Beruflich Dokumente
Kultur Dokumente
Practice Behaviors:
Evidence: 1 page paper on a conversation that I had with Mr. Tubergen regarding faith in the
public school.
Hudsonville Public Schools prides itself in being an institution in which all students,
regardless of gender, race, socioeconomic status, or ability are welcome and encouraged to
learn to the best of their ability. The Staff Handbook states three belief statements that I
feel align with the CSWE Code of Ethics. These three beliefs are:
➔ “The Hudsonville Public School District believes that all students can learn.”
➔ “The Hudsonville Public School District realizes success will be achieved through a
These are related to the Code of Ethics because all three of them are primarily about the
success and well-being of the students. This is important because school is one of the
largest parts of an individual's life between the ages of 5-18 years old. When the school has
the child’s best interest in mind, that sets them up to be more successful in their future
lives. These three beliefs focus mostly on the “Person in Environment” lens of Social Work. I
believe this because HPS has many policies and regulations put in place to honor each
Practice Behaviors:
Apply critical thinking to analyze, formulate, and advocate for policies that advance
nalyze and evaluate the new Emotionally Impaired program that was implemented
Task: A
Evidence: 1-2 page reflection on what aspects of the program are working and notes from my
observation.
The Emotional Impairment program is new to Hudsonville this year. It is a smaller and
more intimate group. On average, there are about 4-5 students to 3 adults in the room at a
time. There is one lead teacher and two paraprofessionals. This program is special because
it focuses on the student’s needs in regards to their social and academic health. I really
enjoyed observing this room and feel they have a strong relationship with the students and
a welcoming environment in the classroom. They have several rules and systems in place
Level 3- Students get to leave 5 minutes early to lunch and can have their cell phone for
Level 2- Students get to leave 2 minutes early to lunch and can have their cell phone at
lunch only.
Level 1- Students are walked down to the lunchroom and assigned seat, they do not get
Students get a “point” if they are misbehaving. They get one warning and then a point. If
The class as a whole works to get 85% or more each week. If they are successful, the
teacher fills in a sliver of pie on the chart (on the whiteboard). Once the pie is filled in, they
This program has had a positive impact on the students and their behaviors. They have one
student who earns nearly 98% (on the point system) every week. He is being considered
for the MERIT program (another program within the Special Education Department at
HHS). Hudsonville has an impressive and effective Special Education program and I have
communities
Practice Behaviors:
Task: While meeting with a student who experienced sexual abuse, recognize her trauma and
Evidence: Micro case study on this student and how Maslow’s Hierarchy of Needs could be
One of the students on my caseload recently experienced sexual abuse from a family
member. She had missed a few days of school because she was testifying in court. This was
important information that I took with me into my first meeting with her. I was very aware
of the words I used and how I interacted with her, I let her choose where she wanted to sit
first, left the door open, and let her lead the conversation. Seeing as it was the second week
Having prior knowledge about the psychologist Abraham Maslow, I immediately dove into
conversation with the student about ways I could help make her feel most comfortable at
school. If this (or any) student does not feel safe at school then they will not be concerned
about learning. According to Maslow’s Hierarchy of Needs listed below, each student needs
to fulfill the first tier before moving onto the next. With physical safety being one of the first
needs, it is crucial for all students to feel comfortable and safe in the school so they can
focus on reaching the other levels. Once the
https://www.simplypsychology.org/maslow.html
Use empathy, reflection, and interpersonal skills to effectively engage diverse clients
and constituencies.
ngage with students in their senior interviews, some of which may experience
Task: E
challenges.
Evidence: Micro case study on a student that is working through his post-graduation plans.
Every student has their own idea for post-graduation plans. While meeting with seniors in
their Senior Interview we talk about those plans and help them through the process of
applying for college, sending their transcripts, searching for jobs, researching different
branches of the military or whatever they need in preparation for graduation. Some
students know exactly what they want to do for a career, where they want to attend college
and have no stress about the financial side of their plan. Other students are not as certain. It
is often that a student comes in and wants to spend the time exploring different career
paths, or looking into different scholarships and financial aid offered. There are many
students who experience barriers around their dreams and aspirations. It is not rare for a
student to attend community college first to save money, or even work for a few years
before taking the next step in their education. We also have several students who choose to
One of the students I met with during his senior interview expressed his passion for the
automotive industry. His plan is to attend Grand Rapids Community College and get his
associates degree and then work as a mechanic. This student also expressed interest in the
Navy. During his senior interview, he started his GRCC application and then we explored
the Navy’s website to see what type of jobs are available. By the end of our meeting he was
excited and motivated to finish out the year strong so he can pursue his passions.
Senior Interviews are valuable because they are led mostly by the student. Whatever they
need to talk about or do during that time in respect to their future is free to happen. I really
enjoy these meetings for that reason. It has given me the opportunity to meet with many
that there is a path for every student and being a small part of that process is so rewarding
to me.
Competency 8: Intervene with individuals, families, groups, organizations, and
communities.
Practice Behaviors:
outcomes;
Task: Due to a students medical condition, she is homebound for the foreseeable future but is
still interested in taking classes. I will work together with my supervisor to create a list of
communities
Practice Behaviors:
evaluation of outcomes;
o give students a real world experience, I will help chaperone a field trip to two
Task: T
different manufacturing companies (Royal Technologies and Ranger Die) and engage with
One of the days at my internship I had the opportunity to chaperone a field trip to two
factories with around 50 students in attendance. We toured both Ranger Die and Royal
Technologies and got to compare and contrast the two companies. This was a really
interesting opportunity for me because I got to see first hand what factory work is like and
how hard the workers work. I also really enjoyed getting to interact with the students
outside of school and talk with them about their future plans because many of them are