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PUBH 4950 Public Health Internship & Fieldwork: 5cr
Community Health Education Track
Tara Crowell
Summer 2012
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Table of Contents
Introductory………………….…………………………………………….1
Activity Schedule……………..………………………………………….2 Decision Making Power Model…………………………………….3-4
Hot Potato Health Trivia………………………………………………5-6
Self Esteem Questionnaire…………………………………………..7
Meditation Abstract…………………………………………………….8
Experiential Learning Guide…………………………………………9-10
Body Trace for Exercise……………………………………………….11-13
Minefield…………………………………………………………………….14
MyPlate………………………………………………………………………15
Eating better on a budget flyer…………………………….……..16
Weekly Log……………………………………………………………….…17-19
Previous Coursework…………….......................................20-29
Summary Paper………………………………………………………….30-.34
Cover Letter………………………………………………………………..35
Resume………………………………………………………………….…..36
References………………………………………………………………….37
Thank You Letter…………………………………………………………38
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Introductory
My internship experience was provided by the YMCA of Toms River,
New Jersey from June 18, 2012 to August 15, 2012. My contact with
this organization originated during my attendance to the Career and
Internship Fair held on the campus of The Richard Stockton College of
New Jersey in April 2012. There was the beginning of my relationship
with Jasmin Almonte, who was a representative for the YMCA that day.
I had greeted her with the anticipation of my sought after learning
experience that was soon approaching. That was where my opportunity
began with the YMCA and my networking took place for the summer
semester. I knew that this organization had a lot to offer after speaking
with Jasmin, and my eagerness grew for involvement and personal
contribution to her community. The many sources of enrichment within
this single organization had impressed me that day. What I would soon
find out was there was more to see than first meets the eye.
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Monday Tuesday Wednesday
July23 Self-Esteem & Power
Model with Odyssey Boys
24 Self-Esteem and Power Model with Odyssey Girls
25 Body Trace with 3rd Grade & Meditation
July 30
Body Trace with 4th Grade & Youth
Enrichment
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Body Trace with 5th Grade & A.C.H.I.E.V.E
Grant
1 Health Trivia with
Sports
August 6 Minefield with 2nd Grade & Youth Enrichment
7 Minefield with 3rd
Grade
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August 13
Food Program & Youth Enrichment14
Food Program & Create Spreadsheet
15 MyPlate Seminar
17 18Research Activities
Activity Schedule
2
16July
A.C.H.I.E.VE. Grant & Meditation
Meditation with Odyssey Girls
Research Activities
The PowerModel
What’s the Problem?
The situation is….
The facts are…….
My feelings are …..
I think (concerning the situation):
My friends think/feel….
My problem is…..
What are my Options?
The outcome I want is…
My options for reaching my outcome are…
1.
2.
3.
4.
5.
What is the best to do?
(Try out the three best options)
1. If I did this…. Possible Good Results Possible Bad Results
2. If I did this…. Possible Good Results Possible Bad
3. If I did this…. Possible Good Results Possible Bad
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The option I chose….
Enact you plan…
The steps I need to take are:
Task Who Does it…. By When
I can get help from….
Reflect on the outcome and revise your strategy if necessary
Now that the decision has been carried out…
I think….
I feel…
I achieve/did not achieve what I wanted because…
It turned out…
I learned I…
I learned that others…
Next time I’ll…
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Hot Potato Health Trivia
TRUE FALSE
Our bodies have 206 bones.
22 of them make up our heads!
Not sleeping is a good way to prepare your brain and body for a sports game.
Your brain and body needs about 10 hours of sleep to recover and get ready for
the next day!TRUE FALSE
Food servings on labels are a good way to follow a
balanced diet.Food labels are on every
package, next time you see one take a look and compare it next to something else.
Dehydration is important to staying healthy.
Dehydration means your body doesn’t have enough water to function properly.
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TRUE
You should wear protective gear like helmets and
mouth guards are important to preventing injuries
Protective gear is important when you’re playing sports, riding a bike, or skateboard.
FALSE
The ABC’s are a good way to keep your body weight
on track.BMI is used to figure out
our body mass index, and it lets you know what your weight should be to stay
healthy based on your age, height, b/g.
TRUE FALSEOur bodies get energy from
the calories in our food.Calories are important for keeping us healthy, but
when we get too many or too little, that’s when people
can get sick.
Being on a diet means you can only eat certain things.
The word “diet” simply means what you eat on a
regular basis.
TRUE FALSEFollowing the directions on
medicine labels is important.
If medicine isn’t taken correctly, it can cause
damage to our bodies or not help us get better like
it’s supposed to.
Diabetes is a contagious disease.
Diabetes is a disease that you can get if you don’t stay healthy. It affects how your body uses the sugar in our
food.
