It all started on Monday. During the day program here at T.A.S. the kids are to work on an educational tool called A+. There is a particular kid in the program that has been in there for two weeks now and has shown little signs of being able to focus. Last Monday was no different. He continually goofed off and distracted others around him. I gave this particular client redirection on a number of occasions throughout the course of the afternoon. I was starting to be become frustrated with this particular client, but luckily, the duration of the session had ended for the day.
Tuesday then came. I was in charge of the kids on the educational tool for this afternoon. The client that I was getting frustrated with was in this class as well and was still showing a lack of focus. I redirected his focus on a number of occasions with a couple of mumbled responses back under his breath. After some time has passed, this particular client and another client started throwing something at each other, which I addressed. A few minutes has passed and I was working with another client on a question that the educational tool had presented that he did not understand. As I was helping this client, I felt something hit the back of my head. I immediately turned around the client that I had redirected already on a number of occasions was laughing. This made me pretty mad. It took everything within me to refrain from cussing this kid out.
I guess my frustration was in the fact that this client showed no respect for being in this program. The kids the are in this program are here because they have been expelled from school for various reasons. There are quite a few of the kids here in the program that really don't care if they are here or not, which really disheartens me. This program is designed to give these kids a second chance, but many do not care. I geuss the question is asked then, what is done in this situation. I want to reach out to these kids, but how do you reach people if they do not care about changing? Of course the NASW Code of Ethics hits on self-determination, but what about the clients that have no self-determination? I guess as gain hands on experience, I begin to understand the difference between the classroom and the real world....role playing is a heck of a whole lot easier.
Integration question:
Policy/macro: What was your experience at LEAD? What was most valuable? How could your learning experience have been improved?
I really enjoyed LEAD. It was my first time to attend. I really learned alot about advocacy and legislation. I realized that every voice counts when advocating for policy that will help in social justice. Though i thought it was a little corny at first, the most valuable experience for me at LEAD was the scavenger hunt. This was the first time in the state house, so it was good to gain a hands on experience. I feel my learning experience could have been improved by having more breakout sessions. I really enjoyed hearing about the Reinvestment Initiative, but it would have also been good to hear what else was going on in the way of policy in pertaining to other break out sessions.
Weekly hours: 16
Total time 68
I really enjoyed LEAD. It was my first time to attend. I really learned alot about advocacy and legislation. I realized that every voice counts when advocating for policy that will help in social justice. Though i thought it was a little corny at first, the most valuable experience for me at LEAD was the scavenger hunt. This was the first time in the state house, so it was good to gain a hands on experience. I feel my learning experience could have been improved by having more breakout sessions. I really enjoyed hearing about the Reinvestment Initiative, but it would have also been good to hear what else was going on in the way of policy in pertaining to other break out sessions.
Weekly hours: 16
Total time 68
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