Lifelong health and well-being for every person, every family, every community.

Human Development and Family Sciences Internship Manual

Updated August 19th, 2013

Table of Contents

i

Section I: Introduction

HDFS Internship Program ................................................................................................... 1

Student Learning Objectives for Seminars & Field Experiences ...................................... 2-3

Frequently Asked Questions about Internships ................................................................. 4

Section II: Internship Guidelines

A Note to Site Supervisors & Sponsoring Agencies ......................................................................... 5

Application Process and Important Deadlines ................................................................................. 6

International Internship ................................................................................................................... 7

Other Questions ............................................................................................................................... 7

How to Sign up for an Internship ..................................................................................................... 8

How to Find an Internship ............................................................................................................... 9

Tips for Approaching Agencies to Request an Internship Placement .............................................. 9

Issues to Address with Site Supervisors ......................................................................................... 10

Basic Informational Interview Questions ....................................................................................... 10

Responsibilities of the Intern & Site Supervisor ............................................................................ 11

Responsibilities of the Internship Program Coordinator ............................................................... 12

Termination Policy & Course Requirements .................................................................................. 12

Internship Program Coordinator Contact Information .................................................................. 13

Section III: Internship Forms

Important Deadlines for HDFS Internship Program 2012/2013 .................................................... 14

Internship Application ............................................................................................................... 15-18

Internship Program Learning Agreement ................................................................................. 19-27

Section IV: Human Services Ethical Standards

Ethical Standards for Human Services Professionals ................................................................ 23-27

Section I

Introduction

HDFS Internship Program

1

The mission of the internship program is to provide students with the opportunity to strengthen their professional skills through hands-on, learn-by-doing experiences. Through the internship, students earn college credit for practical experience in the workplace. HDFS is affiliated with a wide variety of agencies and organizations that have agreed to allow interns to learn by shadowing an on-site supervisor—gradually assuming responsibility under close supervision. Interns correspond regularly with their site-supervisor and the Internship Coordinator, reflecting on their experiences and responding to questions and feedback. Interns also participate in an every-other-week seminar to learn important human service skills and support one another. Distance learning opportunities are offered for interns that are too far to attend class on the OSU campus.

Description of HDFS Internship Courses

HDFS 107—Internship Orientation (1 Credit) Exploration of career goals, internship opportunities, and the variety of practice areas in human services professions. Student preparation in planning, obtaining, and completing HDFS internships. Graded P/N. HDFS 209—Introductory Internship (4 Credits) Field experience to learn, primarily through observation, how to apply human service intervention strategies and skills to helping individuals and families served by professional agencies and organizations. Supervision by agency and instructor. Requires 90 hours of work on-site. Supplementary bi-weekly seminar, readings, and reports. Graded P/N. PREREQS: HDFS 107. Restricted to students in HDFS and OSU Gerontology Program. Application Required. HDFS 410—Advanced Internship/Human Services (10 Credits) Field experience to apply theory and empirical research to individual-,family-, and community-level interventions in professional settings. Focus is on analyzing needs of clients, developing goals, and designing and implementing plans of action. Application of human service ethics is emphasized. Supervision by agency and instructor. Requires 270 hours of work on-site. Supplementary bi-weekly seminar, readings, and reports. Graded P/N. Enforced PREREQS: (HDFS 209 and HDFS 462) and junior or senior standing. Restricted to students in HDFS and OSU Gerontology Program. Application required. HDFS 410—Advanced Internship/Child Development (10 Credits) Field experience to apply theory and empirical research to promoting positive child and youth development in professional settings. Focus is on observing and analyzing the developmental needs of children and youth, developing goals and implementing plans of action to foster positive youth outcomes, and building family and community relationships. Application of ethical standards for working with children and families is emphasized. Supervision by agency and instructor. Requires 270 hours of work on-site. Supplementary bi-weekly seminar, readings, and reports. Graded P/N. OTHER PREREQS: Junior or senior standing. Restricted to students in HDFS and OSU gerontology Program. Application required.

Student Learning Objectives for Seminars & Field Experiences

2

HDFS 107 Internship Orientation

Student Learning Objectives for Seminar

As a result of participation in seminar, students will:

Describe expectations and competencies required for the introductory and advanced internships.

Identify their own values, interests, and skills to determine preliminary internship and career goals.

Prepare a resume and cover letter

Develop an action plan to identify, select, and obtain a human services internship

Discover the wide range of human services agencies and professions available and the types of education needed to engage in these professions.