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Self-Esteem Questionnaire
1. My self-esteem is important to me. TRUE FALSE
2. Where does your self-esteem come from? Rank the following in order from highest to lowest.
My family_____My friends_____My grades at school_____The media (ex: celebrities, music artist)_____Clubs/Sports at school (ex: student council)_____
3. My self-esteem is…. LOW 1 2 3 4 5 6 7 8 9 HIGH
4. List two things you are good at.1. _______________________________________________________2. _______________________________________________________
5. What do you like best about yourself? (smile, hair, freckles)_________________________________________________________
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Meditation
(For Y summer camp odyssey boys and girls)
Meditation has been practiced for centuries, and can be found in every religion. More recently, it has been researched for its numerous beneficial properties. Mindfulness meditation will be introduced to the campers in attempt to improve their psychosocial, emotional, physical, psychological, and cognitive health. All in which can be achieved in the absence of a spiritual or religious context.
Wisner, Jones, Gwin, (2010) defines mindfulness meditation as “the effort to intentionally pay attention, nonjudgmentally, to present-moment experience and sustain this attention over time. The aim is to cultivate stable and nonreactive present moment awareness" (p 151). Research indicates that school-based meditation programs for adolescents have been successful in a variety of ways. They include cognitive benefits described by Wisner, Jones,& Gwin (2010) as the “enhanced ability to pay attention, improved concentration, and decreased anxiety” (p 150). Mediation has also been effective in enhancing adolescents “emotional and behavioral self-regulation, frustration tolerance, and self-control. [Furthermore], meditation can help students improve [their] self-esteem and facilitate [their] emotional intelligence” (p 151).
The odyssey campers will begin their mindfulness meditation on Monday, July 16th and commence on August 1st. This time period will include at least one session per day for nine days. I will guide the meditation for a twenty minute period. The setting in which this will be facilitated is the library at North Dover Elementary School.
References:
Wisner, B. L., Jones, B., & Gwin, D. (2010). School-based Meditation Practices for Adolescents: A Resource for Strengthening Self-Regulation, Emotional Coping, and Self-Esteem. Children & Schools, 32(3), 150-159.
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Dr. Richard Fopeano 856-256-4500 ext 3740Rowan University [email protected] of Health and Exercise Science
Experiential Learning Activities…
Professionals in the Health and Physical Education field have often spoken of the importance of getting their students involved in the learning environment. A key part to operatilizing this is a being teacher who demonstrates a style of instruction that facilitates learning by creating and supporting a learning environment which promotes students feeling comfortable to participate. Another vital component is to have a “bank” of activities which tie into the goals and objectives of the class. With so many activities, it is first important to focus on what you what to accomplish. From there, the sky is the limit!
CHOOSING THE ACTIVITYActivities conducted in a classroom should have a purpose. They should tie into the goals/objectives of the curriculum and should be used to complement in some way the informational component of a lesson. Experiential learning activities are pro-active and participatory in nature. All students should be encouraged to participate since experiential learning is pro-social and interactive by nature. (If they choose not to, an alternative activity may be assigned). All activities should be sequenced and build upon the previous experience.
THE HAND RULE…This is the fundamental principals of experiential learning. All students (and teachers) should follow the five simple rules. (This can be demonstrated through raising one’s left hand, palm out, fingers spread.
1. Have fun…………(thumb)2. Be safe…...............(pointer)3. No put downs…….(middle finger)4. Be committed…….(ring finger)5. Involve everyone…(little finger)
PROCESSING THE ACTIVITY…Experiential Learning theory suggests that following an activity, facilitators should discuss what the participants saw, felt and experienced. This includes
Observations (what happened…), Generalizations (so what does this have to do with…)Applications (now what…)
Learning to take something out of the experience (more than just the activity) is the key to experiential learning. As a teacher, the real skill here is the ability to plan an activity that actively engages the student or group, and then following the experience, encourages students to “reflect” and personalize the results into a life lesson.
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Facilitation and Processing…(from Chris Cavert, author of Affordable Portables, A Working Book of Initiative Activities and Problem Solving Elements”)
“…the wise leader does not push to make things happen, but allows process to unfold on its own. The leader teaches by example rather than by lecturing others on how they ought to be. The leader knows that constant interventions will block the group’s process. The leader does not insist that things come out a certain way:” (John Heider)
This quote suggests that the leader, or facilitator, “guides” a group through a process - through the group’s own discovery of new experiences. From these new experiences, participants can learn how to relate new skills, ideas, and behaviors to future life situations.
The true function of a facilitator is to help “people maintain ownership of the process and the outcomes”. In this way, the group is responsible for their own success and failure; for their own esteem and learning.
So what is the process? Group processing “may be defined as reflecting on a group session to (1) describe what member actions were helpful and unhelpful and (2) make decisions about what actions to continue or change.”
Experiential educators deal with process constantly. This is what separates experiential education from recreational participation in activities.
