Field Placement Seminar

Psychology 4940 - Field Placement Seminar

Class Syllabus Fall 2003

Course Description:  

Application, development and refinement of assessment, counseling and

communication skills.  The course is a seminar format and incorporates supervised fieldwork in an agency setting. Students will have the opportunity to apply psychological research and theory to the solution of practical problems.  Emphasis will be placed upon developing and improving skills in your chosen area of specialization (mediation, counseling, sports psychology, administration-management, organizational psychology, school psychology).

Course Objectives: 

• Applying psychological research and theory to the solution of practical problems
• Developing and improving skills in chosen area of specialization, e.g. mediation, counseling, administration-management, consulting skills
• Applied experience in the field

Student Learning Outcomes:

1.  Students will be able to identify and analyze clinical, ethical and professional issues.

                          Assessed by: Reflection Papers and class participation

2.  Students will demonstrate an ability to apply psychological principles to real life situations.  

             (Psychology Department Goal #4)

                          Assessed by: Reflection Papers, class participation, class presentations.

3.  Students will demonstrate progress toward their individual professional goals.

                           Assessed by: Goals Assessment Paper.

4. Students will demonstrate growth in their ability to communicate effectively with people from a variety of backgrounds and in their understanding of human diversity.

       (Psychology Department Goal #3)

                          Assessed by: ratings by On-Site Field Placement Supervisor.     

To determine whether students achieve the psychology department goals, a random sample of student papers will be selected for review by a faculty member other than your instructor.  Student names will be removed prior to selection.  If, for any reason, you do not wish to have your paper included in this process, please state this on your paper when it is submitted.

Course Design:  To accomplish these objectives students will work a minimum of 6-8 hours per week in a setting, which provides at least one hour of weekly supervision, aimed at improving the students' skills. Students are required to document 90 hours of fieldwork during the semester. In addition, a small group seminar is held at Dominican. The purpose of this seminar is to assist students in skill development by means of (1) experiential exercises, (2) case presentations and (3) group discussion and consultation.  Students should come to class meetings prepared to present and discuss actual case material and professional or ethical issues encountered in their fieldwork setting.  Confidentiality: Due to the sensitive nature of our discussions, the APA Code of Ethics binds you to confidentially.  What is discussed in this class must stay in this class and should not be discussed with anyone outside of the class.  You must disguise the identity of all people/clients you discuss.

REQUIRED READINGS:

Required readings will be individualized for each student.  Based on consultation with your field placement supervisor and your instructor, you will select or be assigned directed readings directly related to your field placement.

In addition, you may find the following books to be helpful.

Baird, B. N. (1996).  The Internship, practicum, and field placement handbook: A guide for the helping professions.  New Jersey: Prentice Hall.

Pope, K. (1991).  Ethics in psychotherapy and counseling: A practical guide.  San Francisco, CA: Jossey-Bass.

Atkinson, D.R., Morten, G. & Wing Sue, D. (1993).  Counseling American minorities: A cross-cultural perspective.  Dubuque, IA:  WCB Brown & Benchmark.

Corey, G. (1991).  Case approach to counseling and psychotherapy.  Pacific Grove, CA: Brooks/Cole.

COURSE REQUIREMENTS:

A.    Supervised Field Placement: During the semester students must complete 90 hours of supervised work at an pre-approved field placement agency with a minimum of one hour per week of on-site supervision.  Supervision may be in individual or group format and may be clinical or didactic in nature.  Students who do not complete the required 90 hours by 12/1/03 may be given Incomplete (I) grades only if they complete all other course requirements by 12/1/03 and obtain appropriate forms from the Registrar’s Office.

B.     Forms and Documentation:

·        Field Placement Application. This form documents the agency's responsibility for providing you with specific learning opportunities and for supervising your work. It also documents the Psychology Department's acceptance of this contract as meeting departmental standards.  Due: second meeting of class.  This is a crucial deadline.  Students, who, by 9/8/03, do not have a completed field placement application, signed by their supervisor and approved by their instructor, will not be allowed to continue in the class.  (Such students, in order to avoid receiving a grade of F, will need to file a form with the Registrar’s Office to withdraw from the class.)

·        On-Site Supervisor's Evaluation of Student Intern.   This form documents the on-site

·        Supervisor’s evaluation of your work and provides a means of assessing Psychology

·        Department Goal # 3.  The first sheet of this form also documents that you have completed the 90-hour requirement. Due: final meeting of class. (If you are receiving an Incomplete grade make a second copy of the first sheet so that your supervisor can sign off on your completed 90 hours.)