HDFS 209 Introductory Internship

Student Learning Objectives for Field Experience As a result of participation in field work, students will be able to:

Describe the everyday operations of an agency or organization

Identify the ethical standards of behavior for professionals and interns within their agency

Identify the needs of the population served by the agency or organization

Engage in introductory practical experience under close supervision of a professional in the field Student Learning Objectives for Seminar As a result of participation in seminar, students will be able to:

Understand the characteristics of effective helping professionals

Develop awareness of self as a potential helping professional

Develop awareness of helping theories

Demonstrate effective helping skills such as empathy, rapport building, and active listening

Describe the stages of the helping process, both in individual and group settings

Student Learning Objectives for Seminars & Field Experiences

3

HDFS 410 Advanced Internship-Human Services

Student Learning Objectives for Field Experience As a result of participation in field work, students will be able to:

Describe the everyday operations of an agency or organization

Identify the ethical standards of behavior for professionals & interns within their agency

Identify the needs of the population served by the agency or organization

Engage in applied professional-level work under supervision of a professional in the field Student Learning Objectives for Seminar As a result of participation in seminar, students will be able to:

Assess and improve upon their own cultural competency skills

Demonstrate understanding of therapeutic models of helping

Understand the stages of helping, including exploration, insight, and action

Develop applied helping skills to facilitate change in individuals, families, and group HDFS 410 Advanced Internship-Child Development Student Objectives for Field Experience As a result of participation in field work, students will be able to:

Identify the ethical standards of behavior for professionals & interns within their agency

Describe the everyday operations of an agency or organization

Identify the needs of the population served by the agency or organization

Engage in applied professional-level work under supervision of a professional in the field Student Objectives for Seminar As a result of participation in seminar, students will be able to:

Assess and improve upon their own cultural competency skills

Demonstrate understanding of theory and research guiding positive youth development programs

Develop familiarity with positive youth development programs and approaches to building relationships with families and communities;

Understand how observation, documentation, and assessment are used to support children and families

Develop applied professional skills to foster positive developmental outcomes for children and families

Frequently Asked Questions about Internships

4

What is an internship? An internship is the placement of a student in a work environment to enable him or her to acquire knowledge and skills

consistent with professional expectations and standards. Internships provide students a professional experience where

they can apply theory, knowledge and skills in a practical manner. Internships include the supervised practical training

and mentoring of a student which works to foster professional, personal, and intellectual development. The Council for

Standards in Human Services Education (CSHSE) describes the internship as being an experience that “…provides an

environment and context to integrate the knowledge, theory, and professional behaviors that are concurrently being

taught in the classroom.”

Are internships paid or unpaid?

HDFS internships can be paid or unpaid. Whether or not an internship is paid or unpaid, is dependent on the agency.

Internships at for-profit, private agencies are subject to the Fair Labor Standards Act. Internship sites are responsible for

knowing and following the Fair Labor Standards Act. For more information, please visit the U.S. Department of Labor

Wage and Hour Division (Fact Sheet #71) or contact your agencies human resources office.

What is the difference between an internship and a job?

The difference between an internship and a job is that an internship is a structured defined program, which includes

some form of training along with direct supervision. In addition, internships focus on specific learning objectives and are

educationally beneficial for the intern.

What are the benefits of doing an internship for credit?

By doing an internship for credit you will have the opportunity to work with both an onsite supervisor and a faculty

member, providing you an enriching and meaningful learning experience. A for credit internship includes experiential

learning as well as academic content designed to complement your real-world work. In addition, it provides the student

with the opportunity to partake in meaningful tasks that relate to their major and overall career goals.

Why should I do an internship?

Explore Human Services career options

Gain real world experience—try out your interests, values, and abilities in a work setting—learn what you like, learn what you don’t like

Build your resume-- be a more competitive candidate for employment

Build networking contacts and mentoring relationships early

Develop new skills and applicable knowledge

Enhance confidence and leadership skills

Section II

Internship Guidelines

& Requirements

A Note to Site Supervisors & Sponsoring Agencies

5

Thank you for your interest in providing our students with the opportunity to serve an internship under your supervision and mentorship. The experiences students gain through internships are invaluable and your expertise and guidance provide them a strong foundation in their development as human services professionals.

Requirements of site supervisors and sponsoring agencies:

Be an agency that performs human services activities. For more information on what human services is, please

visit: http://www.nationalhumanservices.org/what-is-human-services.

Provide a direct supervisor (with a bachelor’s degree or higher) who is able to dedicate time to supervise one or

more interns. Preferably, this person will hold a degree in one of the many fields of human services. In addition,

this person must be employed by the agency and should not be a volunteer.

Provide interns the opportunity to deliver direct services, under supervision, to individuals, families, or groups.

Provide interns the opportunity to analyze the needs of clients, develop goals, and design and implement a plan

of action.

Have no legal or ethical investigations or violations in process.

Inappropriate Activities for Interns:

Clerical activities as the primary function of their internship.