Proper ground work is important for the “Experience”. First you will want to choose an activity that suits the objective of your session. It should be appropriate for the ability and age of the group, and fit within the limitations of your program facilities. Next, you will want to give clear instructions and safety guidelines, then provide ample time for questions before the activity starts. As the group begins, you (the facilitator) become the watchful observer, keeping the activity safe at all times.
“What?” happens is up to the group. Some facilitators choose to ask questions about what is happening during the activity. Other facilitators wait until the end to ask. Some facilitators ask during and after the activity. This choice is ultimately up to the style that is most comfortable for the facilitator.
“So What?” were you feeling or experiencing during the activity, is next, this is where skills, behaviors, emotions, and feedback are encouraged. Keeping the discussions safe for all individuals will increase the bonding potential of the group and develop the trust levels needed to take further risks.
To complete the cycle, “Now What?” are you going to do with any new information that you have obtained? This statement pushes learning into the next activity and with hope, into real life situations. Making the learning relevant to future activities and life situations is where behavior change starts.
Many novice facilitators find the hardest part of the experiential process is not giving out solutions to problems. As adults, it is easy to tell someone how to do something, especially if we have a solution, However, more knowledge is gained by self discovery than lecture. Let the group discover what is the treasure chest, you can provide the key with thoughtful questions!
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Minefield
Objective: To increase ability to communicate and listen effectively
Method: Include all individuals of group, while one is given step by step instruction on how to avoid placed obstacles on the floor (Frisbee/bowling pin) by the rest of the group. The one participant must keep their eyes closed, cannot move unless directed, and cannot use verbal communication.
Materials: Frisbees or bowling pins
Target population: All ages
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Weekly Log
June 18- June 22:
My first week at my internship for the YMCA was an overall success. I have been reporting to the North Dover elementary school, as that is where the camp begins and concludes during Mondays, Tuesdays, and Wednesdays. My day begins there at 8am, when children are being signed in by their parent or guardian. There are activities that the children can choose from until camp begins at 8:30am. A few minutes after the day begins, we gather together in a group that consists of my internship coordinator, Jasmin, as well as the group leaders of the camp that oversee the 9 groups of children ranging from kindergarten to fifth graders and the sports and odyssey campers. The discussion lasts for about 25 minutes where everyone has an opportunity to speak about any concerns, and gives the coordinator a chance to make sure the day runs smoothly by getting everyone on the same page.
The day then follows as planned on the weekly schedule. Every camper has assigned times for discussions about nutrition, bullying, and exercise among their activities that include field trips and a variety of non-elimination games. I first learned about the non-elimination games during my training on June 5th, and I was enthusiastic about them as much as I am to see the children participating in them. They are great because they keep the children engaged and active for the duration of the game.
As for my role at the camp thus far, I have been a contributor from the first day of camp which was this past Monday. Monday was eventful, as there was last minute organization that was required for better efficiency. As the days followed alongside my coordinator, we trouble-shooted as any difficulties arose among the group leaders, counselors, activities, scheduling, and the campers. In addition, we communicated with the guardians about any questions they had.
Overall, I have been Jasmin's go to person in everything that needed to be addressed and followed through with. Upon my departure on Wednesday evening, Jasmin was reluctant to see me leave and stated, "how will I get anything done without you?" That was positive reassurance to me that my efforts and my hands on attitude was a effective contribution during my first week.
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June 25- June 29:
This week included an opportunity for me to be more involved with the campers. In doing so, I had participation with every age group. I initiated an activity in which the campers could have a better opportunity to make friends among their peers, and more importantly to not feel like an outcast. The materials I used required only a ball of yarn. I asked for each age group to stand and form a circle. The instructions given were to have one person hold the ball of yarn in one hand and hold the loose end with the other hand. The person holding the hand would make a statement such as, “I have a dog” or “I like cartoons”. The participants were given an open opportunity to say something about themselves. Then, any person with the same common interest would raise their hand (still standing in circle). The person holding the yarn would then toss the yarn ball while holding a loose end across to the person they had something in common with. The game continued with the same procedure until everyone in the circle was holding a piece of the yarn. The outcome was a spider-web like shape among those standing in the circle. This gave a visual perspective to what they had in common with at least one other person, as well as having a connection to every individual among their peers.
The participation was most successful with the kindergarten and first graders. They were really attentive to the procedure of the game. In addition, they were enthusiastic to have an opportunity to say something about themselves, while others were excited to have a common interest. They all threw their hands up with such energy and excitement. Meanwhile, it was also successful among the fourth and fifth graders. The also appreciated their peers finding out something about them that they had not known before. They especially liked having their voices heard among their peers. Finally, I was able to get the oldest group of campers involved. Despite the group being small, it was made up for with the intimacy provided. This allowed for their anxiety about public speaking to not be as threatened had the group been larger. I believe after observing that a decrease of intimidation was definitely an advantage.
