SUU - Department of Psychology: Practicum/Internship

Psychology 3800: Practicum
       John T. Ault, Ph.D.
TR 10:00-11:15   GC 304
       Last updated: 6 January 2005

The practicum provides students with opportunities to (a) participate with professionals in applying psychology, (b) learn proper professional conduct, (c) contribute to host agencies and their clients, (d) develop clinical skills, (e) support fellow practicum students, (f) become aware of proper procedures for responding to violent clients, and (g) make potential employment contacts.

Psychology 1010, General Psychology, stands as the only formal prerequisite for practicum. Students need, however, a sufficient background and maturity to be able to provide the expected services in a professional and competent manner. A developmental psychology course prior to, or at least concurrent with, taking the practicum is desirable, because it provides a perspective on normal human functioning. Abnormal psychology is also desirable because that course specifically addresses most of the problems with which the practicum students work. The Introduction to Counseling and Psychotherapy course provides an excellent foundation for practicum and internship experiences. That course teaches both the theory and concrete skills used in most field placements. The Human Relations in Group Dynamics course would help all practicum students but be of most value to students placed in settings that use group therapy.

Dr. John Ault, licensed clinical psychologist, teaches the practicum course and oversees the field placements. He can be reached at GC 308E, 586-7864, ault@suu.edu. His office hours are: MF 10:30 a.m. to 12:30 p.m. and TR 1:30 p.m. to 3:30 p.m.

Ethical Principles of Psychologist and Code of Conduct is the only text required. It is available free from the American Psychological Association, apa.org/ethics, or for a nominal price at the SUU Bookstore.

Performance in the following eight areas will be graded on a simple step system. (The lower half of page 6, Tracking and Grading Form, lists these areas as they would look on a completed student record.) Each student who responsibly fulfills 90 clock hours at the host agency begins with the grade of "C". Performance in each graded area will either raise or lower that starting point according to the number of designated steps. A step is one grade level, for example, from a "C" to a "C+". The graded areas are:

1. Practicum hours. This category does not normally affect the grade because students rarely deviate significantly from the expected 90 hours. Extra hours usually count toward Psychology 4800, Advanced Practicum. Fewer hours usually result in a "T" (temporary) grade for the course. On-site hours, supervision, travel among practicum sites, planning and review time all count as part of the 90 hours. Class time, travel to the primary practicum site, and paper writing time do not count toward the 90 hour minimum.

2. Seminar Attendance. Practicum classes address important professional, clinical, ethical, and legal issues not found in textbooks. As a result, class attendance is required. If a class must be missed, follow the "Procedures to Receive Attendance Credit for a Missed Class" handout. Perfect, in-person attendance raises the course grade by one step. Each class missed, and not made up, lowers the final grade by one step. Most classes include ethical cases, managing violent clients, and open discussion. In addition, class time will include formal presentations on the following topics: (a) Course Introduction; (b) The Professional Relationship; (c) Legal Issues; (d) Service Models; (e) Validation Procedures; (f) Professional Versus Employee Rolls; and (g) Concluding Perspective.

3. Professional Mission Statement. Each student must compose and read, in class, her/his professional mission statement. Two-thirds of the students in the course must approve the statement in order to fulfill this requirement. Failure to write a satisfactory mission statement results in a one-step grade reduction.

4. Supervisor's Evaluation. SUU practicum students are usually mature, conscientious and competent. As a result they receive positive evaluations by supervisors. This is expected as part of the "responsible fulfillment of practicum hours," and therefore, does not normally affect the grade. An unusually positive, or negative, evaluation, however, can add or subtract steps, according to the course instructor’s judgment. The sample supervisor's evaluation form on page 5 shows the categories used to evaluate practicum students. At the end of the practicum each student should review the evaluation with her/his supervisor before it is returned. Because supervisors are often overworked they occasionally fail to return evaluations. Students may volunteer to hand deliver their evaluations so as to insure that they get returned.

5. Final Examination. The comprehensive final both tests seminar presented information and provides a licensing exam type experience. It is essentially a pass/fail exam not intended to significantly impact the course grade. Thus, a score between 70% and 79% will have no affect on the course grade. A score between 80% and 89% will add a step to the final grade, for example from B+ to A-. A score of 90% or greater will add two steps. A score below 70% will lower the final grade by one step for each 10% below the 70% mark. For example, a 68% would result in a one step reduction and a 59% would reduce the final grade by two steps. The test has 100 questions. Some are actual questions from prior state licensing exams. Bring a Scantron.

6. Personal and Professional Growth Paper. This paper provides a student with the opportunity to evaluate and illustrate learning and growth. It focuses on student development both as a person and as a professional.

7. Agency Service Model Paper. Written documents, verbal directives, and general practice all reveal the service models practiced by an agency. The models paper analyzes the theoretical and official service models utilized by the program in which the student served.

8. Comparison Paper. Few programs function as prescribed. The comparison paper contrasts the formally defined program to the program as it actually functions in its day to day operations. It also explains the reasons for the differences.