Childcare as the primary function of their internship.

Providing services to clients with no supervisor available.

Academic research.

Fundraising as the primary function of their internship.

Activities that conflict with required seminar/course attendance. Students cannot miss seminars due to

internship responsibilities.

Benefits of having an intern:

Interns bring new ideas and perspectives

Expand your pool of qualified potential hires

Potentially increase retention: interns hired after internships are more likely to stay with the agency (NACE, 2012, Experiential Education Survey)

Provide practical skills and knowledge to incoming professionals; shape and promote the field of human services

Potential cost savings in training, recruiting, and evaluating potential employees

Support OSU HDFS students and the community

Application Process and Important Deadlines

6

Application Deadlines

1. Complete and submit an application along with a statement of professional goals.

Deadline: Applications for HDFS 209 and HDFS 410 are due no later than dead week two terms prior to your

internship term.

***Students who do not submit their application by the application deadline risk not

obtaining a space in the course.

Learning Agreement Deadlines

2. Complete and submit a learning agreement with your site supervisor.

Deadline: Your learning agreement must be completed and turned in to the Internship Program Coordinator by

the Monday prior to the beginning of the term in which you are serving your internship. Turning your paperwork in

earlier, of course, is better.

***Students who do not submit their learning agreement by the above deadline will

potentially be charged a $50 late fee by the registrar’s office. In addition, students will need

special permission from the instructor to register.

I want to serve my internship in: Your application is due:

Fall Dead week of Spring term

Winter Dead week of Summer term

Spring Dead week of Fall term

Summer Friday of the first week of Spring term

I want to serve my internship in: Your Learning Agreement is due:

Summer 2013 Monday, June 17th 2013

Fall 2013 Monday, September 23rd 2013

Winter 2014 Monday, December 30th 2013

Spring 2013 Monday, January 24th 2014

Summer 2014 Monday, June 16th 2014

7

Policy on Internships Abroad

Students wanting to complete an international internship must go through the office of International Degree &

Education Abroad (IDEA). IDEA works closely with the Study Abroad Advisory Committee to identify, carefully assess,

and approve education abroad program providers whose programs meet OSU students’ academic and service needs, as

well as the risk and safety standards set by the university. This extensive and official approval process guarantees that

students will earn OSU resident credit by participating in an IDEA-approved program, and that they will also be

appropriately insured while abroad. Additionally, the participation of IDEA-approved education abroad programs will

allow students to apply their OSU financial aid towards the cost of the program. If you are interested in serving your

internship abroad, start here: http://oregonstate.edu/international/studyabroad/internships

Can I begin my internship hours prior to the beginning of the term?

Students must be fully enrolled into the HDFS internship course in order to begin serving their internship hours.

Students must submit all of the required paperwork before they will be given an override to enroll.

What guidelines should I follow if I have a disability or special need?

The College of Public Health and Human Sciences adheres to OSU’s policies and guidelines of non-discrimination on the

basis of a disability. Students with accommodations approved through Disability Access Services (DAS) may request an

accommodation for an internship course by contacting the HDFS Internship Coordinator, Rachel Jensen at

rachel.jensen@oregonstate.edu. Please be aware that some accommodations require advanced notice to coordinate,

therefore accommodation requests shall be made as soon as possible, upon or prior to submitting an application for the

internship course. Students who become aware of a need for an accommodation during an internship should contact

the HDFS Internship Coordinator as soon as possible. The College will attempt to coordinate reasonable

accommodations for requests made in a timely manner.

The College of Public Health and Human Sciences will work with students, internship sites, and Disability Access Services

to coordinate access in the most integrated setting, however, please be aware that internship sites each have unique

requirements including, but not limited to: workload, schedule, communication needs, level of supervision, and

equipment used to perform the essential functions of the internship.

Students who believe they are eligible for accommodations but who have not yet obtained approval through DAS should

contact DAS immediately at (541) 737-4098.

Other Questions

How to Sign Up For an Internship

8

Students are responsible for researching, initiating contact, and making an agreement with an agency that will serve as their

internship site. The site must be one which can be designated a human services agency. For more information on what

human services is, please visit: http://www.nationalhumanservices.org/what-is-human-services. Students may contact the

Internship Coordinator to make sure that they are pursuing an appropriate placement.

1. Submit an Application: Complete and submit an HDFS internship application to the Internship Program Coordinator.

Include your statement of professional goals.

2. Reflect: Think about the types of careers that interest you. Are you more interested in prevention or therapeutic programs?

Do you enjoy working with younger or older populations? Do you want to work directly with clients or are you more

interested in program development and evaluation? What internship site would work best for your introductory experience?

