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Engaging with Feedback. Finally, I have always worried about providing
substantive feedback for students. I want them to get the most out of their education
as possible, because that means they will be effective and helpful therapists
when they graduate. Like my schedule, this seemed to hang over my head and I
felt I needed to do more than I had time for. When I started to 'engage with the
feedback' it became less of a task and more of a discussion with students. Meeting
with students and developing those relationships helps with this aspect of engaging
with feedback. I'm able to provide targeted and specific feedback that I have
learned that my students need.
Conclusion. I don't think that these are groundbreaking or even unique tips,
but I have found that providing for the space to have relationships with students
my concerns related to time management, providing substantive feedback, and
connecting to students were addressed. I am grateful for my connection to NCU
and our students. When developed, these relationships can be just as meaningful to
our students as they were to me from my mentors.
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