After each game had completed, I asked if everyone had learned something about their peers. I then asked if they learned something that they had not expected to. Overall, I think this activity enabled a greater sense of belonging among the campers. I also think it allowed for a healthier social and emotional health in which now has the potential to be expanded on. In fact, the following day I learned after asking counselors the following day if their group of campers were getting along any better, one counselor
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provided a positive remark. He had mentioned that I had helped a camper form a friendship with another camper among his fourth graders. That was a very powerful outcome, and provided me with assurance that the activity was a success. Furthermore, I was asked by a second grade camper in passing if I was going to do another game. That also gave me confidence in knowing that the activity was enjoyable, interactive, and provided a positive experience among the campers.
July 2- July 6:
My contributions were: assisting counselors and coordinators in various projects and tasks, signing out children at the end of the day, re-organizing camper registration forms, billing, transporting supplies from YMCA to North Dover Elementary, and being responsible for representing (by myself) the school for a couple of hours while my coordinator, Jasmin attended a meeting.
Week of July 9th- 13th: Phone Correspondence
Week of July 16th- 20th: Phone Correspondence
July 23- July 27:
I introduced to the oldest camp group the Power Model. This gave me the opportunity to discuss with them the importance of decision-making, and how to do it effectively. Several topics were discussed, and I was pleased with the children who shared in front of others and myself their individual concerns. This week also included a self-esteem questionnaire among the same campers. This also allowed for an open discussion about what self-esteem is as well as what made up their individuality. I was impressed further by the willingness for the campers to be open and discuss their responses. The questionnaire was successful in providing the children with evaluating their priorities, influences, and the impact of their environments. In addition, this week I introduced the campers to mindfulness meditation. The campers were enthusiastic about having down time to themselves, and feedback included an impact on the coping with a range of issues.
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July 30- August 3:
This week involved an introduction to a body tracing activity, where the campers were hands on in learning about exercise. Out of a multiple of groups involved, the 3rd graders were the most cooperative and participatory. This week also included being requested to make recommendations and suggest corrections to the new program guide, in which I submitted with an efficient timeframe. I was also asked to research available Epi-pen training and certification for staff members. I submitted state guidelines for schools, access to allergen necklaces, various associations that promote awareness, advocacy, and education about anaphylaxis, as well as social networking for local events. In addition, I placed an order for an Epi-pen training DVD and mock Epi-Pen for Veanna. Training was found available through the Red Cross. I also had the opportunity to sit in and take notes for a health setting needs assessment as part of the A.C.H.E.I.V.E grant under the Center for Disease Control’s Healthy Communities Program. I then assisted on the evaluation and scoring for the health setting with Lisa Bierly, who is a member of the YMCA as well as the resource team for the grant.
August 6 - August 10:
This week involved a lot of hands on with the Department of Agriculture’s Child and Adult Food Program for the 2012-2013 academic year, where I provided assistance with the eligibility applications. I had another opportunity to take notes for the A.C.H.E.I.V.E grant under the Center for Disease Control’s Healthy Communities Program. This time it included the community at large needs assessment with Leslie Terjensen from the Ocean County Health Department and Rodger Koerber, the CEO of the YMCA. I then assisted with the evaluation and scoring, where I was able to supply feedback, comments, and questions. At the end of the meeting I was pleased to have made a personal network with Leslie from the Health Department. I also was part of a meeting and discussion with a nutritionist from Shoprite and Jasmin Almonte, camp director about an upcoming MyPlate game and lesson that will be taking place next week. I look forward to seeing what materials she uses for educating the campers and working alongside her.
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August 13- August 17:
This week concluded my hours at my internship site. I was given take home work to aid in the completion of my hours, in which I was assigned to take home the State of New Jersey's Department of Agriculture's Bureau of Child Nutrition Programs "Child Care Food Program". I was given the task of reading it in depth to gain an understanding of the licensing, procedures, and documentation in which the YMCA will participate in for the 2012-2013 school year. I was also requested to make a checklist in which would make it less cumbersome to be completed. This project helped me gain a better understanding of the Food Program and how grants function under an organization. This also allowed for me to organize the gathered applications in such a manner that I created a spreadsheet and entered all the relevant data accordingly. I found it helpful that when it came to understanding the categorization that I didn't need to ask a particular question as I already had gained the answer from independent research. This week also included meeting again with the nutritionist from shoprite. I observed as well as conducted her health seminar for the summer camp children that was dedicated to educating them about healthy eating habits, portion control, and nutritional information.
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Angela Silipena
PUBH 3510
2/6/12
What is the greatest threat to school children?
