Reflective Essay: My Work As A Resident Advisor

Mistakes should be avoided, but if, and when they inevitably occur, I embrace them by making myself accountable. Therefore, I learn and grow from my mistakes. My sense of accountability cultivates my leadership capabilities. I see a Resident Assistant as not only the caretaker of a hall, but also as the leader of the hall. They lay

Why do you want to be a Resident Assistant again next year? I want to be a RA next year again to keep improving the lives of students on campus through building community, planning programs, and being available to residents. First I want to build community by making everyone in my house feel welcome and appreciated. Welcoming starts on move in day and continues throughout the year with conversations and having an open.

My placements consisted of hematology, clinical neuroscience, acute mental health, complex care and a medicine unit. In looking back over my assessments for these placements I have been able to put together a list of my strengths and areas for growth and from this list I have created my learning plan for my first year of practice. Strengths. Upon reviewing past reflections and feedback from tutors and peers, my strengths include “effective communication with all appropriate parties.” I am reflective and therefore identify areas of strengths and limitations and areas that need improvement; I also seek out constructive feedback regarding my practice (A. Ilic, personal communication, DATE)

Reflective Analytical Account. The aim of the lecture was to explore the role of Compassion within SCPHN practice. Throughout the session we followed and discussed the Francis Report, the Compassion In Practice (6C’s) strategy and the 2016 nursing strategy.

While I do take my academics seriously, I also understand the value of communication and social stability while in college. I am very capable of delivering emotional support to any future residents that I may have. Due to my position on the Monmouth College Forensics Team, I, in no way would consider myself shy and have a very warm and outgoing personality that I feel would be able to help residents feel at ease. I value organization in my everyday life and I feel that my daily management skills would

My experience as the student manager of the Kirby Program Board (KPB) at University of Minnesota Duluth taught me so much about myself as well as well as expectations that one has when in a position with more responsibility. The staff supervisor for KPB took another position at a different institution and my responsibilities became greater. I had to learn the position of student manager and take on some of the tasks that my supervisor would generally do. I sat on the search committee for the replacement of that position and had to think about the needs of all the other students that this person would work with. I

Over the course of the semester, my main goal was to become a more precise writer and develop my identity as a writer. According too, the Portfolio Letter assignment sheet, becoming a better writer consists of precise planning, draft and revising. It also includes understanding a variety of academic genres by examining the basic characteristics that defines each type. In order too efficiently meet my goal of becoming a better writer, it was very important to have my work evaluated by others and myself as well. The use of rhetorical knowledge, critical thinking, reading and writing all are the important aspects in this course. All of which helped tremendously with becoming a more precise writer and developing my identity as a writer.

As a co-leader for the Greater Bethesda AMSA chapter, I work to support the professional goals of the NIH post-baccalaureate fellows through hosting panel discussions, group meetings regarding the professional school application process, and organizing mock interviews. In addition, I organize community and volunteer opportunities such as Kids Enjoy Exercise Now. It is fulfilling to witness students gain valuable knowledge and support while navigating through the application process. Working as an officer for AMSA has taught me the value of being a co-leader, that is working with other leaders to achieve a common goal and how to plan events based on the needs of the student community.

This clinical experience has really helped me to sharpen my communication skills and realize just how important it is to understand mental health. We are told multiple times in class that mental health issues can be seen on any floor and that is the truth. I’ve seen patients in my older adult clinical on the pulmonary floor suffer from issues that range from anxiety to bipolar disorder and depression. Being able to understand how to approach people that suffer from these types of illnesses, allows us, the nurses, to give the patient the best care that we can. It helps to build a trusting relationship and get to know them on a personal level. Patients with mental health illnesses are many times defined because of their diagnosis and that is

I view myself as an open-minded individual who is both friendly and positive towards everyone, two important traits I feel all Resident Assistance should have. I feel that being a Resident Assistant would help me grow both as an individual and a leader. During my time at Stetson University, I have strived to be both a mediator and a mentor and by being a Resident Assistant I could not only use these skills to help solve problems during hall disputes but I could also show people how to live the Stetson

Academic success to me is achieving good grades and understanding the material to get good grades. Academic success also means to have an good attendance. I already get mostly A’s and B’s, but I am not good at staying on top of things. To improve my academic success I will attend class more often, be more organized, pay attention in class, and not procrastinate.

Part D: Development as a Psychologist This internal practical internship offered me an opportunity to focus on using the knowledge and skills acquired during the related courses on behavior training with children and cognitive behavior therapy with adolescents to practice my therapeutic work as a child and adolescent psychologist and a chance to see how psychological therapies (behavior training and cognitive behavior therapy) could be delivered in different settings. At first, I found it challenging to work independently and decide what to do and when to do it. More specifically, during CBT+ component I was challenged by working with a depressive adolescent and applying my skills and knowledge on the “spot”. On the other hand, my

I can consider my professional development experience in two parts: Before I became a teacher and after I became a teacher. During my teacher education at university I used to imagine myself as the teacher of that lesson and I used to try to draw some tips for my future job. I observed my teachers’ way of teaching, their rapport with students and their reactions. I always commented on why or why not they behave in that specific way and search for examples to be applied in my future job as a teacher. I believe that these observations provided me with some valuable and conclusive clues for my job. For example, one of my English literature teachers at university was the most outstanding example for me to be considered as an effective teacher.

My educational journey has been an experience I will remember. I have attended school in three different countries, Antigua, St. Thomas, and New York. A diverse educational experience has allowed me to interact with many different cultures and confront many of the different topics we discussed in class. At that time however, I was not fully aware of the implications of certain situation but after many readings I can now fully understand many of the experiences I encountered in my journey. All the information I have learned in this class however will bring all my experience together where I can make much more sense of it than I could when I was younger.

Being a teacher is a journey that has much to do with learning about yourself and being aware that what happens in your classroom reflects only on how are you with yourself. Teachers are not conscious that they project into students, and that affects how things go in the classroom.