Emily Spenner- Health Promotion and Wellness No. 3

Activities:

• LTUT Calendars
• Student Emailing
• Designed Tie-Dye Event Flyer
• Electronic Correspondence 

Reflections on Practice:

The past two weeks of practicum have been much slower than previous weeks.

I completed the bulk of my hours and drastically cut down the amount of time I spend with HPW. My site supervisors have graciously allowed me the opportunity to be a distance intern for the next week so I may be fully present for The Department of Housing and Residence life RD training. Health Pro. and Wellness are very flexible and kind to give me the opportunity during the business hour time slots so I may spend time at my graduate employment. Although I am glad I could prioritize my schedule and accommodate Residence Life Training, I miss the office and professional staff members at HPW. Even though I communicated and planned my schedule with my supervising site in May, I still feel guilty for not being physically present in the office. 95% of my hours have been completed, but I still worry I am not doing enough. While reflecting on my situation I was struck with the realization that “this worry” is the plight of the general student affairs professional This worry is a driving force within Health Promotion and Wellness. The office and professional staff members know how to get quality work from their GAs and interns. They support and understand the obligations of a student, but I still set high expectations. Are they purposely making me feel like I am letting the office down? I was under the assumption I was fulfilling a premade agreement. (Ha Ha)

Working from a laptop in the middle of the night is not as gratifying and being physically in the office and department. I do not produce the same quality of work or feel unfulfilled in my accomplishments. Everything feels like homework.

Textbook Application:

In chapter seven, “Reconciling Life and Work for the New Student Affairs Professional,” I resonated with section about enjoying the journey. This section hit on the topic of self-care. As I read through this section I reflected on the guilt and worry I felt for not doing more in Health Promotion and Wellness. The department and my site supervisor are fully aware I cannot be present at practicum during this time, but I still feel guilty for not doing more. This is a breach of self-care. By pushing myself too far and stretching myself too thin across more practicum work, classes, and RD training, I am at risk for damaging my self-care and mental health. As a young profession, I need to learn it is okay to take the time off I plan for and know when I should accept tasks versus saying no.

Reflections on Theory:

This week I want to try to apply Chickering’s Seven Vectors to my HPW internship and life. I still struggle to understand this basic student development theory and thought this blog post and practicum experience would be a safe place to have this conversation.

Thus far in my internship and summer class experience, I feel like I have become very skilled in managing my emotions about working and attending class this summer. In the past the summer was reserved for fun and opportunity to relax. I would spend hours at the pool, working fun jobs, and fostering relationships with my friend. This summer has been crazy. I have felt a wide spectrum of emotions about having my summers being used for hard work and have reasonably managed my reactions to the situation. As I move through this vector I find myself struggling to establish an identity. Am I a grad student, practicum student, or Residence Director with no residents? I am working very hard for housing this week, but still am a practicum student and graduate student. This vector is posing questions where I cannot figure out if I am a professional or a student.

This theory explanation above is my reflections and interpretations about Chickering’s vectors. I can shift and fluidly move through the different paths and still be considered to be developing.

Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass.

Amey, M., & Reesor, L. (2009). In Beginning you journey: A guide for new professionals in student affairs. Washington, D.C.: National Association of Student Personnel Administration.