The question of what the greatest threat to school children involves a cumbersome answer, in my
opinion. The numerous influences on a child enables them to gain both strengths and weaknesses. That is the way
it has always been, and that is the way it will always be. I do feel, however, that one is out-weighing the other. The
fast-paced lifestyles, high consumerism, loss of communities, loss of connections with family, and people’s overall
lack of will to care carries mounting consequences. The sources of all these things vary from family to family, and
not one is the same. I do feel however, that the greatest negative contributors are lack of community and a loss of
time families spend together. Family dinners, what was once considered “traditional” or commonplace at the least
is now hectic meals in the car at different times of the day and night. I feel this is a tremendous loss of quality time
families spend together, mainly, because it provides an intimate conversation between family members. This gives
parents a scope of what their children’s day entails, including conflict and resolution, things that made their day
exciting and interesting, something new that they have learned, and a better understanding of a child’s social,
emotional, mental, and physical well-being. As a parent, they should have as complete of an awareness of these
qualities at all time. Let’s not forget to mention the likelihood of a well prepared meal that is associated, and
hopefully child participation in the meal preparation. All these things contribute to opportunities for parents to
instill positive and negative reinforcement as necessary, needed for encouragement, confidence, and discipline.
Meanwhile, it also provides a common-interest for all family members-family gathering and sharing a meal without
a dependency on technology or external distractions. It really saddens me that such a vital aspect of family
gathering has been withered down to only once weekly or not taking place at all.
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Angela Silipena
PUBH 3510: School Health Education
2/13/2012
What is self-esteem?
self-esteem:
my ability to overcome short-comings
perceive and react to my surroundings without contempt
my ability to self-motivate
having resiliency and adaptability
my sense of dedication and integrity
The National Association for Self-Esteem (NASE) http://www.self-esteem-nase.org/what.php
My school experience was slightly different than most children in my community had. I was sent from 1 st-
8th grade to a private school, a catholic school to be specific. We were instilled from young ages within our
curriculum of religious values how to be compassionate, well-intentioned, empathetic, committed, patient, and
morally strong individuals. Religion class was instructed once weekly, while our lessons were reinforced daily. Once
to twice weekly the entire school and attended church. Here is where I believe I learned the most self-discipline
and gained the most structure. Now that I think about it I assume my grade-school was a very influential aspect of
my appreciation for structure and
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organization. In church, there were rules to follow and harsh consequences if they were tested or broken.
Aside from the classroom, church was a place where we were under the most scrutiny of our words, actions, and
discipline. I remember that no matter what time of the school day, there were expectations for order and respect.
Respect not only towards the faculty, but within the student body as well. The phrase “treat others as you would
want to be treated” was always the rule of thumb, and was reinforced whenever the faculty felt there was a
conflict. Based on this value, we were expected to make the right decisions within resolve for the conflict at hand.
I believe that my schooling was a very special contribution to my personality, values, perceptions, and treatment of
others. I find that I was not only different from most of my peers as a child, but an adult as well. I believe school
was the largest contributor to my respect for every life form, and my consideration for others feelings. Meanwhile,
I feel that religion was a positive and negative reinforcement as a child and adolescent. I think that it was positive
for who I am as an individual, but I feel that religion was a harsh negative reinforcement as well. My most nerve-
racking experiences in catholic school were confessions that took place about once a month. We were strongly
encouraged to do so from young children, and I remember a distinct guilt, anxiety, and discomfort at the thought
alone. It gave me a sense of responsibility for my actions and treatment of others, while gave me a crushing sense
of failure under the judgment of the priest administering the confession. It was very pressuring to always worry
about pleasing and upholding the expected dignities upon the school staff, the church staff, my peers, and my
parents simultaneously. Overall, I think these experiences made me a well-rounded and important contribution to
society. I become more grateful as I get older even mores-o because I realize how hard values like my own are hard
to come by, and I mean that in the least narcissistic manner possible. The most meaningful aspect of my
experiences in a catholic school for eight years is my ability to retain the values instilled without the application of
religion. From experience alone, I can say that the absence of religion is possible to be a moral, ethical, and
responsible contributor to society. Have activities that reinforce values, ethics, and morals based on age
appropriate levels.
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Prepared by Angela Silipena
April 30, 2012
Prepared for Dr. Elizabeth Calamidas
Osteoporosis Goals and Objectives
Osteoporosis
Knowledge Goal: Identify how calcium intake is achieved.
Following the seminar, participants will feel more confident in their ability to prevent osteoporosis by meeting the recommended calcium intake requirements.
How many milligrams (mg) of calcium do you need daily?
A. 500mg or lessB. 600mg-800mgC.801mg – 1,000mgD. 1,001mg or more
Affective Goal: Participants will appreciate the perceived benefits of sufficient calcium requirements.
Following the seminar, participants will report a greater appreciation of their bone health.
I care about my bone health.
Strongly Disagree Disagree Neutral Agree Strongly Agree
Following the seminar, participants will feel more confident in their ability to prevent osteoporosis by meeting their daily needs for calcium intake.
I feel confident about which foods will promote and maintain my bone health.
Strongly Disagree Disagree Neutral Agree Strongly Agree
Behavior Goal: Take precautions towards avoiding osteoporosis.
Following the seminar, participants will be prepared with the skills of how to achieve bone health within their diet.