What site would be best for your advanced experience? Most HDFS interns are not paid, but sometimes HDFS students use

their paid employment as an internship. Would this arrangement work for you? What are your future career goals and how

can an internship help you meet these goals?

3. Gather Information: Look through the internship site information provided on this website. Choose a few that look

appealing to you. You also are welcome to explore options that are not listed on this website. Contact the Internship Program

Coordinator at this stage to make sure you are pursuing an appropriate Human Services option for your internship.

4. Contact the Agencies: Phone, visit, or email agencies that interest you to determine if they are accepting interns during the

period of time you want to work. Inform them that you are an OSU HDFS student. If they are accepting interns, ask about

their application process. You may be asked to provide a resume or to fill out an application. Many agencies have their own

criminal background check requirements for interns to complete. Please note that agencies are not required to accept you as

an intern.

5. Complete and Submit the Internship Learning Agreement: Print the internship learning agreement from this website. The

learning agreement specifies expectations for you, the agency, and the Internship Program Coordinator. Complete the

learning agreement in cooperation with your Site Supervisor. Be sure that you know who your Site Supervisor will be.

(Sometimes interns find this out after they complete their learning agreement with a Volunteer or Internship Coordinator.

This person then assigns the intern to a supervisor after the contract has been completed.) Make sure that you and your Site

Supervisor have a clear understanding of your internship responsibilities. Your learning agreement must be completed and

turned in to the Internship Program Coordinator by the first day of the term you wish to intern. Turning your paperwork in

earlier, of course, is better.

7. Enroll: Bring your completed learning agreement and your criminal background check to the Internship Program

Coordinator. Once the Coordinator approves your learning agreement, our Office Specialist will provide an override to allow

you to register for the internship course. You will receive an email indicating that you can register for the course. Sometimes it

takes a few days before the system will allow you to register—just keep trying! Also, please note that you must type in the

CRN directly, rather than using the "search" function. If you don’t, the system will not allow you to enroll in the course.

How to Find an Internship Site

9

Students are responsible for researching, initiating contact, and designing a learning agreement with an agency that will serve as their internship site. The site must be one which can be designated a human services agency. For more information on

what human services is, please visit: http://www.nationalhumanservices.org/what-is-human-services. Students may contact the Internship Coordinator to make sure that they are pursuing an appropriate placement.

Internship Sites

A non-exhaustive list of HDFS internship sites can be found on the HDFS Internship website at this link: http://health.oregonstate.edu/students/current/undergraduate/internships/hdfs/internship-sites

Students wishing to serve their internship at a site that is not listed on the HDFS Internship website must contact the

Internship Program Coordinator to make sure they are pursuing an appropriate internship.

Internship Program Coordinator Contact Information

Rachel Jensen, MSW Waldo 474 541-737-2451 Rachel.jensen@oregonstate.edu

Introduce yourself by first and last name and identify yourself as an OSU Human Development and Family

Sciences student.

Let them know that you are interested in exploring the possibility of obtaining an internship with their agency.

Ask who the most appropriate person is to speak with regarding an internship.

Inform them of the following:

The term you plan serve your internship (Fall, Winter, Spring, Summer).

The number of hours required of you in order to pass the course (90 or 270).

Your required attendance to seminars. (You cannot miss seminars due to internship responsibilities).

Someone at the site needs to serve as your site-supervisor. This person must have at least a bachelor’s degree

(preferably in one of the many fields of human services).

You will need to complete weekly course assignments with your site supervisor.

You will be required to develop internship goals and tasks with the person that will be serving as your site-

supervisor.

You and the person who will be your site supervisor will be required to complete and sign a learning agreement,

which outlines the responsibilities of the Intern, Site-supervisor, and Internship Program Coordinator.

It is recommended that students identify their top internship sites, conduct an informational interview and if possible, a

tour of the agency in order to help them make an informed decision. It is also recommended that students visit and

review the website of the agencies in which they are interested, in order to gain more information and better prepare

for interfacing with the site supervisor and other agency staff.

Tips for Approaching Agencies to Request an Internship Placement

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Issues to Address with Site Supervisors

10

Once you begin your internship, it is important to determine what the ground rules are at your site. The following are issues and questions that you should address early, if not prior to beginning your internship.

Philosophy: What is the philosophy or mission statement of the agency that I am expected to abide by and represent to

clients?

Working with Clients: How should I present myself to clients? As an intern, what can I do and what can I not do when

assisting clients?

Dress and Behavior Code: What is considered "appropriate dress" and "appropriate behavior" at this workplace?

Confidentiality: What are your rules regarding confidentiality? How is information about clients protected? Do I need to

sign a confidentiality agreement?

Mandatory Reporting: What are the requirements within the agency for reporting any abuse that I witness or suspect

when dealing with clients?

