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  • As a student in elementary, I

  • I was smart, but I spoke a lot.

  • I had a teacher who called me motor mouth.

  • And, I think my behavior affected my grades a lot.

  • Because I would always do my work

  • and I didn't understand how I would still get Fs.

  • In middle school, I

  • started sixth grade and got my first D and

  • thought I should celebrate

  • because I got a D instead of an F.

  • And, there was this program in middle school called Score.

  • It was a peer mediation program.

  • And my cousin and her friends

  • were already in this program.

  • And what the program did was have students

  • mediate other student's problems.

  • So, there was this instructor for that program.

  • A mentor for that program

  • who had a great relationship with these students.

  • And I so badly wanted to be a part of this

  • peer mediation program and asked her

  • if I could be a part of it.

  • And she said, "Sure, but you have to bring your grades up."

  • So that was sort of the beginning of my turnaround.

  • So, from seventh grade on I started improving in school,

  • doing everything, but I would always get that one C in math.

  • Math is just not my subject.

  • And, then I came to high school

  • and this very same building, (mumbling)

  • I graduated from Boston public schools.

  • From this school.

  • And, I remember sitting in my ninth grade class,

  • I'm in high school and one day I thought I was cool.

  • He had an assignment on the board and I said,

  • "I'm not doing it."

  • And, he said,

  • "Well, I still get paid at the end of the day

  • "so that's your loss."

  • And I thought about that and

  • I said, you know what?

  • He's right.

  • Shortly, I got back to work.

  • And, also being in high school I realized that

  • peers influence you more.

  • And they have a lot to say in their perception of you.

  • So, I'm not one for drama.

  • But you would hear people often talk about you

  • and everything, so I tried to

  • disassociate myself from all of that

  • and said, you know, I'm going to worry about myself.

  • I'll have friends, I'll see them at lunch.

  • I'll see them after school.

  • But, I'm here for myself because

  • no one else is going to help me.

  • So I was very fortunate that I learned that early on.

  • As a result, I became an honor roll student.

  • I became more involved.

  • I joined the student council.

  • I joined the keyboarding club, the soccer team,

  • the softball team.

  • Becoming presidents and captains

  • in all of these organizations.

  • And, as I was boosting my self-confidence

  • I felt a lot better about myself

  • and I joined the mayor's youth council.

  • Which is a youth council that has a political agenda

  • or support different causes

  • in the city of Boston, to support other youth.

  • We try to bring community resources together

  • for other youth.

  • And, as a part of the mayor's youth council

  • I got exposed to different people

  • from different schools and

  • just realized that there was so much opportunity

  • out there for me.

  • While I was an undergrad at Boston College

  • I was studying education and human development.

  • And,

  • I sort of changed a few times,

  • political science, sociology.

  • I couldn't really figure it out.

  • And towards the end of my sophomore year

  • I discovered that there was a five year program

  • which I can get my masters in social work

  • within five years

  • and I would start as a junior taking master level courses.

  • I was studying social work with clinical focus

  • and a global concentration.

  • So part of my global concentration

  • I got to go to London to research

  • do research on repeat offenders to figure out

  • why they were

  • they kept offending over and over again.

  • From there, I finished in 2008 with my masters.

  • Only five years after I started undergrad.

  • So when I graduated from college

  • I went to work with the mayor.

  • For his department of neighborhood services.

  • This was a result of me having a relationship with him

  • through all the years since I

  • had joined his youth council.

  • So, I became the liaison to the Mid Dorchester section

  • of Boston.

  • And the Cape Verdon community liaison.

  • Because I am a Cape Verdon.

  • While in this role I started to attend

  • lots of vigils for young men

  • who were being murdered in the community.

  • Over and over again, I would be

  • at these vigils with the mayor.

  • We would be walking peace walks.

  • And, I myself, at that point, had lost

  • two of my three cousins to violence.

  • So, what I recognized as a common theme

  • was that a lot of the young men

  • who were being murdered had been high school dropouts.

  • And, I sort of started thinking like,

  • I need to get back to where I first started.

  • And I remember going into

  • graduating high school

  • I thought I wanted to be an elementary school teacher.

  • And at this point I'm like,

  • I need to become a high school teacher

  • because they're dropping out in high school.

  • And that's where I started investigating

  • Teach For America, joined Teach For America

  • and became a teacher.

  • I taught full-time for three years

  • and, after the three years

  • a role opened up where I could become

  • the school social worker.

  • And, I knew that was also a passion of mine

  • and I had already had the teaching under my belt

  • for three years.

  • So I figured, you know,

  • to be a social worker in a school

  • that's awesome because I can sort of do both.

  • And, that's where I am now.

  • So I find myself very fortunate to have

  • found a job where I can use both of my degrees

  • to be able to work in the community

  • that I grew up in with the students who

  • most closely resemble me.

  • It's powerful when you can tell students that

  • you share some of the same experiences

  • that they're going through.

  • And,

  • you seem more

  • more as an insider than an outsider

  • when you have

  • that ability to make that instant connection.

  • It's sort of an advantage.

  • There is potential for growth in this position

  • from a social worker you can become

  • the student support coordinator for the school

  • which I did for my previous school.

  • Or you can go up to the district level

  • which you're making decisions around student support

  • across the district for all schools and all students.

  • In terms of

  • within the school building, it's limited.

  • You're either a social worker,

  • or a student support coordinator.

  • And most schools don't have both, or either.

  • So, really, your growth opportunity

  • at most schools would be, at the district level.

  • My long-term goal and dreams is to

  • have an organization where

  • inner city students can be exposed to things

  • that are a little foreign to them.

  • For example, ice hockey, field hockey,

  • camping, rowing,

  • et cetera.

  • Additionally, I like to provide them with

  • opportunities to engage with peer leadership

  • and other educational initiatives.

  • Things that contribute to their confidence,

  • to their skillset and that will prepare them

  • for the larger world.

  • For anyone who is interested in the field of social work

  • I would really suggest that they

  • expose themselves to people and relationships

  • as much as possible.

  • And to really figure out

  • the population that they like to work with.

  • I always knew that I wanted to work with teens.

  • So the trajectory that I followed was to

  • embrace other teens around me.

  • And that was by working in

  • working or volunteering in locations

  • that included other teens.

  • So I worked at different teen centers.

  • St. Peters Teen Center, which is down the street.

  • Log School.

  • I did things that aligned with my passion.

  • For example, when I was 18

  • I was part of a group of students

  • who started a radio station for

  • females in the community.

  • And, it targeted the teen population.

  • I went to college and I continued to help teens

  • whether it was teens who were still in high school.

  • My little cousins who were teenagers.

  • So I always kind of stuck to that population.

  • And I think, over time, that's where

  • I developed my skillset because I exposed myself

  • so much to teenagers.

  • Even at my job in the mayor's office

  • though I worked with everyone

  • I had more fun at events where I saw teens.

  • For anyone who's just starting out in this field

  • I would just want to tell them that

  • it's a very rewarding job.

  • Although some days it may not seem like it.

  • Some days will be easy, and some days will be really tough.

  • But at the end of the day, once you can

  • see progress in the families and the students

  • that you help, you'll remember why you're in that position.

As a student in elementary, I

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スクールソーシャルワーカー|私はどのようにしてこの仕事に就いたのか? (School Social Worker | How I got my job & where I'm going | Part 2 | Khan Academy)

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    540455851 に公開 2021 年 01 月 14 日
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