Tell Me About Yourself Assignment
Throughout my academic journey, I have been asked, “who I am” by a multitude of individuals (e.g. colleagues, professors, and complete strangers), and in response I have said that I am the summation of my experiences. At my core I am a family oriented individual as it is my family who has given me strength and positive qualities of working in a network throughout my academic journey. I am a first generation Mexican male college student, who began his academic journey at East Los Angeles College in remedial Math and English courses to surpass low expectations surrounding individuals had to transferring to a 4-year university with honors. I find myself as a mentor and role model to students at my community college of origin being apart of Puente, EOP&S, and the FYE program at ELAC. I am an i3 Scholar from the University of Pittsburgh, Information Science department through the i3 program, which allowed me the opportunity to not only conduct research with individuals across the United States but present set research in Berlin, Germany. I find myself privilege being UC Berkeley Alumni, as it was during my time at Berkeley that allowed me to first introduce to the counseling profession as a Peer Mentor and have my worldly views be challenge through Sociology course work and classmates. I see my self identifying as a
I find myself being drawn to the constructivist theoretical framework in “allowing each counseling session to be constructed based on how the student views the situation and themselves”. (Cormier, Nurius & Osborn, 2008, p. 519) I find constantly validating a student’s unique situations to be another powerful asset when interacting with students, as I can understand the struggles of having a bad week or bad
Students were grouped by IQ, those who had an above average or higher were helped to go to college and those who had a low IQ’s were not given the support or the push needed to get them into college. Educators allowed low education standards and refused to see students as equals. The advisors set students sights low for the future by encouraging how service jobs were a practical choice for us Mexicans. Cleaning houses were the normal thing to do for Mexican-American females. Students were tired of the inadequate staff and the staff's lack of concern for their students. The students sent out a survey among the other students to see if they were satisfied with what they were getting from their education. The result was that the schools and instructors were not meeting the needs of the students’ more so of the Chicano students.
Because of the large case load and lack of time I see the constructivist theory providing a personalized counseling session that will resolve some of the present tense that the student is experiencing with academic and/or career related stresses. SFT was fascinating to learn and felt that I could use SFT in becoming a successful academic counselor at a community college as in higher education. Students know best which solution best fits their problem but need guidance in discovering what options and/or techniques that will lead them to an ideal solution. A narrative approach’s of getting the student to externalize their problems in a narrative format was a great way of getting clients to overcome pending present problems. These therapeutic approaches encourage me to counsel students to find solutions that will help assist a diverse population in resolving their problems in one or more counseling
Salinas, C. (2004). "Creating Successful Academic Programs for Chicana/o High School Migrant Students: The Role of Advocate Educators." The High School Journal 87(4): 54-65.
Individuals’ perceptions of their life/worth have the power to control the goals that they can carry out and meet. Every day we are learning new things and everyone has his/her own unique ways of learning. My strong desire to help students with their academic, personal, and social needs make me a strong candidate as a school counselor. While completing my undergraduate degree in Early Childhood Program Administration I learned a great deal about myself. I have a passion for learning and want to share and express that love for learning with students. I feel that the Master of School Counseling program provides a direct path to my career goals of helping students to comprehend subject matter while learning to love learning as I do. Not only will
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...
To make a long story short utilizing good counseling techniques will progress students self confidence and independence. Once a student is empowered they will see growth within his/herself.
