I have multiple experiences working with individuals with autism prior to working with students at CIP. However, I only worked with children and teenagers with autism and never with young adults with autism. One of the things that surprise me by working with CIP mentees is they are so gifted in many ways that even neurotypicals are lacking. In short, they are gifted in many surprising ways. For example, even though my mentees have some problems socially, but they are blessed with their excellent academic performance. In my opinion, both of them are really intelligent. Another thing that surprise me is the ways they transition from teenagers to adulthood. I am blessed to have the opportunity to work with individuals with autism that just enter …show more content…
For example, I have to help them develop their communication and conversational skills. Both of my mentees have same goals, which they have to ask me questions and follow-up questions. The strategies that I used with these specific goals are by building rapport by doing activities that each of them like and what we both enjoy doing such as going to the library, bookstores, reading comics and going to pet shops and animal shelters. In short, I am trying to build a kind of ‘friendship’ with them (as suggested by CIP staffs) as I believe that this way can make it easier for me to help them achieve these goals. Through times, I can see that both of my mentees developed these skills. I believe that it is also because of rapport that was built as the time pass by. The longer the time we work together, we have built stronger rapport that allow them to become more open to me and willing to ask many questions and follow up questions. I remembered during our first few meetings, both of my mentees are significantly lacking the ability to sustain conversation and asking me questions. However, these problems are not actually there anymore as the time goes by. I also asked my mentees to go to a place where they can interact with some people (e.g. pet shops, restaurants, random stores etc.) and even with my friends because of them said that they want to make more friends. At first, I asked my mentees to become close to …show more content…
One of the important things that I learn about myself is that I love to get involved in a profession or activities that allows me to help other people to reach their goals, especially in a mental health field. I also learned that each of the clients in mental health field has different problems and goals that they want to achieve. Thus, me as a future mental health provider will be faced with many different and unique challenges depend on the struggles of our clients. I realized that we have to always make decisions on the spot and also have to alter our ways on how to help our clients depends on their unique struggles. I learned this through working with my CIP clients/mentees. Both of them have their own different goals that they want to achieve. They also have their own uniqueness and differences. Even though we have to teach them the same things or material such as how to lead a conversation etc., we have to teach them in different ways so that it complements their need. Thus, my experience working with my mentees also taught me about some important clinical skills. One of the clinical skills that I learned is how to be flexible. As I pointed out earlier, each client will be different from one another—their background, experiences and therapeutic needs. So, it is important for me to have the skills of flexibility, such as the ability to change my perspective from one to
This method is grounded in the strengths perspective, a perspective in which the worker center’s their sessions around the clients’ abilities, gifts, and strengths (Shulman, 2016). Instead of focusing on what is wrong with the client, the worker highlights what is right with the client building on their strengths instead of emphasizing their deficits: the client already has what they need to get better or solve their problem (Corcoran, 2008). The role of the worker in this model is to help the client recognize their potential, recognize what resources they already have, and discuss what is going well for the client and what they have been able to accomplish already (Shulman, 2016). Techniques commonly used in this model, although they are not exclusive to this model, include an emphasis on pre- and between-session change, exception questions, the miracle question, scaling questions, and coping questions (Shulman, 2016). These questions are used for many reasons: for example, the miracle question is used because “sometimes asking clients to envision a brighter future may help them be clearer on what they want or to see a path to problem-solving.” (Corcoran, 2008, p. 434) while coping questions are used to allow the client to see what they are already accomplishing, rather than what they are transgressing (Corcoran, 2008). All
I began working in special education in the year 2012. I have worked at two middle schools, and currently work at an elementary school. During this time I have worked with many students, of many different ages that have Autism. When working with these students I often form personal relationships with them, but it is still hard to figure out sometimes what is going through their brain. This is why I wanted to read a book written by someone with autism. I know that every person is different, and one persons ' experience is not at all the same as another. However, I feel as though reading a book by someone with Autism will give me some insight.
Olivia as the client, was feeling overwhelmed due to having responsibilities in many separate aspects of her life. Including but not limited to her school, family, friends and new fitness goals. As the counsellor I aimed to help the client come up with a strategy that would not only incorporate all of her responsibilities but allow time to take for herself as well. Doing so, will greatly reduce Olivia’s stress. In order to implement a plan I used multiple techniques to acquire information and insight about the client, as well as her present situation. Throughout the phases of counselling I used the problem solving process, this will help the client manage and save her time. I also exhibited exploring and probing to gain insight about client. Various types of questions were also used including, open-ended questions, close-ended questions and coping questions. I also used the technique of empowering the client to make a change. I accomplished this by highlighting the client’s resources she already obtains. Completing this assignment allowed me to analyze my strengths, along with also allowing me to see the areas that need improvement including leading and advice giving. Overall this assignment allowed me to critically analyze my clinical practice and how far I have come since first beginning at Georgian
The main theory that has largely influenced my clinical work at my current practicum site is cognitive behavior therapy (CBT). CBT asserts it is an individual’s thoughts and behaviors that directs the individual, so in this case my job would be to help the my client (individual) to find his or her thought that is driving his or her action(s). CBT is a fine dance; it may seem simple, identify the thought and replace the thought with a healthier thought. CBT is quite contrary to being simple, the techniques and timing is a fine juggling and balance act. To elaborate further, after a client has identified his or her thought that has been driving his or her action, they would need to restructure certain things in the their life that will help implement certain behaviors that will lead to a more healthier cognition.
