Internship, Practicum, and Field Placement Handbook / Edition 4 available in Paperback
A unique core text/reference for Internships, Practicums, and Field Placements in Psychology, Social Work, Counseling, and related helping disciplines. Acknowledging, anticipating, and addressing the everyday questions, anxieties, fears, and concerns of interns, this practical handbook bridges the gap between academic coursework and the knowledge, skills, and emotional challenges that are found in the “real world” of the helping professions.
Organized both chronologically and topically, the text begins with practical suggestions for how one finds an internship and concludes with how one terminates cases and looks ahead to career options. Along the way students learn about ethics, diversity, supervision, clinical writing, liability issues, dangerousness, stress, self-care and other essential — but often overlooked — topics.
It draws upon the latest research and information from psychology, psychiatry, social work, counseling, and other helping professions — as well as extensive personal experience — and includes exercises for self-exploration and discussion along with easily-removed forms for evaluations, critical information, ethics and other essential tasks
- Uses a friendly and accessible writing style throughout.
- Organizes content along both chronological and thematic lines.
- Chapters are organized sequentially to anticipate the stages interns pass through — from selecting placements to finishing the internship — and the understandings or skills that will be required in those stages.
- Emphasizes practical knowledge based both on “real world” experience and the latest literature and research in the field.
- Addresses in depth topics critical to interns, instructors, and supervisors.
- Offers personal experiences designed to help interns realize that everyone makes mistakes, especially those struggling to apply classroom learning to the real world.
- Contains extensive discussion of ethics and liability issues pertaining to practitioners and students.li>Discusses issues and approaches to supervision and gives practical suggestions for making the most of the supervisory experience.
- Exercises and examples help students distinguish between strong and weak writing and better understand what is needed for clinical writing.
- Summarizes many of the major theories and concepts concerning diversity and applies them to the context of the students' experiences at their internship site.
- Helps students prepare for the emotions and other stresses of field work — a very important, but often overlooked, topic. Two full chapters discuss the stresses students encounter in the field and offer suggestions and exercises for promoting self awareness effective coping strategies.
- Openly discusses many “taboo” subjects in graduate programs — including boundary problems between interns and superiors, as well as issues related to the economics of the profession and the guilt many new professionals feel in charging a fee for their services.
- And much more!
|Edition description:||Older Edition|
|Product dimensions:||8.20(w) x 10.80(h) x 0.50(d)|
About the Author
Brian N Baird is former Chair of Psychology at Pacific Lutheran University, USA. He practiced clinically for more than twenty years, served twelve years in the U.S. Congress, and has supervised hundreds of interns.
Debra Mollen is Professor and Licensed Psychologist at Texas Woman’s University, USA, Co-Chair for the revised APA Guidelines for Psychological Practice with Girls and Women, and an AASECT-Certified Sexuality Educator.