·        Student Intern's Evaluation of Field Placement Site. This form documents your evaluation of this site as a learning opportunity.  Subject to your consent, these evaluations will be placed on the Field Placement Web Site for future students to consider when selecting their field placements.  This must be submitted in Word document format via email as an attachment or on a computer diskette.  Due: final meeting of class.

C.    Papers:

·        Reflection Papers (see this syllabus for details).

·        Goals Paper (see this syllabus for details).

·        Goals Assessment Paper (see this syllabus for details)

Turning in Papers and Forms:

All forms should be turned in at the beginning of class, or be received by class time.  If you miss class, please place papers in the red  file folder box marked – FIELD PLACEMENT –located in my office in Guzman 27B.  Due to the extensive amount of paperwork required for this class, students should make a copy of all papers and forms submitted.

ASSIGNMENTS AND GRADING:

This class is structured as a pass/fail course.  However, if you wish to take the class for a letter grade (one additional Reflection Paper is required) you will need to discuss this with me before the second meeting of class.

Students with Disabilities: If a student has a documented learning or other disability, s/he is entitled by law to appropriate and reasonable accommodations.  Please see Iris Crossley in Academic Support (257-0187) in Alemany Library for more information and then see me during my normal office hours (or during a special appointment) early in the semester.

Listed below are your class assignments, their due dates and how each assignment is weighted (stated as a percent) in determining your final grade.  All papers must be typed or computer generated, in an easily readable font.  (Please use staples, as opposed to plastic folders, to attach pages.)  Additional detailed instructions for completing these assignments will be distributed in class.

·       Four Reflection Papers: These papers are designed to elicit ongoing commentary on and analysis of what you are learning from your field placement, to provide the opportunity for dialogue with your instructor, and, and to prepare you for class reports and presentations.   40%

·        

·       Class Attendance, Participation and Case Presentations: This is a seminar in which there is a chance to learn in the most durable way possible - through class discussion.  Students are expected to come prepared to present and discuss actual field placement experiences including case examples and professional or ethical issues.  Reflection Papers should serve as the primary basis for class presentations.  Additional guidelines for class presentations are provided in the "Class Presentation Outline."  50%   (Missing 2 or more classes will automatically result in a grade of F.)

·        

·       Goals Assessment Paper: This paper should evaluate your progress toward your personal goals and what you have learned during your field placement.  10%

·        

·       Completion of 90 hours: Ninety hours of supervised work must be completed and documented on the On-Site Supervisor's Evaluation of Student Intern form by the last meeting of class. 

·       If these 90 hours are not completed by the last meeting of class on 12/1/03 there is one way to avoid receiving an F grade: by completing all other course requirements by this date (Reflection Papers, Goals Assessment Paper, the Student Evaluation of Internship Form and On-Site Supervisor’s Evaluation of Student Intern Form) AND by obtaining the INCOMPLETE GRADE FORM FROM THE REGISTRAR’S OFFICE.

·       “I” grades automatically revert to F grades if the 90 hours are not completed and documented by May 1, 2004 during  the spring semester.

·       To document the completion of the 90 hours your supervisor must once again complete the first page only of the On-Site Supervisor's Evaluation of Student Intern form.

WARNING TO SENIORS: Consult the registrar’s office for their deadlines for completion of all graduation requirements (including removal of I grades) as meeting these deadlines will determine your date of graduation.

SCHEDULE OF CLASS MEETINGS

Field Placement Seminar - Psy 4940 –Fall 2003

Write these dates in your day planner and remember to attend class. Your grade depends on it!!

Aug 25              Course Introduction and Goal Setting Exercise

                          Creation of an email list-serve and use of this support during the course.

Discussion of chosen field placement sites and brainstorming to help “late” students.

Homework: 1) Complete Field Placement Application, 2) Consult supervisor and instructor regarding required readings, 3) Complete the Field Placement Goals Setting paper

Sept 8                Lecture: Getting to Know Your Field Placement Site

Check In-Agency/Case Presentation-Group Consultation

Viewing Sample Reflection Papers.

Study Groups: Improving the Reflection Paper.