Mission Statement
Increase health literacy
about osteoporosis in men and
women aged 18-24 years
old by meeting
necessary requirements
to achieve and maintain bone health.
Target population
Men and women ages
18-24
I can reduce my likelihood of osteoporosis by meeting my daily calcium requirements.
Strongly Disagree Disagree Neutral Agree Strongly Agree
Following the seminar, participants will have a strong association between their diet and their bone health.
I believe that I can affect my bone health by achieving calcium intake via my diet or supplements.
Strongly Disagree Disagree Neutral Agree Strongly Agree
Rationale
The rationale of my seminar, goals and objectives, target population, and mission statement are as follows; to increase awareness about the burden and occurrence of osteoporosis in this country, decrease its impact on the population, translate facts about the risks factors to participants feeling driven to make behavioral changes, to identify individual risk factors for osteoporosis, to instill knowledge and skills about personal preventative measures, reinforce sufficient daily calcium intake on the human body, encourage participants to seek professional recommendations about calcium supplements, and to supply participants with reliable resources for their bone health.
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Angela Silipena
School Health Education
2/6/11
Howard Gardner’s Multiple Intelligences Assessment
My top three intelligences according to the assessment were social (4.43 out of 5.0), nature (4.14 out of 5.0), and
body movement (4.0 out of 5.0). I find these results interesting in comparison to the results of the in-class exercise
last week. I rated my top (in hierarchal order) as Intrapersonal, verbal linguistic, and spatial. My reaction to the
self-reported results versus the online assessment is mostly a sense of refreshing confidence. I cannot recall having
an exercise that I was able to rate my strongest learning and comprehension skills. The strongest learning ability I
thought I possessed was a photographic memory. I assume its strength depends on a particular person, place, or
thing. The assigned exercises were beneficial to me in that it gives me a better sense of identity and self, although I
wish I would have known them sooner. I don’t see my ratings as a weakness when I compare to what others might
be capable of, but rather a better understanding of my strengths. I enjoyed the description of the multiple
intelligences, because it offered me a greater depth of understanding to what I actually possess. There’s not much
to gain if a person can’t wrap their head around the category of a topic. In discussion of the online assessment
results, I found that the social intelligence defined me very well. I have found that I have good social skills, and find
it annoying at times when others are too shy to express or describe their opinions about things, but at the same
time I do not respond well to the “strong personality” type. I find it easy to work in groups, and find it very
enjoyable when people can communicate without conflict. I am also a big observer. I like to watch to see the cause
and effects of people’s actions and behaviors. I guess the observer trait ties into my social intelligence because it
offers me a greater interest in listening and responding effectively to others. As for the nature intelligence, I wish
that it would have been incorporated more in my learning as a child and adolescent so I could have benefited
more. I do find it easy to be outdoors, and feel more in tuned when I am. I can now see how enhanced senses from
such a thing could better my attention span and memory retention. As for body movement, which was the least
expected intelligence result. I always related body movement to exercise, and never quite combined a relationship
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with exercise to learning and comprehension. Furthermore, I don’t relate physical strength and endurance to
learning endurance. Again, this result is another I wish I had known sooner to maximize its benefits. Overall, these
intelligence results give me an explanation to why as a student in the past and present I have not gained entirely
what I was intended to based on the learning models not personalized enough for me.
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Summary Paper
My internship experience was a culmination of my ability to represent and apply my
educational knowledge, cultural and ethical sensitivities, and personal strive for an increased
quality of life among others. The health topics covered throughout my coursework provided me
with the awareness for the emotional, psychological, physical, and psychosocial relationships
between individuals and their behaviors. I believe that my learning experience was a
tumultuous contribution to the interactions and implementation towards what it takes to be an
achieved health professional.
I was given the opportunity to be responsible for a variety of tasks in which were trusted in me
to accomplish. My attitude towards following through with every task at hand allowed me to
prove my work ethics as well as my enthusiasm to be part of the bigger picture. My
contributions included counseling, advising, administrative, and providing experiential learning
activities within the YMCA’s summer camp. I counseled children within the context of their
socio-emotional health and problem resolution among their peers. I advised when counselors
of the camp had questions or concerns about an issue at hand. I performed administrative
duties such as providing head counts throughout the day of the children within the camp that
needed to be accounted for.
I was requested to apply my education and knowledge resources within the curriculum of the
summer camp. I did so with proper communication, organizational skills, leadership, and using
materials and facilities that were available. I provided the camp director a detailed outline and
dates in which were necessary for the activities to take place, and communicated the benefits
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of each exercise. I implemented experiential learning activities within the camp as noted in the
previously mentioned activity schedule such as Minefield, Body Trace, and Hot Potato Health
Trivia, as well as a yarn ball activity. I was introduced to the benefits of experiential learning
during the 2012 spring semester in PUBH 3510: School Health Education. These learning
activities were focused on improving health-related behaviors, socio-emotional health, and
communication skills. As included in my portfolio material, I implemented the discussed
activities and provided processing during the activity, as a technique to gauge the campers
understanding, comprehension, and application of each topic covered.
