 group therapy sessions
S Pick up at 3 or mini-bus home
16.
17. Discipline-Specific Technology
S Very limited funding:
S 2 treatment tables
S Medicine balls
S Parallel bars
S Battery-powered mobility table
S Free weights
S Elliptical
S Ample toys for fine/gross motor skill development
18.
19. Motivating Patients
S Largest component of my internship
S Rewarding, stressful, necessary, hectic, daunting,
difficult, etc.
S My strength as an intern but subsequently an aspect of
the job that drew me away from the field
S Few examples
20.
21. Application of previous skills
S Unfortunately not a whole lot
S Learn to be resourceful
S Learn communication with patients (PEP 454-6)
S Applied some from paramedic training
S SOAP notes
22. Research & Continued
Education
S Very independent learning
S Was briefed on CP during first day
S Referred to a lot of online resources
S Treatment options, classifications, types, etc.
S Example: Marie-Charcot-Tooth patient
23. Standards of Care
S Culture of learn as you go, ask questions, learn from
mistakes
S All the freedom in the world
S Learn standard treatment/assessment techniques that
standard in South Africa
S Had to work with the limited resources and tools I had
24. Few Goals and Objectives
S Goal:
S Gain hands-on experience in the field of physical therapy
S Treated as full-time PT on site
S My own patients
S Own assessing, treating, planning
S Find interest in sub-field
S Learnt pediatric PT is now for me
S Have for now decided not pursue career in PT
S Life experience culturally, personally, professionally
S Culturally lived and worked amongst other South Africans
S Worked in impoverished communities
25.
26.
27.
28.
29. What have I gained?
S Life Experience
S Wealth of knowledge through work, travel, living
S Independent learning/the importance of taking initiative
S Worked with numerous organizations: Athlone School, SACLA,
Emasithandane Orphanage, Volunteer Adventure Corps, Cape
Town Refugee Center
S Travelled to Namibia and around South Africa
S Living in The Observatory vs. Southern suburbs
S Greater understanding of what I what to get out of my life, my
skills, what‟s going to make me happy
30. Advice for future interns:
S Don‟t treat PEP 495 as a regular class
S Invest in your life/potential career
S Take chances
S Leave your comfort zone
S “Go for the gold”
S Don‟t procrastinate
31. Where I‟m going from here..?
S „Live the dream‟ for a while and figure out career plans as I go
S This summer: MNR firefighter in Northern Ontario
S September-October 2013
S Climb Mt. Kilimanjaro
S Self-drive from Tanzania Malawi Zambia Democratic
Republic of the Congo Zimbabwe Botswana South
Africa
S Start work full-time for Volunteer Adventure Corps October
2013?? As program coordinator
S Continued education