Receiving Feedback/Knowing your Duties: How often do I meet with my supervisor? How will I know what my duties

are? How will I know what I'm doing right and what I need to improve on?

Safety: What are the rules concerning worker safety?

What sorts of tasks could I expect to participate in at your agency?

What demographic can I expect to be working with?

What can I expect my schedule to be like?

How many hours do you require interns to work (daily/weekly)?

Is there any pre-training I must go through to obtain an internship at your agency?

Do you have your own application process?

Does your agency conduct a criminal background check, or is that something I will need to pursue on my own?

What sorts of characteristics would you say are important for interns to possess in order to be successful at your

agency?

Basic Informational Interview Questions

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Responsibilities of the Intern & Site Supervisor

11

Intern Responsibilities

As part of the internship work, the interns agree to:

Work a total of 90 (HDFS 209) or 270 (HDFS 410) hours during at the internship site.

In the event of illness, notify the Site Supervisor immediately.

Follow all pertinent policies and regulations of the agency/firm/school.

Provide all personal expenses connected with the internship, including transportation to and from the

place of work, housing, and other personal/professional needs.

Keep the Internship Program Coordinator informed of progress, including problems encountered,

changes in internship responsibilities, and any other relevant matters.

Keep their Site Supervisor informed of informed of progress on assigned responsibilities.

Conduct oneself in a professional manner.

Abide by the ethical standards specified by my internship site and as outlined in the human services

code of ethics.

Accept responsibility for providing own liability, health, and accident insurance.

Participate in all seminars component of the internship experience.

Complete all assignments given by the Internship Instructor, including weekly meetings with site

supervisors.

Site Supervisor Responsibilities

By having an OSU HDFS intern, the Site Supervisor agrees to:

Orient the intern to the agency/firm/school, including any training normally given to new employees at the professional level.

Provide opportunities for the fulfillment of the Intern’s goals

When necessary, work in cooperation with the Intern and the Program Coordinator to revise Intern

goals.

Provide individual guidance and supervise the Intern’s work during the field placement.

Schedule a midterm conference to discuss the Intern’s work performance and analyze strengths and

problems.

Facilitate, whenever feasible, the Intern’s participation in staff/employee activities of a professional

nature.

Confer with the Internship Program Coordinator on any problems or ways in which the Internship

Program Coordinator may assist with the achievement of the Intern’s goals.

Complete a written evaluation of the Intern at the middle and end of the term.

Meet with the intern to discuss weekly assignments, with the understanding that it is the intern’s

responsibility to initiate these meetings.

Responsibilities of the Internship Program Coordinator

12

Internship Program Coordinator’s Responsibilities

The Internship Program Coordinator agrees to:

Serve as liaison and resource person for the Intern and Site Supervisor to facilitate Intern goals.

Supervise the intern via contact with both the Intern and the Site Supervisor.

When necessary, help to resolve problems between the Intern and her/his Site Supervisor and terminate

relationships that are not working.

Provide leadership for the seminar component of the internship experience.

Evaluate the Intern’s written assignments.

Assess the intern’s midterm and final evaluation, completed by Site Supervisors.

Assign a grade upon completion of the internship and seminar experiences.

Termination

If at any time during the internship the Intern does not fulfill her/his professional obligations to the agency/firm/school,

the Intern will be terminated from the internship. The decision for this termination shall be made by mutual agreement

between the Site Supervisor and the Internship Program Coordinator.

If it becomes impossible for the agency/firm/school to adequately assist the Intern to meet her/his goals, the Intern will

have the option to terminate the internship experience. The decision for this termination shall be made by mutual

agreement between the Intern and the Internship Program Coordinator.

Requirements and Grading

The Internship Coordinator assigns a Pass/No Pass grade based on the intern meeting the following requirements:

Completion of required internship hours: 90 hours for HDFS 209 students or 270 hours for HDFS 410 students.

Submission of signed copies of mid-term and final evaluations; completed by the Site supervisor at mid-point and completion of internship hours. Final evaluations must have an average score of “2” or higher in order for the intern to pass.

Completion of all assignments in a timely manner.

Attendance of all mandatory seminars.

Termination Policy & Course Requirements

13

Internship Program Coordinator Contact Information

Rachel Jensen, MSW College of Public Health and Human Sciences Oregon State University 474 Waldo Hall Corvallis, OR 97333 541-737-2451

Section III

Forms

14

Important Deadlines for the HDFS Internship Program

Application Deadlines

3. Complete and submit an application along with a statement of professional goals.

Deadline: Applications for HDFS 209 and HDFS 410 are due no later than dead week two terms prior to your

internship term.

***Students who do not submit their application by the application deadline risk not

obtaining a space in the course.