People inherently have the power to solve their own problems and come to their own solutions. Clients are expected to play and active role in their own change by being open to expressing their problems,creating goals and ultimately evaluating their progress. Clients often use stories to explore their problems in preparation for deciding which goals they want to set and subsequently accomplish. Each client has specific issues and life experiences which the goal should reflect. Clients are expected to put great effort into discovering a desire that the client has deep convictions about and will commit to putting in the work it takes to change behaviors that are no longer working in their life. When the client discovers what they want to be changed it can become their goal. The goal needs to be important to the client and not something that someone else wants them to change. When ...
I was given the opportunity to experience how an autistic support class operates. Most importantly, I was able to view some of the techniques are that used on a daily basis. During the 2009–2010 school year, I worked as a therapeutic staff support (TSS) in Mrs. F’s kindergarten autistic support classroom. During the current school year (2010), I became a Blended Case Manager (BCM) where I was also given the opportunity to visit Mrs. F’s classroom on a bi-weekly basis. Over the past year and a ...
These points of view control the positive brain, science or comprehensive quality emotional wellness. Our therapy incorporates our clients to appreciate life and to accomplish mental strength. “In all things I have shown you that by working hard in this way we must help the weak and remember the words of the Lord Jesus, how he himself said, ‘It is more blessed to give than to receive’” (Acts 20:35, ESV). Our culture is to help people with mental issues to learn from their problems. Therefore, we have to have patience, compassion and believe whole-heartedly in honesty. We lead by example, whether it comes from our director, and she is telling us ways to engage with our patients or the face-to-face sessions while putting ourselves in the shoes our
Furthermore, my goal is to let client fix their problems on their own through insight and guidance from the therapist. I envision a successful therapeutic process being when a client follows their goals and achieves positive outcomes in their lives. I seek to gain a therapeutic process with my clients by building rapport, trust, and helping them gain insight. When my clients are stuck and need motivation, I plan to remind them about their goals and the positive things that will come with change. If family is important to a client, informing the client about their family and their happiness may help motivate them to continue to
With these two characteristics together, I feel like I can be very successful in any career choice, especially the mental health. I realize that I am likely going to have patients of multiple cultural backgrounds. Pairing clients with diverse backgrounds with others who are disabled for example, is a great way to be inclusive. Helping those who are going through the same thing is a great way to help them move forward through the problems that they are having. Patience in this kind of situation is very important. As a mental health provider, I understand that I will have to be patience will my clients. They are all having problems and they have come to see me for a reason, so why not do my absolute best to help them through their
The counselor accomplishes the above by expressing empathy, developing discrepancies, going along with resistance and supporting self-efficacy. Moreover, the counselor guides the client toward a solution that will lead to permanent posi...
My experience in mental health clinical was very different from any other clinical I had before. In a mental health clinical setting, I am not only treating client’s mental illnesses, I am also treating their medical problems such as COPD, diabetes, chronic renal failure, etc. Therefore, it is important to prepare for the unexpected events. In this mental health clinical, I learned that the importance of checking on my clients and making sure that they are doing fine by performing a quick head-to toes assessment at the beginning of my shift. I had also learned that client’s mental health illness had a huge impact on their current medical illness.
Having worked in an Autism program first hand I can tell you these people are doing everything they can to help these kids into functioning members of society. Though some will need to be assisted their entire lives some can lead semi-normal lives. In these classrooms these programs not only focus on learning the fundamentals like all children in school (english, math, science, etc..) they also teach social skills and activities, they teach the kids things like proper etiquette in public places, safety on the phone, all the things that that isn 't 'common sense ' to them because of their disability. They work hard to help the students who are more high functioning to integrate into normal classrooms and the children who are more so low functioning to be able to do the basics and beyond for themselves. These programs are continually developing and reshaping to best fit the needs of their
Taking the techniques of counseling class was a great course that contributed to my evolution as a perspective therapist. Certain skills I already possess such as, great communication, being empathetic, and open to learning. However, throughout the class I learned different therapy policies such as confidentiality, attending skills, and self-awareness. Having knowledge of these basic practices and skills has contributed to me becoming well rounded, self- aware, and a competent perspective counselor. I have made moderate progress towards the learning goals I established for myself in the beginning of the semester. During the beginning of the semester I anticipated learning different counseling approaches, becoming culturally competent, and learning how to be more confident. Throughout the course not much was mentioned about theoretical approaches and how to incorporate the framework into therapy. Nonetheless, the content that I learned allowed me to be more culturally competent, self-aware, and confident. To be culturally competent, it is essential to know basic background information about a client before assisting them. It is imperative to know basic information about a client such as age, sex, and nationality to determine how to assist the individual. Not knowing certain information may contribute to unethical work and a disservice to the
One of the most difficult things teachers will face when dealing with Autistic children is their lack of communication skills and inappropriate or nonexistent social skills. In addition to academic instruction children with Autism require instruction in communication techniques and social skills. Kamps et.al. says “A key to accommodating students with autism in public school settings is the provision of social and behavioral programming to develop meaningful participation with nondisabled persons” (p.174).
I will be working as a high school mathematics teacher in the near future and I need to make sure that I include all students in my class regardless of their disability or abilities. I noticed that these students have very particular interests and hobbies. I need to be able to tap into these interests of my students if I want to be a truly effective teacher to these students. If I can relate my lessons to something that is interesting to these students who are on the autism spectrum, I will be able to make them more interested in the academic material since they will feel that it relates to their interests. Nathan and Kevin (in particular) all demonstrated this unique feature when I tried to apply other knowledge to their interests. This relates directly to me teaching mathematics in the future, because it reminds me that I need to promote the accessibility of information to all learners and I have an obligation to make them want to learn the material rather than just have them listen to me lecture about topics. If I can make applications in the minds of students, then I will create critical thinkers in my mathematics