Memorandum

 

To:            Donna Shea, Instructor

From:        David Wiget

Date:         Feb. 11, 2006

Subject:    WR5 Classroom Management and Student Success through Situational Leadership

 

I would like to start off with some thoughts and feelings about this assignment. This has been the most exciting assignment from EVOC 504 as of yet. While reading the book “Leadership and the One Minute Manager” I couldn’t help but reflect on my experience as a counselor/educator as well as a proctor for many student interns who come to Aurora Behavioral Heath Care to complete their internships. I have already unknowingly applied the leadership styles illustrated, but just not as eloquent. And without having anything to guide or direct my leadership style I really wasn’t assessing and evaluating which style work best for which student. After completing this assignment I look forward to applying and utilizing the concepts exemplified so well in this book.

The student interns come from many fields in the mental health arena. Such as: Chemical Dependency (CD), Registered Nurses, Psychiatric Technician students from Mt. SAC, Pharmacy students (Pharm D) from USC, Registered Nurses students from APU,  Psychology Majors working on their PhD’s and MFT students from a variety of colleges in the local area all at different development levels.

Of the number of students to choose from for this assignment I chose the ones that I had the opportunity to work closest with, which are the CD and Pharm D students. Two of the four are the Pharm D students. These students are with us for six weeks at a time and their role is to facilitate Medication education groups every Tuesday on the Intensive Treatment Unit (ITU).

The first student I will select is a four year Pharm D student that I will call Lisa. She has little experience in psych but lots of education and information about medication. She is in her fourth year. This student appears timid and shy when confronted with a large group of psych patients (pt’s), but displays commitment and passion for her work. The level I would assess her at is D1. She has low competence but a high level of commitment. The action plan I would develop for her is S1. I would do this by explaining the importance of enforcing the group rules by letting her observe me while I facilitate the first group and recite the rules, explain the importance of the rules to the pt’s emphasizing safety, structure, and security. Then I would let her facilitate the next group the following Tuesday while supervising her. By the end of her six weeks she will be a D4!

The second student I selected is one I will call Bret. Bret is also a four year Pharm D student in his fourth year. Bret is a D4. He is high in competence with a high level of commitment. With Bret I was able to start up the group and let him take over on the first day. He was able to facilitate the group with little supervision or support. I actually enjoy sitting through the groups with him because I learned a lot. I will inform him of what I am doing and continue to be available if he has any questions periodically checking in with him.

The third student is one of the CD interns at Mt. SAC. This one I will call Mark. The CD program at Mt. SAC is a two year course with two semesters of internship: Alcohol/Drug Studies (AD13) and AD14. Mark is in his last class AD14. He had already completed his first internship at a Therapeutic Community (TC) based treatment program. TC is much different than ITU at Aurora Behavioral Heath Care. I diagnosed him as a D2. He has some to low competence and low commitment. For this level I would use S2 Coaching while being direct and supportive. I would give him direction and feedback to help build his self-esteem and involve him in making decisions to restore his commitment level.

The fourth student is also from Mt. SAC’s CD program in her first semester of internship AD13. I will call her Nancy. Nancy has a history of personal experience with alcohol/drug addiction recovery and expresses a desire and passion to help others that suffer from addiction. She shows a moderate to high level of competence and a variable commitment. She seems to lack confidence and motivation due to her own inadequacies. She would do well with the S3 Leadership style. She needs praise and reinforcement.

I feel more equipment and competent after reading this book and hope to continue my growth as an instructor/proctor. It has opened my eyes and made me more consciences of the levels of my students and how I may help meet their needs.

Extra Credit

Option 1

Identify which learning level each of the example scenarios represents. (2 points)

 

Case 1:  A student with excellent grades and good attendance to date develops behavioral problems, sometimes withdrawn and sometimes disrupting class, falls behind in assignments, and grades begin to drop.  Attendance issues arise. This student is at D3.

Case 2:  An enthusiastic student arrives early, enthusiastic and excited about instruction to the point of impatience while you setup your lesson because he or she doesn't know what to do with the time.  This student is at D2.

Case 3:  A student with a tentative beginning and marginal grades demonstrates gradual improvement and matriculates successfully through the course.  Eventually he or she arrives early prepared for class and begins working independently before your arrival.  She or he even starts helping other students. This student is at D4.

Case 4:  A student with excellent grades and good attendance drops your class without warning. This student is at D3.

Case 5:  A good student with good skills is reluctant to perform tasks without you in close proximity.  Although she or he want you right there she or he reacts negatively when you offer specific instructions.  She or he demonstrate frustration and possible anger communicating verbally or by body language that he or she doesn't want your advice. This student is at D1.