I also implemented activities that were focused on decision-making skills with the use of The
Power Model. I felt this as a valuable tool for gaining personal responsibility for healthy
decision-making. The value of responsible decision-making is a life skill that is the most
influential factor towards living a health-conscious life, as I learned in most if not all of my
Public Health coursework. I am thrilled to have gained such awareness in order to help the
campers learn about such a priceless tool. Topics in which they benefited from include difficulty
within familial relationships, emotional coping, and social health. These discussions I believe
were afforded by the trust and consultative relationship that I had established among the
children, especially in the odyssey girls camp group. .
The con that I was faced with while contributing to the camp’s curriculum was gaining and
maintaining the children’s attention. Meanwhile, I learned that I could implement an activity
such as the Minefield game as behavior reinforcement for communication and listening skills.
The issue I was faced with gave me an opportunity to problem solve and recognize that it could
be used to an advantage. Recognizing that there was a problem area within the children
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allowed to me to observe, evaluate, strategize, and implement a plan of action towards a
resolve.
Along with the activities that I implemented was mindfulness meditation. . I learned about
meditation and had the opportunity to practice it during the fall of 2010 in GIS 4636 Yoga: East
Meets West. After independent research for the camp, I was impressed to find literature that
provided me with guidance on its application for children (Wisner, B. L., Jones, B., & Gwin, D.
(2010). School-based Meditation Practices for Adolescents: A Resource for Strengthening Self-
Regulation, Emotional Coping, and Self-Esteem. Children & Schools, 32(3), 150-159). Within
this article, I utilized the script provided for the appropriate age group. Along with my research,
I found it self-esteem to be a prevalent predictor of negative health behaviors, depression, and
even suicide. With tools such as a self-esteem questionnaire (see page 7), I was able to assess
their self-esteem before initiating meditation. It was used as a discussion starter, as I asked
question such as “what is self-esteem?” to the campers. It was helpful to have clarified what it
is, where it comes from, how it’s always changing, and how to keep it healthy. This activity
served as a chance to appreciate what they like about themselves and what they would like to
change. It also served as an opportunity for the campers to let others know more about on
another. I believe this aided in fostering their self-esteem in itself, especially when there was an
instance that a child wrote “I don’t like anything about myself” and her peers gave positive
reinforcement that she was admired and had characteristics that others appreciated. I was
moved by the initiation of the peers within the group to make their positive opinions known.
I decided that meditation was another tool that I could give to the campers after my research
provided me with an alternative way in which to aid in stress management, promotion of self-
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esteem, and emotional well-being. I was just as thrilled to introduce meditation and
furthermore by the insight gained and expressed appreciation among the campers. Pros of this
activity include a designated time and place in which the campers could focus on any thought
that came to mind and have the opportunity to process it within the limited control of thought
and thought alone. After the session, the children felt comfortable enough to share with me
what emotions they were processing and how they used my guidance and their own ability to
go from being angry to accepting a thought. Cons of this activity included the immaturity of
some, while others embraced it with sincerity to their psyche.
In addition to supplementing material to the Y summer camp, I utilized MyPlate.gov as a
resource for parents and “eating better on a budget” (see page 15). I had first learned about
Myplate through my coursework of GNM 2201: Health and Healing. It is a helpful resource for
a healthier lifestyle and better eating habits, and thought the camp would be an ideal
placement for the new health initiatives. I strategized the placement of the flyer in the drop-
off and pick-up area of the North Dover Elementary School on an information table where I
knew parents would visit frequently to obtain a weekly schedule for their child. In addition, I
made photocopies that were a refrigerator friendly size to encourage it being referenced as
often as possible. Towards the end of my internship I met Amy Wharton, who coordinated a
lesson for the summer camp. She was a representative of a local ShopRite and certified
dietician. She incorporated a lesson based on MyPlate, discussed portion control and examples,
and provided a hands on activity for portion control. She also familiarized the campers with
healthy choices and the significance of eating choices on our overall health. I was given the
opportunity to participate in disseminating the lesson to a group of campers throughout the
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day, as I reminded the counselors, the children, and myself of the positive decisions that need
to be made daily.
Aside from the curriculum of the summer camp, I had the opportunity to get an in-depth
understanding of a Department of Agriculture, Bureau of Child Nutrition Programs in which the
YMCA participates in for the school year. I collected, organized, calculated, and integrated the
data into an Excel spreadsheet. I was grateful to see and hear that a day after completing the
task that it had already benefited the efficiency of the grant processing.
Through the duration of my internship, I learned the product that the YMCA provides to it
community. It was enlightening to see the variety of ways in which they do so, and even more
the faces that contribute to that daily. The self-integration of each individual of the YMCA plays
a role in enriching lives daily from children learning about nutrition and exercise, to seniors
having a place to rely on for their longevity. I am proud to have been part of such an
organization, as I am humbled by the individuals that make it possible. Within the cumulative
observation and participation n of the organization, I successfully witnessed and contributed to
the mission statement, “Here at the Y we are here for youth development, healthy living, and
social responsibility.”