Table of Contents
|Theory into Practice||1|
|Finding and Selecting a Placement||2|
|Meeting with Your Instructor||3|
|Peers and Campus Resources for Locating Internships||3|
|Choosing a Placement||4|
|Portfolios, Interviews, and Letters||8|
|The Rights of Applicants||10|
|Making the Most of Your Internship||12|
|Get Help When You Need It||13|
|Using This Book||14|
|Introduction to Journal Work||14|
|Chapter 2||Getting Started||18|
|Enthusiasm Meets Experience||19|
|The Role of the Intern||20|
|The Role of the Professional||20|
|Age and Experience Issues with Clients||21|
|Fees for Service||23|
|Is Treatment Effective?||23|
|Altruism versus Money||24|
|Clinical and Ethical Issues Pertaining to Fees||25|
|Inoculation: What Not to Learn||26|
|Chapter 3||Ethical and Legal Issues||29|
|Ethical Guidelines of the Helping Professions||29|
|Exceptions to Confidentiality||36|
|Confidentiality with Minors||41|
|Liability and Insurance||48|
|Technology and Ethics||49|
|Chapter 4||Internship Classes and Peer Groups||55|
|Forming Internship Peer Groups||55|
|Models of Peer Group Learning||55|
|Elements of Successful Classes and Groups||56|
|Video or Audio Recordings of Sessions||59|
|Ethics in Classes and Groups||61|
|Hopes and Fears||63|
|Frequency and Timing of Supervision||65|
|Content of Supervision||66|
|Tapes and Role Plays||68|
|Observing the Supervisor in Therapy||70|
|Supervision and Therapy--Differences and Similarities||72|
|Transference and Countertransference||75|
|Suggested Guidelines for Therapy and Supervision||76|
|Conflict in Supervision||77|
|Planning for Future Supervision||80|
|Chapter 6||Working with Diversity||84|
|Reasons for and Resistance to Diversity Training||84|
|Steps toward Working with Differences||87|
|Knowing the Diversity within Us||87|
|Confronting Our Biases and Acknowledging Our Ignorance||89|
|The Historical Context Must Be Acknowledged||90|
|The Current Context Must Be Acknowledged||91|
|Strengths Must Be Recognized along with Problems||91|
|Ethnic Identity Development||92|
|One's Own Prejudices and Biases Must Be Acknowledged||93|
|A Model of "White" Identity Development||93|
|Assumptions, Models, and Techniques of Treatment||94|
|The Culturally Sensitive Counselor||95|
|Culturally Sensitive Intervention Approaches||96|
|Chapter 7||Clinical Writing||100|
|Writing Can Be Learned||100|
|Focusing Reading to Learn Writing||101|
|Practice and Feedback||101|
|Common Writing Problems||102|
|Keys to Good Writing||103|
|Chapter 8||Records and Progress Notes||109|
|The Function and Maintenance of Records||109|
|What Goes into Records||110|
|What Stays Out of Records||111|
|Structured Note Formats||114|
|Process or Progress Notes||117|
|Progress Notes and Supervision||118|
|Using Your Notes||119|
|Chapter 9||Stress and the Helping Professions||121|
|Client after Client, Day after Day||122|
|How Common Is Stress among Helping Professionals?||122|
|Sources of Stress||123|
|The Effects of Stress||125|
|Positive Effects on Therapists||144|
|Chapter 11||Assault and Other Risks||146|
|The Risks of Assault||147|
|Coping with Aggression||147|
|Strange Behavior and Strange People Are Not Necessarily Dangerous||148|
|Understand Developmental Differences||148|
|Understand and Recognize Motivational Factors||148|
|Situational Factors and Violence||149|
|Recognize Potentially Dangerous Individuals||151|
|Early Prevention of Violence||152|
|Institutional Responses to Threats of Violence||153|
|Prevention of Imminent Violence with Clients||153|
|Responding to Assault||154|
|Assault Response Training||155|
|Chapter 12||Closing Cases||158|
|Client and Intern Response to Termination||158|
|Common Problems in Termination||160|
|Toward Successful Termination or Transfer||160|
|Issues to Address in Termination||163|
|Techniques for Termination||163|
|Transferring Clients to Other Therapists||164|
|Chapter 13||Finishing the Internship||167|
|Concluding the Supervisory Relationship||167|
|Letters of Recommendation||169|
|Procedures for Those Seeking Letters of Recommendation||170|
|Concluding Relationships with Staff||170|
|Letters of Thanks||171|
|Professional and Political Involvement||172|
|Chapter 14||Frustrations, Lessons, Discoveries, and Joy||173|
|Learning from Whatever Happens||173|
|Lessons We Wish Were Not True||173|
|Lessons about the Lessons||175|
|Discoveries and Joy||175|
|Appendix A||Internship Selection Checklist||179|
|Appendix B||Placement Information Form||183|
|Appendix C||Internship Learning Agreement Record Form||185|
|Appendix D||Intern Evaluation: Supervisor Form||187|
|Appendix E||Intern Evaluation: Intern Form||191|
|Appendix F||Emergency Contact and Procedures Information||195|
|Appendix G||Ethical Guidelines||197|
|Appendix H||Treatment Agreement and Informed Consent||199|
|Appendix I||Supervisor Evaluation Form||201|
|Appendix J||Clinical Activities Record Sheet||205|
In writing this book, I sought to draw upon the best information available from psychology, psychiatry, social work, counseling, and other helping professions. Toward that end, I conducted extensive literature reviews of the leading journals and texts in each field. I also consulted with numerous faculty and supervisors in each discipline and in various types of academic institutions and internship settings. Drawing upon personal experience in the role of intern, and having supervised hundreds of students and trainees in beginning and advanced placements, I have tried to write a book that will be valuable at many levels. Whether you are an undergraduate student working for the first time in a field placement or a graduate student completing your final internship, I hope this book will help your work and learning be more effective and more rewarding.
