I have now been interning at the Diablo Community Center (DCC), on the campus of Mt. Diablo High School, for about seven weeks. In those seven weeks I have made a CPS report, three female students have come out to me as either being bi-sexual, or are questioning their sexual orientation, I have counseled three students that have experienced rape before their 16th birthday, worked with foster and homeless you who’s lives are falling apart and those that are excelling in all that they do, I’ve sat with students as they shed tears over parent’s expectations and tears of grief and loss. As I contemplated what I would write about for this learning log one young man continued to forward in my thoughts. I met with him at the beginning of my
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He noticed I was watching him and smiled at me I smiled back thinking I should bring him in for a quick check-in next week. I had already stayed later than my scheduled time and was getting ready to leave when, at the beginning of 6th period, a teacher called the DCC stating he was sending a student down who wanted to see his counselor, I thought I would wait a moment to make sure it was not one of my students, and this student appeared in the doorway. He looked sad and I could tell he had been crying. He shared with me that his girlfriend told him she just wanted to be friends, he felt abandoned, because she was the only person that had ever really got him and he felt as if he could take to her about anything. I felt honored that he thought he could feel peace with me and I would understand how much this hurt and how this incident with the girl brought up feelings about loosing his mother to this disease. What I could have done, from the very beginning, would have been to follow my gut instinct and advocate harder for this student to be seen on a regular schedule. Two of the learning outcomes mentioned in the field manual are advocacy for clients and to communicate effectively orally and in writing. (p. 6) If a similar situation would occur where I had such strong feelings about what I should do to help a client I know that I must advocate and communicate in a more efficient way so
He noticed I was watching him and smiled at me I smiled back thinking I should bring him in for a quick check-in next week. I had already stayed later than my scheduled time and was getting ready to leave when, at the beginning of 6th period, a teacher called the DCC stating he was sending a student down who wanted to see his counselor, I thought I would wait a moment to make sure it was not one of my students, and this student appeared in the doorway. He looked sad and I could tell he had been crying. He shared with me that his girlfriend told him she just wanted to be friends, he felt abandoned, because she was the only person that had ever really got him and he felt as if he could take to her about anything. I felt honored that he thought he could feel peace with me and I would understand how much this hurt and how this incident with the girl brought up feelings about loosing his mother to this disease. What I could have done, from the very beginning, would have been to follow my gut instinct and advocate harder for this student to be seen on a regular schedule. Two of the learning outcomes mentioned in the field manual are advocacy for clients and to communicate effectively orally and in writing. (p. 6) If a similar situation would occur where I had such strong feelings about what I should do to help a client I know that I must advocate and communicate in a more efficient way so