DUE: (1) Field Placement Application, (2) Field Placement Goals and “text” (3) Reflection Paper (trial run)

Sept 22              Lecture: Understanding Yourself as an Intern

                          Check In-Agency/Case Presentation-Group Consultation

             DUE: Incident and answer to question #2a and #2b

Oct 6                 Lecture: Getting to know the “community” of professional life

                          Check In-Agency/Case Presentation-Group Consultation

             Due: Reflection Paper #1

Oct 20               Lecture: Grappling with dilemmas – people and all those problems

Check In-Agency/Case Presentation-Group Consultation

             Due: Reflection Paper # 2

Nov 3                Lecture:  Life Skills 101

Check In-Agency/Case Presentation-Group Consultation

                          Due: Reflection Paper # 3

Nov 17              Lecture:  Guest Speaker:  Susan Fyles, Career Services, on “Next Steps in the Career Path”

Check In-Agency/Case Presentation-Group Consultation

                          Due: Reflection Paper # 4

Dec 1                 Check In-Agency/Case Presentation-Group Consultation

             Due: (1) Goals Assessment Paper, (2) Completed Form:

"Supervisor's Evaluation of Intern," (3) Completed Form:

"Intern's Evaluation of Placement."

INTERVIEWING FOR A FIELD PLACEMENT

An interview for a field placement, like a job interview, is your opportunity to convince the prospective agency that you can make a real contribution.  Equally important, it gives you a chance to appraise the agency, and to decide if the placement meets your needs and interests. 

A.  Prepare yourself for this interview in the same way you would prepare for a job interview.

B.  Know Yourself   (Class exercises are designed to assist you in this determination.)

·       What do you have to offer this agency?

·       What do you want to learn?

·       What about this agency attracts you?  Why do you think that this placement might be a good         match for you?

C.  Interview at more than one place.

·       You're volunteering your time.  Be selective.

·       Don’t give up on what you want.

·       Don’t accept a placement that is not challenging.

D.  Interview them.  Write out your questions in advance, to prod your memory.  Questions to consider:

             1.  What kind of training program is available for volunteers?

·       How structured is the training?

·       How long does the training last?

·       Are you accepted into the placement before or after investing time in training?

             2.  What kind of ongoing supervision will I receive?

·       Are regular meetings of volunteers required for the placement?

·       Will I receive evaluation and feedback about my performance during the placement as well as at the end?

             3.  What is the structure of the agency?

·       How many other volunteers are there?

·       How is the agency funded?

·       Does the agency hire from within?

             4.  What is the attitude of paid staff toward volunteers?

             5.  What exactly will my duties be?

·       How much contact will I have with clients?

·       How many months must I commit to work at the agency?

E.  If possible, tour the facility.  It will give you some idea of the working conditions.

F.  Dealing with concerns

If, after making your choice, you continue to have serious reservations, discuss your concerns with your instructor and your potential supervisor.  You may need to re-negotiate your agreement with the agency.

REFLECTION PAPER OUTLINE

Name ______________________________________ Date ___________

Number of hours logged at Field Placement this week_______________________

Spend some time thinking over what has transpired at your field placement and select for discussion at least one issue or incident which you wish to understand further and for which you can address the following issues.  Reflection Papers may also serve as the foundation for your class presentations.

Describe the critical issue or incident that occurred this week at your field placement.  Then address the following issues:

1.  Feelings.  What feelings did this evoke?

2.  Application of Psychology Principles. 

What psychological principles (derived from psychological theory or research) can you apply to understand this incident or to formulate what you would to differently in this situation?  Explain the concept first and then explain how it applies in this situation.   Since answers to question #2 will serve as the foundation for class discussion it is important that you come to class prepared to present be interviewed about your reflections on this question.  Use required readings to assist you in the application of psychological principles.

·       EXPLANATION OF PRINCIPLE/CONCEPT/RESEARCH/THEORY:

·       EXPLANATION OF HOW THIS CONCEPT APPLIES TO THE ABOVE INCIDENT:

3. Consultation Requests.

Think about your concerns and questions about this incident. These requests for consultation may be regarding clinical/ counseling/ consulting skills, personal growth, information, etc. 

             What assistance, from your classmate or instructor, would you like regarding this issue?        

             What feedback would you like?

4.  Questions for Class Discussion. 

             What general issues / dilemmas / or questions does this raise?

             These issues may be professional, organizational, clinical or ethical. 

Since answers to question #4 will serve as the foundation for class discussion it is important that you come to class prepared to discuss your reflections on this question.

5.  Strengths. 

             What were your strengths in dealing with this situation?

6.  Areas for Improvement.

             What do you need to work on improving?

7.  New Goals for the week.   What new goals do you need to set?  BE SPECIFIC: What goals are you planning to address next week?  And how you will work on and accomplish them?