Learning Agreement Deadlines

4. Complete and submit a learning agreement with your site supervisor.

Deadline: Your learning agreement must be completed and turned in to the Internship Program Coordinator by

the Monday prior to the beginning of the term in which you are serving your internship. Turning your paperwork in

earlier, of course, is better.

***Students who do not submit their learning agreement by the above deadline will

potentially be charged a $50 late fee by the registrar’s office. In addition, students will need

special permission from the instructor to register.

I want to serve my internship in: Your application is due:

Fall Dead week of Spring term

Winter Dead week of Summer term

Spring Dead week of Fall term

Summer Friday of the first week of Spring term

I want to serve my internship in: Your Learning Agreement is due:

Fall 2013 Monday, September 23rd 2013

Winter 2014 Monday, December 30th 2013

Spring 2014 Monday, January 24th 2014

Summer 2014 Monday, June 16th 2014

15

Human Development and Family Sciences

Internship Application

IMPORTANT: Please complete these two steps: (1) fill out this application form and (2) complete a Statement of Professional Goals. Return both to:

Rachel Jensen, MSW Human Development & Family Sciences Waldo Hall (in the lockbox located outside of office 401) Corvallis, OR 97331-5102

GENERAL INFORMATION

Name _____Student ID___ ___________What will your class standing be

at the time you serve your internship? (Circle One) Sophomore Junior Senior

Local Street Address Street City State Zip Phone ___________________ ONID E-Mail _______

Major & Option: [ ] Human Development & Family Sciences [ ] Other:

[ ] Human Services [ ] Child Development [ ] General [ ] Gerontology Certificate

Class in which you want to enroll and serve your internship:

[ ] HDFS 209 Have you taken HDFS 107? _____yes _____no

[ ] HDFS 410, Human Services Have you taken HDFS 209 & HDFS 462? ____yes _____no

[ ] HDFS 410, Child Development

Term and year in which you want to enroll and serve your internship::

[ ] Fall 20__ [ ] Winter 20__ [ ] Spring 20__ [ ] Summer 20__

Do you have reliable transportation for your internship? [ ] Yes [ ] No

Attention: Internship sites in the state of Maryland, Massachusetts, Minnesota, New Hampshire, New Mexico, or Tennessee are no longer approved as HDFS internships.

Office Use Only

Date Received:

HDFS 107 is a prerequisite for HDFS 209. In addition, HDFS 462 is a prerequisite for HDFS 410.

Beginning Fall term 2013, HDFS 107 will become a prerequisite

for HDFS 209. In addition, HDFS 462 will become a prerequisite

for HDFS 410.

16

PROFESSIONAL EXPERIENCE List in reverse chronological order (most recent first) only those experiences that have prepared you for work with children, youth, and adults in human service and youth development settings over the past 5 years.

Paid Experience

Agency Name, City, State:

Dates of Employment (month/year to month/year):

Supervisor:

Job Title:

Average Hours Worked/Week:

Responsibilities Related to Human Services:

Agency Name, City, State:

Dates of Employment (month/year to month/year):

Supervisor:

Job Title:

Average Hours Worked/Week:

Responsibilities Related to Human Services:

Statement of Professional Goals

To help you consider your professional competencies and your goals for the internship program,

please provide a Statement of Professional Goals. This statement should include a summary of

your professional experience, your leadership potential, any demonstrated ability to work with

diverse populations, and a discussion of your professional goals for the internship course for

which you want to enroll. Your statement is limited to two double-spaced, typed pages (it can be less than

2 pages). When writing this professional document, please consider your writing style (orderliness of

presentation, clarity, and smoothness of expression) and grammar.

17

Agency Name, City, State:

Dates of Employment (month/year to month/year):

Supervisor:

Job Title:

Average Hours Worked/Week:

Responsibilities Related to Human Services:

Volunteer/Internship Experience

Agency Name, City, State:

Dates of Employment (month/year to month/year):

Supervisor:

Job Title:

Average Hours Worked/Week:

Responsibilities Related to Human Services:

18

Agency Name, City, State:

Dates of Employment (month/year to month/year):

Supervisor:

Job Title:

Average Hours Worked/Week:

Responsibilities Related to Human Services:

Agency Name, City, State:

Dates of Employment (month/year to month/year):

Supervisor:

Job Title:

Average Hours Worked/Week:

Responsibilities Related to Human Services:

19

HDFS Internship Instructor: Rachel Jensen, MSW 541-737-2451 rachel.jensen@oregonstate.edu

This learning agreement and your criminal background check must be completed and turned in before you will receive an override to enroll. Please drop off this form and the criminal background check in the lockbox located outside of Waldo 401. Turning in your learning agreement and criminal background check does not automatically enroll you in the course. You are responsible for enrolling in HDFS 209 or 410 once the override is completed. IMPORTANT changes to OSU’s HDFS Internship Program: It is not OSU policy to perform background checks on all OSU students, and OSU does not certify or vouch for the background of students who participate in this internship. Accordingly, you must conduct your own background check or require students to obtain a background check, if you would like to determine the fitness for duty using that information.

