Family & Human ServicesSite Supervisor TrainingUNIVERSITY OF OREGON

Overview of Family and Human Services

Creation First graduating cohort of 21 students in 1998 The 2013 graduating class is 127 qualified human service professionals

Current Competitive, admissions based, accredited by the Center for Credentialing in Education 250 current majors and 250 pre-majors

Description of Students “Traditional” and pre-majors Transfer students from colleges and universities 20-60 years old Common thread is the desire to do good work

Competency based learning is at the center of the Family and Human

Services program

All students participate in a series of required courses, field study placements, and corresponding supervision organized around 5 major competency areas:Core SkillsCore KnowledgeProfessional SkillsAdministrative and Management SkillsProfessional Products

The FHS program integrates three elements of a successful professional training program

• Academic instruction with evidence based theory and best practices designed for adult learners

• Competency based field experience in a range of human service settings

• Effective supervision and professional mentoring with continuous evaluation/feedback

Volunteer vs Intern

In general terms, volunteering is simply the act of “voluntarily” giving your time and energy to help a cause.  Normally, the volunteer receives no tangible benefits from the work.  Likely, altruism is the motivating factor behind the choice to become a volunteer, whether paid or unpaid. Volunteers perform duties at the request of the agency.

On the other hand, an internship is work that we take on in order to learn more about a given profession. We generally work under the tutelage of someone who is knowledgeable in the field, and is qualified to give us guidance.  Interns negotiate a balance of service to the agency with exposure to specific learning objectives.

Elements of junior field study

• Three terms of internship at three different sites

• 90 hours each internship

• Focus on clinical observation, assessment and interviewing

• Students should be learning about the structure of the agency, the clients and how they both fit into the larger community ecosystem

• Site supervisors are professional mentors meeting with interns once per week for evaluation and feedback

What does beginning professional identity look like?

Elements of senior field studyHow do you support a student to move toward a strong professional identity?

• Two or three terms of internship at one former junior site

• 240 hours total• Focus on case management,

agency collaboration, administration, intervention design and implementation, program evaluation and grant writing

• Students should be practicing skills learned in junior field study and in the classroom

• Site supervisors are professional mentors meeting with interns once per week for evaluation and feedback

Senior ProjectsDemonstration of professional competency

• 60 hour senior project above and beyond the 240 field study hours

• Designed to demonstrate the student’s professional competency and to leave the agency better off for having invested in the student

• Students must complete FHS 494 (senior project proposal) before work can begin on project

• At the end of the last term in the FHS program the student takes part in a professional presentation to highlight their professional competency

Discussion PointsWhat makes a great site supervisor?

• What are the benefits of having interns at your agency?

• What range of activities do students engage in at your site?

• What are the challenges involved in providing excellent supervision?

• What do you think makes an excellent site supervisor

• What elements of FHS site supervision are you unsure of ?