COURSE DESCRIPTION AND OBJECTIVES

            The primary goal of this course is for you to gain experience and skill as a helper.  In addition to the hands-on clinical work you will be doing independently this semester, we will meet together each week to learn and practice basic helping techniques, discuss practicum experiences, and explore clinical issues. 

Field Work is designed for advanced psychology students considering careers in a helping profession.  Prerequisites include Psychology 101 and 102, 201 and 202, 225, and a relevant 300-level elective (e.g., 308, 312, 333, or 345).  Specific objectives include:

• obtaining stimulating, career-relevant, clinical experience
• gaining comfort and expertise in helping skills
• developing an understanding of professional and ethical issues related to applied helping work
• learning about career options in the helping professions
• developing self-awareness about helping motivations, personal strengths, and career direction

OFFICE HOURS

• Drop-in hours (no appointment necessary - I will be in my office during this time unless I announce otherwise in class): Monday & Wednesday, 12:00-1:00 p.m.; Tuesday & Thursday, 1:30-2:30 p.m. For brief discussions, I can also be available 15-20 minutes after our class ends.
• Appointments (schedule in advance so I’ll be sure to be in my office): Best times this semester will likely be Monday and Thursday afternoons, but other times can be arranged as well.

COMMUNICATION

            The best way to get in touch with me quickly is through e-mail (address above).  I check e-mail frequently on weekdays and usually once on weekends.  I check voice mail much less often.      

If I need to relay a message to the entire class, I will use One Port, which directs e-mail to your official e-mail address.  If you do not use your UNCA e-mail address, please be sure that you forward e-mail from your UNCA account to your preferred email address.

            It is especially important in Field Work that I have up-to-date contact information for you, in case I need to get in touch with you quickly.  Please be sure to let me know of any changes in telephone numbers or email address that may occur over the course of the semester.

READING

            Corey, M. S., & Corey, G. (2007). Becoming a helper (5th ed.). Belmont, CA: Thomson Learning.  (The 4^th edition is also a possibility.)

1. 90 hours of supervised, hands-on clinical work.  There are roughly15 weeks in the semester, not including breaks or the final exam period.  You’ll be able to complete your hours by the end of the semester if you work 6 hours per week at your placement, though any schedule that your supervisor finds satisfactory is fine with me.  To be certain you are on track to complete your hours, please complete at least 30 hours by Sept. 25^th (the end of the sixth week of the semester). 

• 90-hour minimum: Remember that 90 hours should be viewed as a minimum; it is absolutely essential that you complete all 90 for successful completion of this course.  I suggest aiming to complete 100 hours in order to give yourself some leeway should obstacles arise (e.g., emergencies, illness, hurricanes, etc.).  Working 8 hours per week in the beginning of the semester when you typically have more time is a good way to insure completion of hours.
  
   
• Psychology and Life (PALs) and placement hours: Again this year, the Psychology Department will encourage majors to participate in the world of psychology beyond the classroom by sponsoring a series of department colloquia and events relevant to our discipline.  You may count participation in PALs toward your 90 hours – just be sure to log them and write about them in your journal.  Likewise, training workshops offered by your agency or prep time required for your internship responsibilities can also be counted toward hours. 

• A word on commitment: Though most of you will be volunteers at your practicum sites, please treat the position as you would paid employment in terms of your work ethic.  Remember that your placement may well be the experience that propels you into your first post-B.A. job or helps you gain acceptance to graduate school.  Put your best foot forward.

• Contracts: Field Work placement contracts should be completed and signed by your agency supervisor as soon as possible.  Supervision of your clinical work must be provided by the agency at which you work, preferably by a licensed helping professional (psychologist, social worker, counselor, or teacher).  I will contact all supervisors at least once during the semester.

• Problems: If you are experiencing any problems with your field work, please discuss these with me as soon as possible.  I really want this internship to be a positive experience for you!  Although your agency supervisor is responsible for your well-being at your placement site, I can serve as a mediator, support person, or consultant should difficulties arise.

• Record-keeping: Please keep a formal log of your hours at the agency, recording specific dates, times, and activities.  You can download log forms from my website (http://facstaff.unca.edu/himelein/fwlog.htm), or make your own.  For example:

2. Weekly journal entries.  To maximally benefit most from your clinical experience, you’ll need to take time to reflect upon it.  To that end, please maintain a weekly journal describing your observations of, personal reactions to, or opinions about your placement.  It is not necessary to describe all your day-to-day activities in this journal; these will be noted generally in the log (see above).  Instead, describe events that are especially meaningful, e.g., something your supervisor did that impressed you, a particular client who intrigued you, an emergency situation that intimidated you, an insight about your own career goals that occurred as a result of your experiences. 

            In addition, I would like you to answer one "focus question" from the assigned chapter of the text in your journal each week (see #3 below).  Choose any focus question that inspires you.  If a week’s reading assignment does not include new focus questions, choose a focus question from a previously assigned chapter or from a chapter not assigned.  Alternatively, write about an issue discussed in class, or a section of the assigned reading, which captures your interest.

            It is difficult to give an estimate of length for journal entries, other than the frustrating "whatever it takes".  You will be writing two entries per week (one addressing your work and one responding to a focus question), and I would guess a typical entry would be approximately one single-spaced handwritten page, or one double-spaced typed page.  However, try to focus on depth rather than length.  Dig deep!  If you want to explore an issue in detail one week and you write several pages, feel free to consider that a “double” entry.  I want the journal to be viewed as a helpful, creative, inviting assignment (rather than a chore).

            Finally, I am more interested in content (what you say) than process (how you say it).  Therefore, write freely, i.e., without worry about grammar, spelling, punctuation, etc.  Of course, do try to make your entries legible, for my sake (journaling on the computer is certainly appreciated!).  I will collect journals to review 3-4 times; tentative collection dates are noted on the course calendar.

3. Textbook reading assignments.  The textbook is designed to introduce you to the nature of work in the helping professions.  It is not a skills or "how-to" text; rather, it focuses on issues central to people considering helping careers, e.g., Is counseling the career for me?  How does my personal history affect my ability to help?  Is helping stressful?  Enjoy this text!  You will not be tested on it.

4. Class attendance and participation.  Regular attendance is essential in this class.  This is your opportunity to learn about your classmates' experiences (and, therefore, other agencies), to air your concerns or fears or frustrations, to discuss critical mental health issues, and to develop basic helping skills.  This is not material that can be duplicated by borrowing someone's notes.  Consequently, I am strict about attendance in Field Work: A maximum of 2 misses is allowed in order to receive credit for this class, regardless of the reason for absence.

            Class participation will involve a willingness on your part to participate in role play exercises designed for practice of helping skills.  Although such practice can be intimidating initially, most students find this type of learning enjoyable and useful.  (Please let me know if this is not the case for you!)  In addition, a portion of time in class each week will be devoted to discussion of field work placements, a conversation to which everyone will contribute.  Your enthusiastic participation in this class will be much appreciated and will lead to a more enjoyable experience for all of us.

CLASS CANCELLATIONS

            Should our class not meet for any reason, we will discuss scheduled skills and topics at the next class meeting.  However, weekly journal entries should be completed each week, regardless of class meetings, and the 90-hour requirement remains the same. 

EVALUATION

            Passing this class (an S/U course) requires successful completion of the above requirements (90 clinical hours; completed log, journal, and reading; no more than 2 missed classes).