Personal Summary of Skills Learned

 The Better Me: Better World project has been an incredible journey of personal and professional growth, centered around five key areas: physical health, intellectual development, emotional care, ethical alignment, and service to others. Throughout this experience, I have gained valuable skills that have not only contributed to my academic success but also to my ability to make a positive impact on my community.

As I set out to improve myself in each of these areas, I developed critical communication skills, refined my time management and organizational abilities, and became more self-aware of my leadership potential. This experience has deeply influenced my confidence, my ability to lead, and my commitment to contributing to society. The following sections detail the specific skills I have learned through this project.

1. Communication Skills: Leading with Purpose

One of the most important lessons from this project has been the development of strong communication skills, especially in relation to the mentoring work I’ve undertaken with the Guardian ad Litem program. This volunteer opportunity has required me to effectively communicate with vulnerable children, their families, and legal professionals, while advocating for the best interests of children in the foster care system.

Research shows that effective communication, especially in emotional contexts, is essential for building trust and fostering positive relationships (Smith & Johnson, 2021). Throughout my work, I’ve become more intentional with my language—ensuring that I communicate clearly and empathetically. One key lesson has been minimizing vocalized pauses during conversations and presentations. I’ve learned that by speaking with more clarity, avoiding filler words like "um" and "uh," I can create a stronger presence and more effectively advocate for those I mentor. This project has made me more conscious of the importance of tone and emotional inflection, which are essential when dealing with sensitive topics such as the well-being of children.

2. Organizational Skills: Time Management and Planning

A significant part of this project involved creating and sticking to a timeline that allowed me to meet all my personal and academic goals while fulfilling my community service commitment. Breaking my broader goals into smaller, actionable milestones helped me stay on track and maintain balance between academics, physical health, emotional care, and my volunteering work.

Effective time management has been shown to reduce stress and increase productivity (Jones & Green, 2020). I learned the importance of time management, ensuring that I maintained a steady focus on my academic performance while making progress in my fitness and mindfulness practices. Regularly assessing my progress and adjusting my plan when necessary helped me stay organized and meet deadlines. For example, as part of my academic commitment, I’ve worked to maintain a 4.0 GPA and be placed on the President’s List, while also completing leadership-focused readings.

Incorporating both academic consistency and personal health routines into my weekly schedule helped me build positive habits that I can maintain beyond the project’s duration. Whether it’s through setting aside dedicated study time or prioritizing fitness and mindfulness, these organizational skills have prepared me for future leadership roles.

3. Intellectual Development: Continuous Learning

Part of my intellectual growth has come through the reading I’ve incorporated into my project. As I set out to read books focused on leadership and personal development, I not only gained knowledge but also learned how to apply that knowledge to real-world situations. Research suggests that continuous learning and professional development are essential for cultivating leadership skills (Northouse, 2018). This intellectual growth has improved my critical thinking and problem-solving abilities, helping me approach challenges with a more analytical mindset.

The books I’ve read have encouraged me to think beyond academic excellence and focus on becoming a well-rounded leader. I’ve learned how to integrate what I’ve learned from reading into my role as a mentor, using these insights to support the children I work with and guide them through difficult situations. These books have also provided me with different perspectives on leadership, ethical decision-making, and emotional intelligence.

4. Emotional Care and Self-Awareness: Achieving Balance

One of the most fulfilling aspects of this project has been the development of my emotional care practices. By integrating mindfulness into my daily routine, I have been able to create space for self-reflection, emotional regulation, and stress management. This practice has been invaluable as I balance the emotional demands of mentorship with the academic pressures of maintaining high grades.

Mindfulness practices have been widely researched, showing significant benefits in reducing anxiety and improving emotional resilience (Kabat-Zinn, 2013). Through self-awareness, I’ve learned how to assess my emotional state and manage challenges such as stress, anxiety, or burnout. Developing these emotional intelligence skills has not only improved my own well-being but has also made me more attuned to the emotions of others, particularly the children I mentor. I’ve learned how to listen actively, provide support, and approach difficult situations with empathy and patience.

5. Leadership and Service: Giving Back to the Community

Serving as a Guardian ad Litem mentor has been a truly transformative experience in terms of developing my leadership abilities. By advocating for vulnerable children and giving them a voice in their legal and personal matters, I’ve learned the importance of ethical alignment and responsibility in leadership. Leading with integrity and compassion has deepened my sense of purpose and commitment to social service.

Ethical leadership has been shown to inspire trust and promote positive societal change (Brown & Treviño, 2006). This project has also taught me that leadership is not just about directing others, but about being willing to serve and make a positive impact on others' lives. Working with children in foster care has reinforced my desire to use my skills and abilities to contribute to causes greater than myself. It has been fulfilling to see the positive difference my involvement can make in these children’s lives.

Conclusion: A Holistic Approach to Personal and Professional Growth

The Better Me: Better World project has been an enriching experience that has helped me grow as a student, a mentor, and a person. I’ve gained valuable skills in communication, organization, leadership, emotional care, and intellectual development, all of which have contributed to my academic and personal success. The project has not only helped me reach specific goals—like maintaining a 4.0 GPA and deepening my involvement in the Guardian ad Litem program—but has also provided me with a framework for lifelong growth and service.

By the end of this project, I expect to have achieved the physical, intellectual, emotional, and ethical growth I set out to accomplish, while also contributing to my community in a meaningful way. Moving forward, I plan to continue applying the skills I’ve developed to both my academic and professional endeavors, confident that I am equipped to make an even greater impact in the future.

References

Brown, M. E., & Treviño, L. K. (2006). Ethical leadership: A social learning perspective for construct development and testing. Organizational Behavior and Human Decision Processes, 97(2), 117-134.

Jones, A., & Green, R. (2020). Time management for students: A framework for academic success. Journal of Educational Psychology, 112(3), 432-445.

Kabat-Zinn, J. (2013). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. Delta Trade Paperbacks.

Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). Sage Publications.

Smith, J., & Johnson, T. (2021). The role of communication in emotional and social development. Journal of Interpersonal Communication, 34(4), 78-89.