I cannot recall a more rewarding experience than helping facilitate a child’s education while enabling parent participation alike. These experiences have drawn me to my current position as an Educational Assistant where I am constantly interacting and establishing relationships with students, learning about their goals and aspirations. It is that same desire to empower our future students that has steered me towards a career as a school counselor. By enrolling in the Masters in counseling program, I aspire to develop methods and experience to become an effective, experienced, and adaptable school counselor that promotes self-awareness, allowing students to realize their full potential and impetus them towards a promising future. I want to learn skills that facilitate personal and career development, ensuring that our students grow accomplishing their goals and ambitions. To discover techniques that help students improve in all areas of academic achievement, establishing relationships with students and parents alike. By becoming a school counselor, I am determined to become an advocate for underserved youth. I aim to become an effective agent educational reform, providing support for students in the various institutions that may disempower
I began to get fascinated by our capitalist world’s economy at a very early age of my life. Growing up, I was incredibly curious to unravel how systems function, and this curiosity developed into a burning desire to learn how processes and organizations operate and run our world. As I started my first job, I realized how much I needed to be better acquainted with the science of money making and the scientific approaches to money management. Later on in my life, being within a company system, I wanted to see the big picture by learning where such a company stands in the midst of all other business interactions locally and internationally. Being involved in the company’s practices I started analyzing the methods used by my managers, the causes and consequences of their managerial choices.
An 11 years old kid lying on the ground in a dark room crying, shaking, and trembling with intense pain in both of his ears. The pain was similar to as if someone was hitting with some sharp object inside his ears and every time he would feel the shock of pain, he would pull both of his ears while enduring the pain. The pain would raise every couple of second and with each shock of pain, the kid would lose part of the hope that he had of surviving. He would experience so intense pain that he had never anticipated and all he could think of that “he is about to die.” This was the experience that I felt when I had a severe ear infection in both of my ears.
Who am I? Wrestling with identity— our history, our culture, our language— is central to being human, and there’s no better way to come to grips with questions of identity than through the crossing of borders. The transcendence of borders reveals the fluid nature of identity, it challenges absurd notions of rigid nationalities, and highlights our common humanity. It is no coincidence, then, that my experience as an immigrant has shaped my academic journey and pushed me to pursue graduate studies.
My interest in public interest law, nonprofit advocacy, and social justice began at a very young age. My passion was influenced by my upbringing, as well as my journey down a path different from what my family and culture envisioned. It is this same divergent path that has led me to me to pursue the legal profession today.
Hi, my name is Rob Geis and I am currently in grade 12. I have been at County High School for a year now; I joined at the start of 11th grade, and have thoroughly enjoyed myself here. The school is great, the people are fantastic and the atmosphere is one that makes you actually want to go to school. Before I joined ASB I was studying at the Singapore American School for two years and prior to that I was at the International School of Kuala Lumpur for two years. I was born and raised here in Bombay city and grew up here.
Every individual has a unique and heartfelt story about their life. No two are the same, we all walk our own paths in life. Over the entirety of my writing, I will let you see me and the circumstances that have made me who I am. In life, certain properties can impact us in ways we cannot foresee. In my autobiography, I plan on talking about who I am as a person and all the certified facts of my birth. I will introduce you to the people in my life who have had the most impact. Through my story I will introduce you to the events that make me who I am, Tristen Parker.
The philosophical problem of personal identity pertains to questions that arise about ourselves by virtue of our being persons. There is no single question that will sum up the problem, but rather a multitude of questions that are loosely connected to each other. Within this essay, the four most prominent problems will be explained and addressed. One of the most familiar is the question of “Who am I?” This regards to what makes one a unique individual. Another familiar question is, “What is it to be a person?” This concerns the necessary criteria for something to count as a person as opposed to a non-person. There is also the problem of persistence, relating to personal identity over time. An example of this would be to glance upon an old photograph of a childhood class, point and say, “That's me.” The questions arises of, “What makes you that one instead of one of the others?” The last problem to be explained is the one of evidence. How do we find out who is who? There are two separate sources of evidence used often in philosophy: first-person memory, pertaining to one remembering an action or event and therefore being the person who did such, and physical continuity, where if the one who performed the action or witnessed the event looks like you, then it is you.
Do you know yourself? If you were to look in the mirror right now could you see the image of you staring back? If you were standing in front of God right now could you explain to Him who you are? If you were to write a paper right and answer the prompt: “Who are you” could you do it?