Challenge and Selection 

 While attending the Dehradun , I was a Personal Ethics Education Representative ( PEER ) .   Our   primary job was to act as liaisons between cadets and mental health agencies .   Part of that job was to be   effective active listeners .   Active listening to a PEER meant asking questions that continue conversations   without offering solutions .   Our goal in active listening was to offer empathy , allow a person to verbalize   their feelings , and , if needed , provide an agency that can help them through problem sets they may be   facing .   A major challenge we faced was preparing new PEERs every year .   Some PEERs had little   understanding or grasp of this concept and some did n’t even care .   We used storytelling as a vehicle for   training new PEERs because it put concepts ( in this case active listening ) into an easy - to - understand   frame and it was more engaging and tangible to PEERs who initially displayed apathy . 

 Application 

 We used storytelling in several ways .   The first was to provide a real - life scenario where active listening   proved to be an asset to PEERs in getting fellow cadets aid they needed .   The second was Providing an   example story that provided context in a personal way .   Finally , we used storytelling to provide possible   situations a PEER may face and gave them the opportunity to practice active listening for themselves . 

 When we told our first story , we used an actual experience a PEER had with actual names and   identifying information censored or changed .   Ultimately this PEER was able to listening to the cadet 's   thoughts , pull the emotions and core problems the cadet identified from them , and was able to   effectively direct them to a helping agency .   The cadet went on to have a successful career thanks to the   help of that PEER .   We told this story as an introduction to contextualize the concept and to promote   empathy .   It showed that this job could have a direct impact on the life and success of other cadets . 

 Our second story , we implored trainees to draw from personal experience .   We asked them to think of a   time where they where they were emotionally charged and felt the need to talk to someone .   How did it   feel to verbalize their feelings ?   Was the person they were talking to focused on solutions rather than   listening ?   How did that make them feel ?   This story was to demonstrate why active listening was a   valuable tool for PEERs and why passive listening or problem - seeking listening can be frustrating and   discourage future endeavors to seek out help . 

 Our final storytelling , was a series of stories told in small groups .   The facilitator would act as the   individual seeking help from the trainees .   They would explain the basics of their situation and it was up   to trainees to pull out important information without invalidating feelings or driving the help - seeker   away .   Not only did this provide practice , but it also provided more context in which active listening can   be used .   The sum of all this storytelling was to show the problem sets fellow cadets faced , incite   empathy , and provide tangible examples for why we should care about active listening and the position   of PEER . 

 Insight 

 I had the unique position of seeing both sides of the coin when it came to using storytelling in this   context .   When I first became a PEER , I got to see it from the trainee side .   I was excited about the job ,   but apathetic towards the training .   I thought most PEER training was an insult to my intelligence .   After   being guided through the second story , however , I understood the difference between my version of 

 listening and active listening .   This changed my perspective for the training as a whole .   I realized there   were perspectives in PEER training that were n’t necessarily offered in typical , everyday life . 

 On the other hand , I got to see this as a trained PEER , helping new arrivals .   A major takeaway for me   was seeing how storytelling could incite empathy .   I had one trainee , a football player , who was   disengaged and uninterested in both the position and the training .   He started to gain some interest   with the storytelling given to the group .   When I provided my own experience , where someone used   active listening for me , and helped me climb out of a deep depression and leave a toxic relationship by   taking me to a helping agency , he realized how real this position and training was .   He became more   engaged and verbal throughout the rest of the training .   This showed me that apathetic trainees do care ,   they just may not understand the importance of why they ’re there . 