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Angela Silipena
2133 Philadelphia Avenue
Egg Harbor City, NJ, 08215
August 20, 2012
Veanna Knoeller
VP of Youth Development
YMCA
1088 West Whitty Road
Toms River, NJ 08755
Dear Human Resource Manager:
I am sending this letter to provide my interest in being a member of this organization. I have become familiar with the YMCA more recently as I have advanced my education. In specific, I am seeking a position as a health educator. I am interested in this organization as a result of our common investment in health promotion and efforts in increasing an individual’s quality of life.
My qualifications for this position include the commencement of my Bachelors in Science from The Richard Stockton College of New Jersey with a Major in Public Health and a Minor in Holistic Health. My Major is concentrated in Community Health Education, where I was broadened to the overwhelming aspects of health, its influences, and understanding the psychological, emotional, and physical components that are associated with a person’s health-related behaviors. Furthermore, I have hands on experience with the research, implementation, and evaluation of health related topics both in the classroom and in real-life scenario’s. I have been provided opportunities to display leadership, trustworthiness, and self-efficacy towards instilling knowledge about the burden of disease, personal responsibility, and behavioral recommendations within a professional role.
I trust that my role as a health professional will be necessary today and in the future, and I look forward to providing disease prevention among the individuals within your community. Thank you for considering me as a member of your organization.
Sincerely,
Angela Silipena
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Angela Silipena2133 Philadelphia Avenue, Egg Harbor City, NJ 08215
(609) 350-2684 [email protected]
OBJECTIVE To obtain a role as a health educator.
EDUCATION The Richard Stockton College of New Jersey Pomona, NJ Bachelors in Science Community Health Education Major, Holistic Health Minor Expected Graduation Relevant Courses: December 2012
Community Health Education Theory and Practice Public Health Research Methods and Statistics Public Health & Marketing Health Psychology Writing for Health Professionals School Health Education
Atlantic Cape Community College Mays Landing, NJ Associate in Science Graduated May 2009 Dean’s List 2009-2010
EXPERIENCE YMCA Toms River, NJPublic Health Intern June-August 2012Comply to the role standards of a Health Educator as outlined by The National Commission for Health Education Credentialing for entryLevel Health Educators.
Incorporated experiential learning activities into summer camp curriculum Contributed to needs assessment of Action Communities for Health
Innovation and Environmental Change (A.C.H.I.E.V.E) Modified health behaviors within marketing MyPlate to camper guardians Promoted self-esteem with the use of mindfulness meditation practices Fostered positive emotional and physical health of summer campers
Ventura’s Greenhouse Margate, NJ Waitress June 2008-August 2011Provide enjoyable atmosphere for patrons dining experience. Effectively communicated with customers, employees, and management Maintained cleanliness and organization Achieved excellent customer service acknowledgement from management and patrons Fast-Paced multi-tasking and teamwork required to deliver efficient and exceptional service Selected to train new hires, approximately 25 per year
Sears Roebuck Mays Landing, NJ Sales Associate May 2006- June 2008
Perform sale profitability according to corporate expectations.Achieved multiple high sales awards in a competitive environmentSupervised, monitored, and executed department duties Trained new hires on product knowledge and policy compliance, approximately 5 per yearRecommend products and features, demonstrated if neededFollowed corporate policies and procedures
VOLUNTEER Eastern Service Workers Association& NON-PROFIT Community Advocate
Served community by providing information for nonprofit assistance Canvassed neighborhood to join organization
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References
Daphne Riccardi
Relationship: Current manager
Tailgaters Bar & Grille, Galloway, NJ
(609)- 804-9000
Maria Behm
Relationship: Former manager at Ventura’s Greenhouse
Special Education Teacher
Alder Avenue Middle School, Egg Harbor Township, NJ
(609)-214-2915
Marilyn Homan
Relationship: Family acquaintance
Registered Nurse
Mainland Regional Hospital, Pomona, NJ
(609)-965-6844
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Thank you Letter
Angela Silipena
2133 Philadelphia Avenue
Egg Harbor City, NJ, 08215
August 20, 2012
Veanna Knoeller
VP of Youth Development
YMCA
1088 West Whitty Road
Toms River, NJ 08755
Dear Veanna:
There are few opportunities in life in which can be seized, and even fewer in which can be
thrived from. I would like to take the time to give you credit for providing me this in such a brief period
of time. I appreciate your guidance, confidence, and diligence in ensuring the success of my
educational experience. I will remember your professional mentoring as I enter my own pathway as a
health professional, and will look back as my involvement with the YMCA as the most significant to
having reached my goals.
Sincerely,
Angela Silipena
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