Practice Behaviors Addressed:
Engagement
10a. engage with individuals in the context of diverse and multidisciplinary settings
10b. engage with families and groups in the context of diverse and multidisciplinary settings
10c. engage with organizations and communities in the context of diverse and multidisciplinary settings
10d. use listening, empathy, and other interpersonal skills to establish rapport and engage with diverse populations in diverse contexts
10e. develop mutually agreed upon focus of work and desired outcomes with clients/constituents
10f. use a strengths perspective when working with individuals, families, groups, organizations and communities
Assessment
10g. collect, organize, and interpret client/constituent/system data (e.g. strengths, stressors, and limitations) to assess client/constituent needs
10h. assess client/constituent/system strengths, stressors, and limitations
10i. identify and select appropriate and culturally responsive intervention strategies
Intervention
10j. initiate actions to achieve client/constituent/ organizational goals
10k. implement prevention interventions that enhance client/constituent capacities
10l. help and empower clients/constituents to resolve problems
10m. negotiate, mediate, and advocate for clients/constituents
10n. facilitate transitions and endings with clients/constituents
Evaluation
10o. critically analyze, monitor, and evaluate interventions
Artifact Description:
My artifact is a picture of the post-meeting assessment tool I use as a College Persistence Coach for 76 private school and out of state low-income college students. I fill out the tool after meeting with students for data purposes.
Artifact Relevance:
This artifact represents one aspect of my role as a College Persistence Coach and managing a caseload. I collect information on my clients and organize it in this survey, DreamSIS and an excel document. As a coach it is my responsibility to respond according to the strengths and limitations I see, considering the identities of my clients. I assess for these factors to actively listening to my clients through different means, whether over the phone or in person. After a year of being a case manager, I have been able to build a rapport with students and have been in constant contact with them through at least e-mail. Clients have trusted me to create financial plans with them. Through my observations I have research potential interventions for high caseload management and motivational factors that impact students to persist through college. Currently, I am facilitating transitions and endings with students as the end of the academic year is coming to an end with the help of a transition plan I created.
Engagement
10a. engage with individuals in the context of diverse and multidisciplinary settings
10b. engage with families and groups in the context of diverse and multidisciplinary settings
10c. engage with organizations and communities in the context of diverse and multidisciplinary settings
10d. use listening, empathy, and other interpersonal skills to establish rapport and engage with diverse populations in diverse contexts
10e. develop mutually agreed upon focus of work and desired outcomes with clients/constituents
10f. use a strengths perspective when working with individuals, families, groups, organizations and communities
Assessment
10g. collect, organize, and interpret client/constituent/system data (e.g. strengths, stressors, and limitations) to assess client/constituent needs
10h. assess client/constituent/system strengths, stressors, and limitations
10i. identify and select appropriate and culturally responsive intervention strategies
Intervention
10j. initiate actions to achieve client/constituent/ organizational goals
10k. implement prevention interventions that enhance client/constituent capacities
10l. help and empower clients/constituents to resolve problems
10m. negotiate, mediate, and advocate for clients/constituents
10n. facilitate transitions and endings with clients/constituents
Evaluation
10o. critically analyze, monitor, and evaluate interventions
Artifact Description:
My artifact is a picture of the post-meeting assessment tool I use as a College Persistence Coach for 76 private school and out of state low-income college students. I fill out the tool after meeting with students for data purposes.
Artifact Relevance:
This artifact represents one aspect of my role as a College Persistence Coach and managing a caseload. I collect information on my clients and organize it in this survey, DreamSIS and an excel document. As a coach it is my responsibility to respond according to the strengths and limitations I see, considering the identities of my clients. I assess for these factors to actively listening to my clients through different means, whether over the phone or in person. After a year of being a case manager, I have been able to build a rapport with students and have been in constant contact with them through at least e-mail. Clients have trusted me to create financial plans with them. Through my observations I have research potential interventions for high caseload management and motivational factors that impact students to persist through college. Currently, I am facilitating transitions and endings with students as the end of the academic year is coming to an end with the help of a transition plan I created.