After finally getting hold of my student and working with her on probes and testing her phonological processing skills, it seems like the additional information I found out has opened a can of worms. Rather than feeling more competent, I realized that the reason for her inconsistent performance is beyond comprehension and reading problems. For one, she has poor vision. Not being able to see clearly can make it difficult for anyone to pay attention and read. After observing her a few times, looking through her files, teacher comments, and observations, I realized she indeed has attention problems. It is difficult for her to keep focus and stay on task. Despite trying to concentrate, she becomes very easily distracted from noise and activity around her more so than the rest of her peers.
I feel bad for her in the sense that I know what factors are contributing to her problem, but I have very little power over what can be done in the classroom apart from my case study recommendation at the end of class. Who knows if they'll actually follow what I recommend. I can only hope that my interventions with her will help even if it is just eight sessions. Her home environment is also a challenge. She may be transferred to another school and I feel like she needs a more stable environment than the one she is getting right now. With an over crowded classroom and constant noise and chaos in her surroundings, I'm surprised any of the children are able to concentrate in class.
Yesterday I had an extremely long day. By 7:50 am I was in Compton doing my observation, interview, and testing for my kid. I spent another hour looking through her files and school history, which made me feel sad learning the things I did. You can see a child's life and problems unfold before your eyes just by looking at a bunch of paper. Her parent doesn't seem to have to right judgment to help despite her best intentions for her child. When I finally got to campus, I tried to read the four chapters we were supposed to for one of my classes and take notes. I ended up reading two before my first class began. Luckily the read was straightforward and pleasantly familiar from my undergrad days (sometimes I wish went into cognitive psych instead as I initially planned). Class began and I realized I brought the wrong book for my first class. I got my WISC psych report and protocol back. I was very happy to find that I had no errors and received positive comments on my work. In contrast, I had to rewrite my other paper for my second class, because it wasn't what my other professor expected (I just continued my format from the one from my other class). Note the major discrepancy in their teaching methods and preferences even though they are teaching similar things. I was very annoyed. They need to get their expectations from us in sync.
Anywho, by the time we had our quiz and class discussions for our 2nd class at 8:00pm, I was long gone and no longer able to focus. I could feel my mind not absorbing anything. I wasn't able to think critically or process information written on the power point. It was pretty sad. Luckily, I was able to contribute something coherent during the last few minutes of class. Being with a stimulated group helps revive your brain sometimes. After fixing up some food to fuel my brain, I continued to check up on school matters until I fell asleep via exhaustion (we lug around tons of crap too btw and I was in my school psychologist frock). I woke up today (refused to get up) until 11:00am. Our group counseling is postponed till week after next and I ditched a possible meeting with my research supervisor and a visit to academic affairs due to my exhaustion. I will face the consequences of my actions next week. Right now, I need to work on 7 papers due next week (monday and tuesday) and organize a time to be observed and critiqued on my test administration. D: I'm just glad I'm paired up with my intern and don't have to drive to Mission Viejo to get it done. I can't wait for Easter man.
I feel bad for her in the sense that I know what factors are contributing to her problem, but I have very little power over what can be done in the classroom apart from my case study recommendation at the end of class. Who knows if they'll actually follow what I recommend. I can only hope that my interventions with her will help even if it is just eight sessions. Her home environment is also a challenge. She may be transferred to another school and I feel like she needs a more stable environment than the one she is getting right now. With an over crowded classroom and constant noise and chaos in her surroundings, I'm surprised any of the children are able to concentrate in class.
Yesterday I had an extremely long day. By 7:50 am I was in Compton doing my observation, interview, and testing for my kid. I spent another hour looking through her files and school history, which made me feel sad learning the things I did. You can see a child's life and problems unfold before your eyes just by looking at a bunch of paper. Her parent doesn't seem to have to right judgment to help despite her best intentions for her child. When I finally got to campus, I tried to read the four chapters we were supposed to for one of my classes and take notes. I ended up reading two before my first class began. Luckily the read was straightforward and pleasantly familiar from my undergrad days (sometimes I wish went into cognitive psych instead as I initially planned). Class began and I realized I brought the wrong book for my first class. I got my WISC psych report and protocol back. I was very happy to find that I had no errors and received positive comments on my work. In contrast, I had to rewrite my other paper for my second class, because it wasn't what my other professor expected (I just continued my format from the one from my other class). Note the major discrepancy in their teaching methods and preferences even though they are teaching similar things. I was very annoyed. They need to get their expectations from us in sync.
Anywho, by the time we had our quiz and class discussions for our 2nd class at 8:00pm, I was long gone and no longer able to focus. I could feel my mind not absorbing anything. I wasn't able to think critically or process information written on the power point. It was pretty sad. Luckily, I was able to contribute something coherent during the last few minutes of class. Being with a stimulated group helps revive your brain sometimes. After fixing up some food to fuel my brain, I continued to check up on school matters until I fell asleep via exhaustion (we lug around tons of crap too btw and I was in my school psychologist frock). I woke up today (refused to get up) until 11:00am. Our group counseling is postponed till week after next and I ditched a possible meeting with my research supervisor and a visit to academic affairs due to my exhaustion. I will face the consequences of my actions next week. Right now, I need to work on 7 papers due next week (monday and tuesday) and organize a time to be observed and critiqued on my test administration. D: I'm just glad I'm paired up with my intern and don't have to drive to Mission Viejo to get it done. I can't wait for Easter man.
posted by shine
at
Wednesday, March 12, 2008
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