Attention: Internship sites in the state of Maryland, Massachusetts, Minnesota, New Hampshire, New Mexico, or Tennessee are no longer approved as HDFS internships.

Due: The Monday prior to the first day of the term in which you will be serving your internship.

Student Intern Information

Intern Name:

Student ID #:

Email (ONID Account):

Address:

Phone Number:

HDFS Option (Circle all that apply):

Human Services Child Development General Gerontology Certificate

Course Number (Circle One): HDFS 209 (4 credits)

HDFS 410/Human Service (10 credits) HDFS 410/Child Dev. (10 credits)

Internship Site Information

Agency/Organization Name:

Site Supervisor Name (Person with whom you will work directly):

Site Supervisor’s Work Email:

Site Address: Site Supervisor’s Phone Number:

Human Development and Family Sciences Oregon State University

INTERNSHIP PROGRAM LEARNING AGREEMENT

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Intern Goals and Job Description

What 3 goals do you want to accomplish during your internship experience? Consider knowledge, skills, and personal

development goals. Be as specific as possible. (Please share with your Site Supervisor)

1.

2.

3.

What sorts of tasks might you participate in, in order to reach your goals? Are there any trainings, readings, or other

events or strategies that will help you achieve your goals? (Consult with your site supervisor about possibilities)

Intern Job Description: (Complete in cooperation with your Site Supervisor. Attach separate sheet if necessary.)

Termination

If at any time during the internship the Intern does not fulfill her/his professional obligations to the

agency/firm/school, the Intern will be terminated from the internship. The decision for this termination shall be made

by mutual agreement between the Site Supervisor and the Internship Program Coordinator.

If it becomes impossible for the agency/firm/school to adequately assist the Intern to meet her/his goals, the Intern

will have the option to terminate the internship experience. The decision for this termination shall be made by

mutual agreement between the Intern and the Internship Program Coordinator.

Intern Initials Site Supervisor Initials

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Intern Responsibilities:

1. I agree to work a total of _____ (90 or 270 ) hours during _____term of 20 __. 2. In the event of illness, I will notify my Site Supervisor immediately. 3. I will follow all pertinent policies and regulations of the agency/firm/school. 4. I will provide all personal expenses connected with the internship, including transportation to and from the place of work,

housing, and other personal/professional needs. 5. I will keep the Internship Program Coordinator informed of my progress, including problems that I encounter, changes in

my internship responsibilities, and any other relevant matters. 6. I will keep my Site Supervisor informed of my progress on assigned responsibilities. 7. I will conduct myself in a professional manner. 8. I will abide by the ethical standards specified by my internship site and as outlined in the human services code of ethics. 9. I will accept responsibility for providing my own liability, health, and accident insurance. 10. I will participate in the seminar component of the internship experience. 11. I will complete all assignments given to me by the Internship Instructor, including weekly meetings with site supervisor

Internship Program Coordinator Responsibilities:

1. I will serve as liaison and resource person for the Intern and Site Supervisor to facilitate Intern goals. 2. I will supervise the intern via contact with both the Intern and the Site Supervisor. 3. When necessary, I will help to resolve problems between the Intern and her/his Site Supervisor and terminate relationships

that are not working. 4. I will provide leadership for the seminar component of the internship experience. 5. I will evaluate the Intern’s written assignments. 6. I will assess the intern’s midterm and final evaluation, completed by Site Supervisors. 7. I will assign a grade upon completion of the internship and seminar experiences.

Site Supervisor Responsibilities:

1. I will orient the intern to the agency/firm/school, including any training normally given to new employees at the professional level.

2. I will provide opportunities for the fulfillment of the Intern’s goals 3. When necessary, I will work in cooperation with the Intern and the Program Coordinator to revise Intern goals. 4. I will provide individual guidance and supervise the Intern’s work during the field placement. 5. I will schedule a midterm conference to discuss the Intern’s work performance and analyze strengths and problems. 6. I will facilitate, whenever feasible, the Intern’s participation in staff/employee activities of a professional nature. 7. I will confer with the Internship Program Coordinator on any problems or ways in which the Internship Program

Coordinator may assist me with the achievement of the Intern’s goals. 8. I will complete a written evaluation of the Intern at the middle and end of the term. 9. I will meet with the intern to discuss weekly assignments, with the understanding that it is the intern’s responsibility to

initiate these meetings.