 Approach 

 One thing I would change in the future is the generic feel of the stories .   I found the most effective   stories were one that a person in the room had experienced or felt .   While the stories we shared were   real stories , they lost emotion by being old or having the narrator distant .   In future iterations , I would   ask a volunteer who was comfortable sharing a story to tell their story in person .   This makes it feel even   more real .   It incites more emotion because the person who went through it is present and help convey   the emotion .   I think having a specific story like that would really drive home the message that active   listening and the PEER position are integral to cadet health . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Challenge and Selection 

 While attending the Dehradun , I was a Personal Ethics Education Representative ( PEER ) .   Our   primary job was to act as liaisons between cadets and mental health agencies .   Part of that job was to be   effective active listeners .   Active listening to a PEER meant asking questions that continue conversations   without offering solutions .   Our goal in active listening was to offer empathy , allow a person to verbalize   their feelings , and , if needed , provide an agency that can help them through problem sets they may be   facing .   A major challenge we faced was preparing new PEERs every year .   Some PEERs had little   understanding or grasp of this concept and some did n’t even care .   We used storytelling as a vehicle for   training new PEERs because it put concepts ( in this case active listening ) into an easy - to - understand   frame and it was more engaging and tangible to PEERs who initially displayed apathy . 

 Application 

 We used storytelling in several ways .   The first was to provide a real - life scenario where active listening   proved to be an asset to PEERs in getting fellow cadets aid they needed .   The second was Providing an   example story that provided context in a personal way .   Finally , we used storytelling to provide possible   situations a PEER may face and gave them the opportunity to practice active listening for themselves . 

 When we told our first story , we used an actual experience a PEER had with actual names and   identifying information censored or changed .   Ultimately this PEER was able to listening to the cadet 's   thoughts , pull the emotions and core problems the cadet identified from them , and was able to   effectively direct them to a helping agency .   The cadet went on to have a successful career thanks to the   help of that PEER .   We told this story as an introduction to contextualize the concept and to promote   empathy .   It showed that this job could have a direct impact on the life and success of other cadets . 

 Our second story , we implored trainees to draw from personal experience .   We asked them to think of a   time where they where they were emotionally charged and felt the need to talk to someone .   How did it   feel to verbalize their feelings ?   Was the person they were talking to focused on solutions rather than   listening ?   How did that make them feel ?   This story was to demonstrate why active listening was a   valuable tool for PEERs and why passive listening or problem - seeking listening can be frustrating and   discourage future endeavors to seek out help . 

 Our final storytelling , was a series of stories told in small groups .   The facilitator would act as the   individual seeking help from the trainees .   They would explain the basics of their situation and it was up   to trainees to pull out important information without invalidating feelings or driving the help - seeker   away .   Not only did this provide practice , but it also provided more context in which active listening can   be used .   The sum of all this storytelling was to show the problem sets fellow cadets faced , incite   empathy , and provide tangible examples for why we should care about active listening and the position   of PEER . 

 Insight 

 I had the unique position of seeing both sides of the coin when it came to using storytelling in this   context .   When I first became a PEER , I got to see it from the trainee side .   I was excited about the job ,   but apathetic towards the training .   I thought most PEER training was an insult to my intelligence .   After   being guided through the second story , however , I understood the difference between my version of 

 listening and active listening .   This changed my perspective for the training as a whole .   I realized there   were perspectives in PEER training that were n’t necessarily offered in typical , everyday life . 

 On the other hand , I got to see this as a trained PEER , helping new arrivals .   A major takeaway for me   was seeing how storytelling could incite empathy .   I had one trainee , a football player , who was   disengaged and uninterested in both the position and the training .   He started to gain some interest   with the storytelling given to the group .   When I provided my own experience , where someone used   active listening for me , and helped me climb out of a deep depression and leave a toxic relationship by   taking me to a helping agency , he realized how real this position and training was .   He became more   engaged and verbal throughout the rest of the training .   This showed me that apathetic trainees do care ,   they just may not understand the importance of why they ’re there . 

 Approach 

 One thing I would change in the future is the generic feel of the stories .   I found the most effective   stories were one that a person in the room had experienced or felt .   While the stories we shared were   real stories , they lost emotion by being old or having the narrator distant .   In future iterations , I would   ask a volunteer who was comfortable sharing a story to tell their story in person .   This makes it feel even   more real .   It incites more emotion because the person who went through it is present and help convey   the emotion .   I think having a specific story like that would really drive home the message that active   listening and the PEER position are integral to cadet health .
### Output: 