8.  Feedback/ Comments.  Any other comments, questions or concerns you wish to discuss with your Instructor.  They could be personal concerns, feedback about the class, issues not discussed in class due to the possible breach of confidentiality, etc.

REFLECTION PAPER FORM

Name ______________________________________ Date ___________    

Number of hours logged at Field Placement since last Reflection Paper _______________________

Incident:

1.     Feelings (about this incident):

2.     Application of Psychological Principles:

·       2a.  EXPLANATION OF PRINCIPLE/CONCEPT/RESEARCH/THEORY

·       2b.  EXPLANATION OF HOW THIS CONCEPT APPLIES TO THE ABOVE INCIDENT:

3.     Consultation Requests:

4.     Questions for Class Discussion:

5.     Strengths:

6.     Areas for Improvement:

7.     New Goals for the week:

8.     Feedback/ Comments:

FIELD PLACEMENT GOALS:

(What do you want to learn from your field placement?)

Name _____________________________________

Date   ____________________

1.     List as many specific goals as possible.  Goals should be concrete and specific (stated in a way which allows you to know when you have accomplished them). You may include personal goals, e.g. to increase assertiveness, and well as professional goals, e.g. to enhance my understanding of and empathy for patients in a residential program for alcohol addiction.

2.     What are the specific strengths (skills) that you bring to your placement?

3.     What are your specific concerns or fears as you approach this placement?  What specifically could you do to address your fears or concerns?                         

4.     Choose three primary readings/books that will assist you in writing your Reflection Papers and preparing your case presentations. These books should be theory or practiced based in your focus area.  Write the complete reference here for each source. (Be prepared for LeeAnn to add a few.)

CLINICAL CASE PRESENTATION OUTLINE

1.  Identifying Data/Description of the client:

Name (changed for confidentiality), age, gender and relevant cultural, educational, ethnic information and impressions of the client, include a physical description.

2.  Presenting Problems and Precipitating Events:

             Reasons for seeking counseling, intervention or consultation.

3.  History:

Includes any previous mental health treatment, relevant medical history and any substance abuse history as it relates to the nature of problems and to theoretical orientation and intervention strategies.

4.  Diagnosis and Clinical Data to Support Diagnosis:

             Description of type and severity of symptoms: DSMIV Axis I and Axis II diagnosis as       

             appropriate and your conceptualization of the case.

5.  Treatment Plan:

             Includes goals of treatment, strategies for reaching these goals, including theoretical      

             rationale and prognosis.

POSSIBLE QUESTIONS TO ACCOMPANY CASE PRESENTATION

1.  Identifying data/description of client/system:

·       How might ethno-cultural experience and background be affecting the symptoms/behavior you     are seeing?  

·       How might the symptoms/behavior and your treatment/intervention be affected by age, gender, cultural issues (e.g. role of women, attitudes toward emotional problems), educational status, family life-cycle phase, age, etc.? 

2.  Presenting problem and precipitating events:

·       What was going on in the client's life to bring him/her to counseling?

·       Relate presenting problems to stress level in life, including major events and life changes.

·       Delineate physical versus mental/emotional components.

·       Delineate client's use of terms, e.g. depression.

3.  History

·       What are the client's significant memories, experiences and family issues, including those of family as a whole, and mother, father, siblings as individuals.

·       How are clients memories regarding significant others important for etiology and treatment, using your theoretical model?

·       What is the possible meaning of these experiences with significant others for transference, behavior change, etc.?

·       How does client feel and think about previous treatment and therapists/doctors/staff?

·       Was the client's previous treatment useful?

·       Is there a history of previous therapy or "mental problems" with the client or other family members?

·       How might previous therapy experiences affect attitudes towards you as a therapist (e.g. the client might idealize you and hate previous therapist or vice versa)?

·       What are the psychological components of any medical condition and indications (e.g. if client has a heart condition, diabetes)?

·       If drug use: how long has or did the client use drugs?

·       Does the client see drug use as a problem?

·       How does the client use drugs?

·       What are the client's perceptions regarding the effect of drug use?

·       Does the client combine drugs and alcohol?  If the client tried to stop abuse of drugs with alcohol, what happened?

·       How do other people, especially family, friends, boss see and feel about the substance abuse?  Do they use also?  Is there a family history of drug abuse?

·       What is your feeling about this, as therapist?

·       Is the client using drugs to mask a pre-existing mental condition?  Is dual diagnosis appropriate?

4.  Diagnosis and clinical data to support diagnosis

·       What were your immediate and overall reactions to the client?

·       What are the client's assets and liabilities?

·       What are the client's resources for change?

