MGMT 226 Facilitation and Counseling Skills Reflection Journal 1.

This course will equip me with skills that will allow me to help my peers from a peer-level, as opposed to a senior-to-junior type of facilitation and counseling. I have had some mentoring experience since I was in college but they have all been facilitated partly by the age gap. As a senior, I could speak from experience and my advice would be more convincing to my mentees who are usually less experienced in those situations. Also, I want to be able to offer skilled help to my SMU peers as opposed to giving general advice or advice based on intuition. This course will guide me in putting them into practice and hence offer more effective solutions to manage my peers woes. Furthermore, this course will help me grow as a person in terms of considering my values, priorities and in shaping my goals. This is because during facilitation or counseling, I share my experience with others in some way or another. This pushes me to constantly reflect on what I have learnt, and I find myself becoming a lot more mature in terms of my thinking. As I continue to share, I continue to learn and grow from it facilitation experiences reinforce my personal development. 2. I once volunteered for a stress disorder programme in a therapy session about making forgiveness cards for oneself. It was meant for people who were too harsh on themselves, to give them the permission to forgive themselves when things do not turn out perfect. I used to think that blaming myself would make me feel less guilty and hence feel better. However, this experience prompted me to see myself in a more objective light and I began to exude more positive energy amongst my peers. Also, during my first year in SMU, I find myself often facing highly stressful weeks, and the idea of retreating to my own world and filling my life with just studying is extremely de-motivating, yet it compels as the norm that I must follow in order to be successful. This applies not just to academia, but also the fact that there are so many opportunities in SMU, so much so that the race to achieve gets overwhelming.

MGMT 226 Facilitation and Counseling Skills Reflection Journal Fortunately, I had seniors who noticed my circumstance and they gave me invaluable advice on the importance of seeking personal growth amidst the paper chase. 3. They are a bottom-up psychological safety net of SMU students. They can be one of the best people to talk to because they almost truly understand they are walking our path as well! Though peer helpers may not be professionally certified, this can be useful because there will be negligible status barrier and they can talk as friends. More importantly, I see the peer helpers forming a support community in SMU that is cross-cutting: they do not have a fixed duty timing (aside for the duties in the Wellness Centre) because it is their unofficial duty to perform their peer helper duties when they are with their friends, doing projects, studying for exams, or even just reflecting on their growing in SMU. They are not a separate club that applies their skills and knowledge to a community outside them. I hope that students will be comfortable in approaching the peer helpers when they feel troubled with school or personal issues, when they feel that they are at crossroads with regard to certain decisions etc. instead of associating the peer helpers strictly with mental health issues. 4. I once mentored a group of 14-21 year old youths for an entrepreneurship programme, MY First Break. These youths are from a disadvantaged background and the programme hopes to help them work better in teams and to inspire them to lead in the small ways they can. It was a truly challenging but encouraging experience because we encountered a huge team dynamics conflict, and my co-mentor and I had to conduct a storming session to help them address the problem objectively. I also got to see how the trainers of the programme facilitated the growing of each youth on the team, by observing them, talking to them, talking to their mentors (us), giving them individual feedback and guidance, and giving them roles and responsibilities to take on for the team.

MGMT 226 Facilitation and Counseling Skills Reflection Journal Tell me about yourself, which year, what school. Would you talk to a stranger, what will you do when a stranger talks to you? Why yes why no Share experience that started from no gradually become yes