Guidelines for Assignments

These guidelines are suggested as a basis for structuring the practicum experience. Agency organization, the availability of experiences, and the learning needs of the student will of course call for fitting the broad outlines to the situation.

I. Orientation Period and Initial Engagement Period

The following items may be included during an initial orientation period. It is possible that the student will be engaged in delivery service systems with major responsibility in some areas while remaining in the participant-observation role in others. "Major responsibility" implies performance of a task for which the student has primary responsibility. In most agencies a student may be assigned some tasks with major responsibility within three weeks of their placement in the agency. All situations, including those at the participant-observation level, need to be utilized for their teaching value.

A. Observation and identification of administrative structure of the agency. A useful focus would be on the outcomes of agency services with attention given to structure as a process for the delivery of the agency's services.

B. Introduction to community members who can interpret to students the unique cultural, racial, or ethnic features of the community, who can explain the social structure of the community as well as the primary decision-making processes.

C. Identification of referral sources from which the agency receives clients and referral sources to which the agency refers clients. It would be helpful for the student to have an opportunity to observe and thus acquire beginning understanding of the complex inter-agency relationships that may be involved in referrals. This may be accomplished by visits to other agencies, agency conferences, or accompanying clients to referral sources.

D. Observation and shared assignment for the delivery of services as the primary agency function. After three or so exposures as a participant-observer with limited involvement, most students are ready to assume major responsibility with individual clients.

E. Observation and shared assignment in work with one or two families. After about two observational experiences, most students may be given a degree of responsibility for an intervention which can then be evaluated.

F. Observation and shared assignment for working with a formed group with a treatment or developmental purpose. The student can appropriately be in a co-leader or co-therapist role after two or three meetings with the group.

G. Observation of at least two task oriented groups. Ideally one of these should be a task force or committee within the agency and one should be in the community.

II. Additional assignments to Be Completed During Practicum

These assignments are appropriate for the student who has completed the orientation and initial engagement period. Obviously some students will move more rapidly than others and thus be able to complete additional assignments. It is intended that all students should complete this outline as fully as possible within the time period. Field instructors are invited to provide additional experiences available in their agencies or communities or to make reasonable changes in the outline as appropriate for the student and the agency. The Dana field director will be available for on-going consultation regarding the tailoring of the practicum experience for each student.

A. One-to-one work with individual or individual family members. In most agencies, a minimum would be 5 cases, including at least two intake experiences.

B. Work with the family as a group. This may be one family unit seen over a period of several weeks or several short-term family situations. A total of about 15 contracts with families would be optimal.

C. The student should have responsibility for leading or co-leading one developmental or treatment group as soon as the initial engagement period is completed. If a group is not available in the agency, the field coordinator will work with the field instructor to find an appropriate group experience.

D. Professional responsibility in work with task-oriented groups. The student should participate either as a member of the group or have major responsibility for planning a group project.

E. Contact with outside agencies. Generally this should include around 10 contacts, including conferences and visits to cooperating agencies, as well as referrals.

F. Major responsibility in work on a task-oriented group or committee, either within the agency or in the community.

G. An opportunity to engage in a practice evaluation project mutually agreed upon between the student and Field Instructor.

Please refer to the Practicum I syllabus for examples of types of projects that may be done. In addition, the student may complete a research project that will benefit the agency.It is suggested that a balanced program will allocate the student's time in approximately the following manner:

40% to 50% Direct service
20% to 30% Supervisory conferences, preparation, recording and dictation
20% to 30% Agency-related matters, administration, communication and organization

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