Wednesdays and Thursdays 8:00-4:00
I'm getting to do more independent case management (i.e., leading intake sessions with parents) and
am applying practice skills (i.e., clinical questioning and activities like the social network grid) in one
on one settings with the students at the alternative school who I help with college applications and
preparation. I'm going to start applying practice skills (i.e., structure activities) in group settings through
the life skills classes of college/career readiness and social skills.
We talk about our internships and make sure we're meeting our learning objectives. It's usually more
of an unstructured venting session, which I have mixed feelings about. I think students should be able
to have a safe place to vent, but I also think they should be respectful of others' time and patience.
We're doing a group project, the workload of which is fairly equal to (or less than) the workload of
the individual project I did in Quantitative Methods at Bridgewater. Our topic is how level of prejudice
toward immigrants predicts views on current/proposed immigration legislation. Our control variables
include SES, religious affiliation, political opinions, and active voter status. I have very low expectations
for how much we will be taught and even lower expectations for how much I will learn (you know,
since this is all old-hat to me). So we have that project, which includes a normal research paper (lit
review, methods, results, discussion), plus one test and two discussion boards throughout the semester.
Foundation Practice II
We're doing a group project, which is actually pretty interesting. We had to pick a community (ours is
International Students at ETSU) and we have to assess this community (similar to a psychosocial
assessment of an individual) for our first paper and then we have to develop a plan to meet an identified
need or solve an identified problem for our second paper. That's it, plus weekly quizzes.
My expectations were too high for this class. I need to catch up on the reading because I think that's
the only way I'll get anything out of the course. Class consists of lectures and lectures consist of:
relevant information, story, story, story, story, story, relevant information, story, story, story. We have
two tests and two papers and I think that's it. I could be wrong.
This is the second theory course in the program and is about macro theory, similar to how the second
foundation practice class is about macro practice, whereas the first of these classes were about micro
theory and micro practice, respectively. We watch a movie every night, which is a good change of
pace from lecture, lecture, silly discussion, lecture, lecture. We have weekly response papers, a book
report on The Working Poor, a reflection paper on the activity at playspent.org, a paper about
privilege, and a paper about theory. This sounds like disproportionately more work now that I think
Things are good, so long as I keep focusing on the interpersonal aspects and worry less about the
bureaucracy aspects (i.e., paperwork).
Good, good. Went to a church sponsored dinner last night, which was actually really good.
I'm making efforts to become more integrated here through becoming more invested in ETSU. For
example, I'm making a deliberate effort to attend baseball games this semester. Next year, I want to
join Buccaneer Brass. More about integration/investment in a future blog.
I'M GOING TO BE PUBLISHED. My honors project research, Solidarity and Its Mechanisms, for
which I received a grad school scholarship from Alpha Chi Honor Society, was chosen to be included
in the Alpha Chi Recorder, which is their annual publication of undergraduate research. I worked with
the editor over the past few weeks to get my 15,000+ word original paper down to 5,049, including
the abstract, headings, and references. It will be published sometime in April and will be available
online. "Each author will be mailed a few copies."