OVERVIEW OF THE CONTENTS
A glance at the table of contents reveals that the book is organized along both chronological and thematic lines. The chapters have been organized sequentially to anticipate the stages interns pass through and the understandings or skills that will be required in those stages. Initialchapters deal with such things as selecting placements and supervisors, meeting staff and clients, and key ethical and legal issues. Middle chapters deal with supervision, working with individuals of diverse cultural and ethnic backgrounds, and selfcare. Discussions of termination, finishing the internship, and lessons learned conclude the book. Finally, appendixes provide examples of forms useful for establishing learning plans, supervision agreements, ethical guidelines, evaluations, and other procedures.
Because internship training and clinical work involve a constant process of self-exploration and change, the textual material of each chapter is accompanied by self-exploration and experiential learning exercises. I encourage you to use these exercises and be open to the experiences. The more one works in this field the more acutely one realizes the importance of self-examination and understanding.
Since the initial publication of this book, the response from students, instructors, and supervisors has been tremendously gratifying. Students are finding many of their questions answered here, and the practical suggestions help them deal more effectively with both the challenges and the opportunities of internships. Instructors have found that students who have read the chapters are better informed and have a greater awareness of issues and information they need to know. Supervisors have reported to me that the interns who are using this book are much better prepared and more knowledgeable than others. Indeed, a number of onsite supervisors have told me they will not supervise any interns unless the intern has read this book.
This third edition builds on the base established already and incorporates the most recent research and clinical literature in the field. The role of technology in clinical work has increased exponentially. I have expanded the discussion of relevant ethical and clinical issues pertaining to computerized record keeping, electronic communications, and even remote delivery of clinical services. Other topics that have been expanded or added include the influence of managed care on practice and ethics, the concept of vicarious traumatization as a stressor for clinicians, multimodal and research-based approaches to self-care, evolving issues in the ethics of informed consent, and new forms for use in tracking clinical and supervisory experience. As in the second edition, I have also incorporated many of the valuable suggestions offered by students, faculty, and supervisors. Perhaps most significantly, this edition reflects the able help of, and extensive consultation with, Heather Stewart, who was an undergraduate student in one of my internship courses some years ago and who has just completed her own predoctoral internship in clinical psychology. The perspective she brings as a recent intern helped keep the material fresh, relevant, and immediately applicable to the needs of trainees.
One other change has happened in my own life that warrants mention here. Since completion of the second edition, I was honored to have been elected to the United States Congress as the Representative from Washington State's Third District. While my duties in Congress have necessitated at least for now, that I leave the classroom and clinical supervision, I remain as committed as ever to the mission of human service and to the importance and value of training students in field settings. Perhaps not surprisingly, I am also more convinced than ever that those who work and teach in the helping professions have a responsibility to also be involved as citizens in the political process. Our professions are uniquely qualified and positioned to offer critical insights into some of the most vexing issues facing our nation today. Juvenile violence, drug abuse, early childhood education, health-care funding, environmental protection, and even conflict resolution in international affairs have all been the topic of both study and direct intervention by human service professionals. Thus, it is my hope that while students, faculty, and supervisors use this book to help enhance the quality of their internship experiences, they will also use their own talents in some way in the public arena to expand their contributions to the public good.