Practica, field work, and internships
Many of our majors are interested in careers in mental health and human services. The current curriculum provides four defined sets of opportunities to gain valuable first hand experience and earn academic credit.

• The Clinical Field Experience course, PSYC 451, supervised by Gerald Metalsky, allows students to choose placements primarily at group home settings for a variety of types of clients (e.g. delinquent adolescents, chronically mentally ill adults, and recovering alcoholics). Students spend 10 hours per week observing, practicing entry-level skills, and receiving close supervision by staff. Students also meet weekly as a group with Metalsky, our full-time clinical faculty member, to discuss readings related to their field experience, and they complete a scholarly paper that integrates research in clinical psychology with their applied work. This provides students an opportunity to learn how to emulate the scientist-practitioner model in a mental health setting. Prerequisites: PSYC 250, 450, Junior Standing and consent of instructor.

• The Peer Education course (PSYC 210) and subsequent practica (PSYC 296), supervised by Jerri Kahl, focus on the development of community by providing experiential learning regarding local norms and values, communication and speaking skills, and prevention/response strategies related to specific issues including diversity, body image, alcohol, stress management, and sexual assault. Theoretical and empirical readings provide a foundation for the experiential learning. Students in the follow-up practica (PSYC 296) apply their knowledge by defining and carrying out specific projects either on campus (e.g. outreach in conjunction with the university's Sexual Assault/Sexual Harassment Resource Board), or in the larger community (e.g. prevention programming in the local schools). Students may do up to three terms of PSYC 296, for variable credit. Prerequisites: PSYC 100 or consent of instructor.

• The Language Assessment and Enrichment practicum at Project Bridges Day Care and Preschool (PSYC 385). Project Bridges, supervised by Beth Haines, provides language enrichment to children learning English as a second language. Lawrence students learn to assess the children's receptive and expressive language skills, as well as other kindergarten readiness skills. In addition, the students work with the children to develop individualized educational plans, and provide enrichment in targeted areas based on the children's needs. Students are encouraged to commit to at least two terms and may do up to three terms of PSYC 385 for variable credit. No prerequisites, Developmental Psychology-PSYC 260 or PSYC 265 recommended.

• A Youth Mentoring practicum through the local Clean Break juvenile diversion program (PSYC 395), supervised by Kathleen Fuchs, provides the opportunity for a one-on-one mentoring relationship and active participation in cognitive intervention group sessions with youth enrolled in the program. Lawrence students learn how to model and encourage problem solving, decision making skills, and positive methods of communication with selected young adolescents who are first time offenders, with a goal of diverting them from the formal legal system and leading them to become successful members of the community. Participation in this practicum involves a commitment during both Terms II and III, for 2 units of credit each term. Prerequisite: consent of instructor. A follow-up internship working with the Clean Break program director is also possible.

Students may also design their own applied opportunities, both during the school year or summer. If interested, please contact Cherie Lindberg, Internship Coordinator in the Lawrence Career Center (6561) for a list of current opportunities. Information is also available at the Career Center's Internship web page at www.lawrence.edu/dept/student_dean/career/intern.shtml. It is possible to earn academic credit for summer internships/practica according to the guidelines below. Of course, at any time students may also arrange for internship opportunities that provide applied experience but not academic credit.

Guidelines for Students Planning to Enroll in Practicum in Psychology for Academic Credit
Students work with the internship coordinator, Cherie Lindberg (6561), to find an appropriate site and placement. Students hoping to do their internships at home or elsewhere during the summer should look at the list below for suggestions of the kinds of agencies that are possible. Below is a list of types of placements that might qualify as Psychology practica.

• Clinical and Social Service Placements
• Children's Services Placements
• Health Service Placements
• Disability Services Placements
• Legal Services Placements
• Business Placements
• Educational Placements

The following guidelines should be followed:

1. Students must complete a proposal and learning contract before they begin their internships. See Cherie Lindberg for a learning contract form. Contact Kathleen Fuchs (6574), Beth Haines (6708), or Jerri Kahl (6574) to arrange for a faculty supervisor in Psychology.

2. Students should confer with their faculty supervisor and site supervisor as they draft the proposal to make sure they have chosen an appropriate site and have identified appropriate learning goals in scope and context.

3. The formula for summer credit is:

   1/3 (2 units) 10-12 hours per week for 8-10 weeks
   1/2 (3units) 15-20 hours per week for 8-10 weeks
   1 (6 units) 40 hours per week for 8-10 weeks

4. The proposal should be as detailed as possible about the dates and hours of the internship. Because students are undergraduate, they are not expected to function as independent professionals, nor is clinical supervision of the type done for graduate students required. Students interested in clinical fieldwork should consider PSYC 90/451. It is not appropriate for students to serve merely as additional clerical help for the office, although some clerical work might be consistent with the duties of entry level case workers or other professionals at some job sites. In addition, regular meetings with the site supervisor should be included, along with expectations of both the site and faculty supervisors.

5. The learning contract should stipulate what written products are required. Typically students maintain a daily journal of their experiences and write a 5-10 page summary paper at the end. Summary papers may focus on whatever aspects of the internship the student wishes to analyze in writing. (For example, students could choose to write a detailed account of their work with one or two clients, analyze the dynamics of the operations of the agency or of the political climate that influences the agency, or highlight more broadly what they gained from the internship.) Students should consult with their faculty supervisor about the content of their summary paper.

   The grade will be determined by the faculty advisor, who will consider the recommendation from the site supervisor, as well as the quality of the journal and paper.

6. Students will also complete a site evaluation form at the end of their internship/practicum.

Guidelines for Site Supervisors

1. Site supervisors should work with the student to develop an acceptable, detailed learning contract about the work to be done.

2. Site supervisors should have regularly scheduled meetings with the student to discuss his or her progress.

3. Site supervisors should consult with the faculty supervisor at least twice during the internship and more often if the student's work is unacceptable. Whenever possible, it is a good idea to consult with the faculty advisor as soon as there is sign of difficulties so problems can be remedied early.

4. Site supervisors are expected to complete an evaluation of the student and suggest a grade. The internship coordinator will provide an evaluation form that the supervisor may use; however, a written commentary is also acceptable provided that a letter grade (A, B, C, D, or F) is suggested.

Guidelines for Site Supervisors

1. Faculty Advisors will monitor the student's progress by meeting with the student and telephoning the site supervisor early in the internship. The faculty advisor should telephone the site supervisor at least 2 times throughout the internship to make sure things are going well. If problems are reported by either the student or the site supervisor, the faculty advisor should intervene and attempt to solve the problem as soon as possible.

2. Faculty Advisors should work with students to develop a proposal and contract before the internship begins.

3. The faculty advisor will assign an S/U grade for the internship based on the site supervisor's evaluation and the quality of the written work that was outlined in the student's contract.