·       How does your description of the client fit with your diagnosis?

·       Are there "traits" of particular Axis II disorders that are significant but do not fit a full Axis II diagnosis?

·       Are there any diagnoses that are still to be "ruled out?"  Are there any other diagnoses that your data might also fit?

·       Have you interviewed the client for medications; physical conditions; caffeine, drug and alcohol use, childhood behavior, etc. which might play a role?

·       Are there any medical issues that need to be considered, i.e. food allergies?

·       What are the specific symptoms that led to your diagnosis?

5.  Treatment Plan

·       What are the client's goals for therapy?

·       Have your goals been linked with the major diagnostic issues?

·       How have your observations and historical information gathering affected these goals?

·       Are the client's goals different from yours?

·       Are you basing goals on the observed symptoms or are you or the agency’s theoretical model determining them?  That is, are you imposing goals and treatment plans on the client or does the plan fit a combination or 1) observations of symptoms, behavior in sessions and between sessions and diagnosis, 2) client's stated goals, 3) the time, money, location and supervision constraints?

·       Are you recommending adjunctive groups? If so, why?

·       How well and consistently does the treatment plan link with your theoretical model (and the constraints of the treatment situation)?

·       Does your prognosis fit with the observable data plus the diagnosis plus the limitations of treatment plan and other constraints plus the results of treatment to date?

·       What variables will affect the prognosis?

·       What outside referrals have you considered?

·       What support systems are available for the client?

·       What major factors are contributing to the client's current problems and what can be done to help alleviate them?

·       How would you know when the client makes significant changes?

·       How does your treatment plan deal with termination issues?

·       Are there recommendations for the client as your treatment ends?

Remember to: qualify your statements and be consistent with treatment modality, question the client's use of terms, inform client of limits of confidentiality, signed release forms.
GOALS ASSESSMENT PAPER

Student's name: ____________________________________________________

                    (print or type)

Field Placement Agency ______________________________________________

                    (print or type)

Supervisor's name: __________________________________________________

                    (print or type)

Supervisor's phone number ___________________________________________

                    (print or type)

Your final paper is primarily a summary of your personal reflections and reactions to your field placement as a learning experience.  The paper has 2 parts: an assessment of what you have learned from taking this course and a detailed description of what you did and what you accomplished.

I.   Part One: What did you learn?

List 10 things that you learned since taking this course.  This list of new learning can include new perspectives, what you learned about yourself or the field of Psychology, facts or theories, connections, Big Ideas.

II. Part Two: What did you accomplish?  You should address the following issues:

A.  Job Description:  Review your journals and briefly describe your principle responsibilities    

and tasks during your field placement.

B.  Goal Statement:  Review your original personal goals and expectations.

 1.  Discuss whether or nor your goals were achieved and to what degree.

 2.  What factors hindered the accomplishment of your goals?  What aspects assisted in your

  accomplishments?

 3.   What would you do differently?  What would you do the same? 

C.  Work Performance 

 1.  What prior skills did you use?  What new skills and knowledge did you acquire?

 2.  Was your time used effectively?

 3.  How did you resolve problems?

 4.  Was the organization open to your ideas or suggestions?  Did they use them?

 5.  What were your greatest accomplishments?  How do you evaluate the overall quality of your work?

D.  Personal Reflections:

1.  What impact did this experience have on your personal growth?

2.  How would you describe your ability to develop effective relationships with co-workers/   

supervisors/clients?

3.  What insights or observations have you gained regarding (1) this field placement/field Psychology (2) your future career?

4.  In what way, if any, have your academic or career goals changed or been reinforced as a result of your field placement experience?

5.  Has your confidence in yourself as a student of psychology changed as a result of your field placement experience?

6.  Has your ability to apply psychological theory and principles changed as a result of your     

 field placement experience?

E.  Evaluation of the Field Placement class.

 1.  What are the strengths of the seminar?  What did you like about the class/teacher?

2.  What did you dislike about the class/teacher?  What are your suggestions for improvement?

3.  Please rate the helpfulness of the instructor’s comments and use of examples from her private practice (on a scale from 1 to 5, with 5 being the most helpful rating) please.  

5.     Please include any other topics or comments that you consider significant.

Fall 2003 – Presentation Schedule

Sept. 8

Poorva

Sept.  22

Olivia

Kristin

Oct. 6

Maya

Adriana

Oct. 20

Stephanie

Elizabeth

Nov. 3

Phil

Brooke

Nov. 17

Stefanie

Denicia

Dec. 1

Kelly

Arleene

John