ENVIRONMENT YOUTH FAMILY HEALTHCARE
AND ARTS , SUSTAINABILITY
EDUCATION
AND WELLNESS COMMUNITY HEALTH
BALTIMORE CHESAPEAKE DEWMORE BALTIMORE CITY PUBLIC SCHOOLS -
CODE COURT BY ART PEACEFUL WITH IN APPOINTED THE BALTIMORE
A YOUTH SCHOOLS HEART SHAKESPEARE SQUASHWISE ARTS SPECIAL
MEANS CO ADVOCATES
ESPERANZA SPECIAL EDUCATION
CENTER .
Peer Intern Intern : Jocelyn : Liesel Jeremy
Shan Peer Mentor :: Ethan Christian Jonathan : Wang Caroline Cionne Arauz Gu Paulisich LeeVallecillo
Gates Colvin
Intern Peer Mentor : Emma : Leisha
: : Nadia : Sarah
Koye Bocanegra
Supervisor Winley West Oputa : Troy Ernest Monique
Nawal Reah Jennings Vasilakopoulos
Maynard Rajeh Howell Cox
Supervisor : Annabelle Yaneldis Boullon Bacordio
What What is is is is Baltimore
Chesapeake Code DewMore is Art Baltimore with in the
Youth a ? Heart Schools SquashWise Shakespeare Arts ?
What ? ? Co .? is By CASA
Peaceful ? What is the Esperanza Means Center ? ? What is the BCPS Office of Special Education ? Baltimore Art SquashWise with Youth a Heart partners Arts works is to a with creative enhance Baltimore the entrepreneurship ’ lives s youth of people and families and need to job through advance training visual equity program in squash that , provides education artistic
Chesapeake We
DewMore empower seeks
Shakespeare Baltimore
to foster civic
Company City engagement youth is the to leading thrive with in historically classical the 21st theatre century
marginalized
CASA of Baltimore ' s mission is to provide court appointed special company economy in Maryland by expanding , offering vibrant access , andto and art For . residents Art with a Baltimore Heart , City brings Schools visual provides classes a range of to services vulnerable to ensure youth that all and students adults ' performances
peoples quality advocates By The personal Peaceful professional Esperanza
through development opportunities . We are a dedicated agent of change in providing a place where needs are computer to that Means speak Center
innovative blow opportunities met , whether science for has the is the a dust
art-focused comprehensive mission off to of young Shakespeare to interrupt programming in regular education
education best interests people , ages 14-22 , with a focus on those involved in the classes , and of resource resource
building abused and physical and delight center
and and community rooms or self-contained
pathways neglected its whose patrons structural classes
from mission children . at
school One of is to the jobs six largest and higher theatre justice companies organizing violence schools public students system schools
, by shelters in , reach the separate empowering . Our state , their group special
mission , CSC academic homes education serves youth is to , community centers diverse , assist through athletic , or
young audiences nonpublic , peace centers and people life special , education with hospitals goals funny in and gaining , and moving , where schools advocacy senior the
., the rousing creative squash , and mainstage , community personal seasons , becomes and education involved welcome in immigrants
via purposeful . Baltimore By focusing ’ s by juvenile offering
partnerships youth court hope
with traditionally system , compassionate
community organizations to encourage under-represented services reunification , and
, schools the , help technology power , fields , we , a work vigorous more to educational and employment facilities Students accessible receive program . skills . and appropriate that welcoming serves will supports enable over , for interventions 16,000 all them . , students and to rigorous become annually instruction leaders in , with both the in theatre goals their of communities high and the classroom . , and a growing eliminate them to improve governmental find achievement structural a permanent their lives agencies and postsecondary barriers
. that foster empowerment , capacity for change , family , success and
. We also inequities reach their offer special in full education potential . programs and and industry services . community and community engagement development effort . . for young children with Individualized Education Programs ( IEP ).
I entered this internship very worried about my ability to sensitively and professionally interact with patients . Not only was this my first experience working in a clinical setting , but I would also be having these daily interactions in Spanish , a language I was not quite comfortable speaking outside of casual settings . This fear was quickly alleviated within my first few days at the Esperanza Center . My colleagues were unbelievably encouraging and supportive , while still nudging me slowly outside of my comfort zone . The patients I spoke to in Spanish were always extremely kind and compassionate , even when I stumbled over my words , had to ask someone to repeat something multiple times , or perhaps most embarrassingly , accidentally address a “ Señora ” as “ Señor .” Working at the Esperanza Center made me realize that I don ’ t need to be perfect or have a complete and comprehensive knowledge of something to make an impact or have success . I learned that what ’ s most important is being willing to listen , as well as being driven by the genuine desire to help and support someone rather than the desire to be perfect , so as to never feel embarrassed about making mistakes .
I had never imagined myself working in a clinical setting , as my interests lie primarily in improving public health through public policy . However , I was struck by how important it was to have these individual interactions to develop my understanding of the specific issues Baltimore ’ s immigrants face . These interactions reinforced the importance of having direct connections to communities that I ’ m attempting to serve , and the importance of not assuming these communities are a monolith as I experienced firsthand the diversity of peoples ’ experiences and stories .
Developed a community resource guide for the Esperanza Center ’ s patients living in Baltimore City and its surrounding counties to access dental and mental health , housing assistance , and other similar services
Communicated with patients by phone to confirm primary care appointments and to coordinate specialist appointments for patients within the Johns Hopkins health system
Communicated details of appointments with patients , including appointment preparation instructions , arrival times , addresses , as well as answering any questions they might have
After my summer working at the Esperanza Center , I have noticed both personal and professional growth within myself . My time spent interacting with my colleagues at Esperanza and the individuals the clinic serves has developed my understanding of Baltimore ’ s immigrant community and the issues they face both accessing healthcare and navigating the other issues that are frequently faced in regard to language , cultural , and citizenship barriers .
Worked with the TAP coordination team to maintain an organized system for hundreds of patient referrals
24