CLINICAL FIELD EXPERIENCE 1
Leadership mentoring programs have been initiated for the purpose ofensuring that individuals are nurtured from a young age (Villani,2006). Such programs provide them with an opportunity to developleadership skills that positively influence their decision-makingabilities (Villani, 2006). Additionally, the leadership mentoringprograms provide a sense of responsibility among the youth thusencouraging them to avoid activities that might affect themnegatively in the future. For my clinical field experience, I visiteda church known as True Vision Ministry where I worked with school-ageyouths. During my interaction with them, I bought pizza and soda forthe kids.
Frames of Reference
The group that I interacted with was composed of youths from diverseeconomic backgrounds. Moreover, it included individuals of variousethnic origins namely the Blacks, Caucasians, and a small percentageof Hispanics. Being a church, the setting provided an opportunity forme to interact with both the male and female members. The officiallanguage of communication was English. In addition to this, thechurch services at True Vision Ministry were conducted in English.The assembly was made up of students at the elementary level and assuch, they had a profound understanding of the importance of youthempowerment and the benefits it brought to both the individuals andthe society at large. It was therefore necessary to engage them inthe discussion.
Effect of the Service
The leadership mentoring program has had a positive impact on thegroup. Through our interaction, they were able to identify thebenefits of playing more advanced roles in the society. The programalso provided them with an opportunity to identify the values thatare associated with great leaders who they can look up to forinspiration. All in all, the group of school-going children becameaware of the most effective ways of personal empowerment.
Expectations before the Experience
Before embarking on the experience, I was not sure of the reception Iwould get from the students. I was also concerned whether they wouldwelcome my choice of topic. My reservations could have beennecessitated by lack of knowledge of their learning environment. Eventhough, I was likely to face a major challenge, I hoped that at theend of the session, my entire group would show interest in the topic.
Effect of Frames of Reference on Expectations
The clinical field experience was based on four primary frames ofreferences. They included culture, gender, language and abilities.With regard to culture, I had not expected all the members of thegroup to show interest in the topic. On the other hand, myexpectations were inclined towards the boys with regards to showingawareness on the subject. The language did not have any effect on myexpectations concerning the exercise. Finally, the abilitiesinfluenced the experience. By engaging those with higher skills,there are higher chances of obtaining effective outcomes.
The clinical field experiences gave me an opportunity to interactwith school-going children. From our meeting, there are varioustake-aways that can be applied in the teaching practice. Based on myexperience with the kids, I was able to understand how to communicateeffectively with a group of young individuals. One way to achievethis was through maintaining their concentration span for aconsiderable amount of time.
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Villani, S. (2006). Mentoring and induction programs thatsupport new principals. Thousand Oaks, Calif. [u.a.: CorwinPress.
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