Each of the three papers, requirements 6, 7, and 8, can add up to three steps to the final grade. Each will be graded as follows: +1 = minimally acceptable, +2 = acceptable, and +3 = exceptionally well done. The handout, "Practicum and Internship Papers,” provides detailed instructions for writing these papers. All three papers are due the last class of the semester.

With the many avenues available for moving up the grading scale nearly all students can earn the grade they desire. In the interest of learning, students often acquire more than the six steps needed for an A. (The lower half of page 6 shows the form used for tracking the steps.)

Some students arrange for practicum sites on their own. For these, either Ruth Sessions, the department’s field placements supervisor, or John Ault, the course instructor, needs to meet with the intended supervisor and approve the practicum. Most students select from a list of approximately 80 already developed sites. These placement options are listed on the Psychology Department’s web site.

Student education and professional preparation constitute the main goals of a practicum. In contrast a "fair exchange" principle governs the employment relationship, that is, the employee owes an employer service in return for money. Thus, paid time used for practicum credit involves an inherent role conflict. Students can, nevertheless, use employment settings for practicums provided the practicum component is clearly identified within the employee role. In general clinical time counts whereas custodial time, e.g. night shift while clients are asleep, does not.

Every student should keep an ongoing record of practicum activities. This journal not only documents time invested but also provides the raw data from which to write the papers. Quality records help maintain clinical direction. They also serve as a major protection in the event of questions regarding conduct.

Clinical mistakes and errors-in-judgment can happen to anyone. Decisions regarding culpability for these mistakes are typically heavily influenced by the availability of proper documentation. Information recorded "at the time" merits substantially greater credibility than "after the fact" memories. In most investigations, after the simple facts regarding what happened, the motives or reasoning processes of the clinician typically receive primary focus. If records substantiate actions, then justification of undesirable outcomes is more likely to stand solid under scrutiny. Thus, records should include, but separate clearly, both actual events and personal thoughts/feelings. Full documentation should also occur as soon as possible, for example, right after a counseling session.

Normally students should keep both a professional record and a clinical process journal. What belongs in each of these will be presented in class. Documentation of practicum hours should be submitted with the course papers. Attaching original journals is optional.

When all of the requirements for the practicum cannot be completed in a semester students can receive a “T” grade. Students receiving financial aid need to be aware that the “T” grade can affect them if it results in their completing less than 12 credits for the semester.

The requirements summarized in this syllabus represent my expectations. Host agencies are free to impose their own requirements. For example, some placements require that students make a substantially greater commitment than 90 hours. Agencies can also set appearance and conduct standards. It is the student's responsibility, before agreeing to any placement, to inquire regarding agency expectations.

In most agencies students will have access to privileged, confidential information. A course confidentiality form must be signed in addition to any forms required by the agency. Respect for confidentiality stands as an imperative for this course.

Real world learning, as compared to classroom learning, increases exposure to potential harm. Thus the University requires that practicum students also sign a Waiver of Liability form.

Some agencies, especially those serving minors, require a criminal background investigation clearance for practicum students. Such background checks can take from one to four months. Students wishing to do a placement in one of these agencies should apply well in advance, or be able to take the “T” grade without that creating a problem.

Students who struggle with issues such as cheating, dishonesty, and general lack of integrity should not be in the practicum course. Role modeling may stand as the number one curative factor for clients served by practicum students. Falsifying records, cheating on the final, claiming credit for work not performed, or any other acts of dishonesty will be addressed. Such acts may result in expulsion from the course with a grade of “F”, as well as referral to the department chair, college dean, or university provost for further action. As with all other courses, students are expected to have read and understood the current issue of the student handbook (published by Student Services) regarding student responsibilities, rights, and on-campus code of conduct.

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Southern Utah University Coordinator of Services for Students with Disabilities (SSD), in Room 206F of the Sharwan Smith Center or telephone (435) 865-8022. SSD determines eligibility for and authorizes the provision of these services and aids.

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.

I verify that (name) invested/worked ________, hours at _________. (Note, supervisory, preparation, training, journal keeping, and other
non-direct service time can be included in addition to direct service hours. Custodial time, such as house cleaning and monitoring sleeping clients, should not be included.)

Student ID#: _______________________________________ E-mail: smithle@home.com Phone Number: 123-4567

PSY 3800, Practicum: Spring 2005 DCFS Sigmund Freud
(Sem./Yr.) (Placement Site) (Supervisor)

PSY 4800, Practicum: Spring 2005 Iron Co. Schools B.F. Skinner
(Sem./Yr.) (Placement Site) (Supervisor)

PSY 4890, Internship: Spring 2005 2 credits Horizon House Timothy Leary
(Sem./Yr.) (Placement Site) (Supervisor)

The SUU web site shows practicum course syllabi, placement sites, scholarship information and most of the course handouts. To access this information go to http://www.suu.edu and then click successively on Academic Information, College of Humanities and Social Sciences, Psychology, Practicum/Internships/Externships.

Some placements include scholarship money for travel and course costs; most do not. In general students will need to pay for transportation, and minimal supplies, such as notebooks.

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Last Update: Monday, September 17, 2007