1.

Use this space to write a reflection of your intended learning approach to Research 2.

2. Were there any lessons related to online learning from the first semester that you want to carry into the second semester?

3. Do you foresee any weeks being particularly challenging for you because of field or other classroom responsibilities?

4. Identify if there are any topics from Research 1 that you would like to have a refresher on before we dive into the Research 2 materials!

5. Highlight any part of this semester (related to this course or not) for which you are excited or nervous.

EXAMPLES:

Alisson M.

Reflection: Goals for Research II

In Research I, it was challenging for me mid semester and towards the end, but I overcame those challenges. Entering part II, it seems less intimidating. However, I noticed that I struggled the most with identifying the best sampling strategy for our research topic in the previous semester. In this particular area I was approaching it very broadly, I think a refresher course would help me to feel more comfortable identifying sampling strategies for future topics.

Each lesson built off of the other lessons, this encourages me to manage my time wisely and seek advice if needed sooner rather than later. I would like to engage in the lessons little by little so that I have time to consult with the professor with any questions, concerns or feedback, or so that I can digest the material by the due date. I foresee that the last couple of weeks in the semester will be challenging, because of the completion of final assignments for all of my classes, while participating end of semester activities, planning for graduation, etc. I plan to start final projects during spring break to avoid being burnt out by the end of semester. Lastly, I am most nervous about doing the coding, but I look forward to learning to effectively use it in social work practice, to influence policy and changes.

Atasha G.

Reflection: Goals for Research II

The biggest take away from completing Research online is having the time to absorb the information in a way that can be applied or remembered for the future. This was especially difficult due to the compact weekly work and trying to get assignments done in a timely manner. This semester I hope to overcome this challenge now that I’ve completed and passed the last 15 weeks. I hope to be more diligent in getting the work done as soon as possible, so as to leave time to study and learn the material.

I want to say I would like a full refresher, as I enjoyed myself too much on the break. I think the hardest or most difficult pieces were applying or know what sampling approach to use. I would also like a quantitative and qualitative review.

I am most excited about the conclusion of this course, as it would mean graduation and a few weeks shy of my MSW. I am nervous about making mistakes that might hinder that, in this class and/or this semester.

PADLET:

PICO Framework

I am currently interning in a long-term foster care with unaccompanied minor who crossed the border without parents or legal guardians. I work with children from 0 to 17 years who are placed under ORR (office of refugee and resettlement) custody. Minors who are admitted into long term foster care is because they don’t have a family member who can sponsored them in U.S and have a type of legal relief. Minors are expected to have legal representation to file their legal case.

Problem: If minors only qualified for SIJS (Special Immigrant Juvenile Visa), this type of legal relief case cannot be file in New York State because our agency doesn’t have legal guardianship.

Intervention: A transfer to a long-term foster care program in a state that is possible to file for this type of visa.

Comparison: Types of legal relief that a minor can be eligible in NYC State asylum, U-nonimmigrant status, T visas, or other avenues to securing lawful immigration status.

Outcome: Once minor is transfer to a program in a state where SIJS is applicable minor will hopefully grant the visa.

Quantitative: Statistics 

Qualitative: Interviews

PEER 1 FEEDBACK:

A.M.

Counseling Service Issue

My field placement is in the Counseling Office and Student Wellness Center.
Problem:
Students who may experience crisis are placed on waitlist, due to lack of available spaces, are more inclined not to seek counseling services. As a result, this decreases the chances of mental issues being addressed in a timely manner. 

PROBLEM – Students who are in a crisis and are placed on waitlist

INTERVENTION- Implement virtual sessions, require more office space in the college, shorten counseling sessions to 30 minutes instead of an 1 hour or 45 minutes. 

COMPARISON- Students who may experience a crisis and are not placed on waitlist.

OUTCOME- Less students would be placed on a waitlist or students would not have to be on a waitlist for longer than a week. 

Quantitative Measures: Statistics

Qualitative Measures: Surveys, and interviews

PEER 2 FEEDBACK:

D.J.

PICO Framework

I am currently interning with the Arches program in the Brownsville area of Brooklyn. I work with adolescents and young adults who are mandated through Family Court, along with serving time with New York City Probation. The participants are expected to partake in the young adult learning groups, community service, and in a vocational or educational program. However, the underline problem is some of the participants are in poverty and or homeless— the concern of poverty and homeless results to the participants not fulfilling the program expectations.  

Problem: Participants who are facing poverty and or homelessness have a higher risk of not completing the program and the possibility of recidivism.

Intervention: Address the homeless and poverty concern by referring individuals to independent living programs and implementing more psychotherapy services for the family to tackle the deep-rooted issue of poverty. 

Comparison: A participant who is facing homeless and or poverty issues should be referred and mandated to a therapeutic plan. 

Outcome: If the participant’s essential need is addressed, this may reduce the recidivism of adolescents and young adults. 

Quantitative: Statistics 

Qualitative: Interviews and Surveys 

Response 1

Hello A.M,

I like the arrangement of your work. I agree that a lot of students who are placed on waitlist, due to the lack of space, do not seek counselling services in many instances. Most students that face crisis may become depressed or have emotional disturbances that may later affect their education quality. Reducing the sessions for each student might encourage more students to become vulnerable to counselling sessions and seek help in identifying their underlying emotional problems. Creating more room for more students and providing help much faster will reduce the chance of students making ill decisions. Survey that will be done will provide data on the number of students facing crisis and how they get to deal with their mental issues. I would suggest the presence of a control group of students that will not receive help from the wellness center. This will help in making conclusions whether the counselling sessions helps students heal their mental issues. All in all, this is such a good idea A.M.

Response 2

Hello D.J,

Poverty and homelessness is a devastating issue that is affecting many people. These population end up making wrong choices in life that may cause them to end up behind bars or rather as you have said; recidivism. I work with children between 0-17 years and what I know is that learning groups an educational programs help these young adults to learn to become responsible in life. The programs give the young adults the meaning of life of which due to their current position may seem impossible. I agree that due to these learning programs, most of these homeless and poverty stricken communities will not fall back to crime. It is not their fault that they turn to recidivism, but rather; circumstances make them to. This is an exciting study to work on. Cheers D. J!