To Pass the Internship Course, Interns Must:

1. Complete all weekly written assignments, some in cooperation with Site Supervisors. 2. Attend all seminars and participate fully in class activities. Or, with permission, complete an on-line version of the course

(for interns living prohibitively far from OSU to attend class). 3. Complete all tasks assigned by Site Supervisor and all hours specified in this contract. 4. Obtain a midterm and final evaluation from her/his On-Site Supervisor and obtain an average score of “2” or higher on the

final evaluation.

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IMPORTANT changes to OSU’s HDFS Internship Program: It is not OSU policy to perform background checks on all OSU students, and OSU does not certify or vouch for the background of students who participate in this internship. Accordingly, you must conduct your own background check or require students to obtain a background check, if you would like to determine the fitness for duty using that information.

The site supervisor and the student agree to fulfill their responsibilities as outlined in this learning agreement:

Site Supervisor Signature Date

Student Intern Signature Date

Section IV

Human Services

Ethical Standards

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Ethical Standards for

Human Service Professionals National Organization for Human Services

COUNCIL FOR STANDARDS IN HUMAN SERVICE EDUCATION ADOPTED 1996

Content: Preamble | Section I - For Professionals | Responsibilities To Clients | To Community and Society | To

Colleagues | To the Profession | To Employers | To Self | Section II - For Educators

Preamble

Human services is a profession developing in response to and in anticipation of the direction of human needs and

human problems in the late twentieth century. Characterized particularly by an appreciation of human beings in all of

their diversity, human services offers assistance to its clients within the context of their community and environment.

Human service professionals and those who educate them, regardless of whether they are students, faculty or

practitioners, promote and encourage the unique values and characteristics of human services. In so doing human

service professionals and educators uphold the integrity and ethics of the profession, partake in constructive

criticism of the profession, promote client and community well-being, and enhance their own professional growth.

The ethical guidelines presented are a set of standards of conduct which the human service professionals and

educators consider in ethical and professional decision making. It is hoped that these guidelines will be of

assistance when human service professionals and educators are challenged by difficult ethical dilemmas. Although

ethical codes are not legal documents, they may be used to assist in the adjudication of issues related to ethical

human service behavior.

SECTION I - STANDARDS FOR HUMAN SERVICE PROFESSIONALS

Human service professionals function in many ways and carry out many roles. They enter into professional-client

relationships with individuals, families, groups and communities who are all referred to as "clients" in these

standards. Among their roles are caregiver, case manager, broker, teacher/educator, behavior changer, consultant,

outreach professional, mobilizer, advocate, community planner, community change organizer, evaluator and

administrator.[1.] The following standards are written with these multifaceted roles in mind.

The Human Service Professional's Responsibility to Clients

STATEMENT 1 Human service professionals negotiate with clients the purpose, goals, and nature of the helping

relationship prior to its onset as well as inform clients of the limitations of the proposed relationship.

STATEMENT 2 Human service professionals respect the integrity and welfare of the client at all times. Each client is

treated with respect, acceptance and dignity.

STATEMENT 3 Human service professionals protect the client's right to privacy and confidentiality except when

such confidentiality would cause harm to the client or others, when agency guidelines state otherwise, or under

other stated conditions (e.g., local, state, or federal laws). Professionals inform clients of the limits of confidentiality

prior to the onset of the helping relationship.

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STATEMENT 4 If it is suspected that danger or harm may occur to the client or to others as a result of a client's

behavior, the human service professional acts in an appropriate and professional manner to protect the safety of

those individuals. This may involve seeking consultation, supervision, and/or breaking the confidentiality of the

relationship.

STATEMENT 5 Human service professionals protect the integrity, safety, and security of client records. All written

client information that is shared with other professionals, except in the course of professional supervision, must have

the client's prior written consent.

STATEMENT 6 Human service professionals are aware that in their relationships with clients power and status are

unequal. Therefore they recognize that dual or multiple relationships may increase the risk of harm to, or exploitation

of, clients, and may impair their professional judgment. However, in some communities and situations it may not be

feasible to avoid social or other nonprofessional contact with clients. Human service professionals support the trust

implicit in the helping relationship by avoiding dual relationships that may impair professional judgment, increase the

risk of harm to clients or lead to exploitation.

STATEMENT 7 Sexual relationships with current clients are not considered to be in the best interest of the client

and are prohibited. Sexual relationships with previous clients are considered dual relationships and are addressed in

STATEMENT 6 (above).

STATEMENT 8 The client's right to self-determination is protected by human service professionals. They recognize

the client's right to receive or refuse services.

STATEMENT 9 Human service professionals recognize and build on client strengths.

The Human Service Professional's Responsibility to the Community and Society

STATEMENT 10 Human service professionals are aware of local, state, and federal laws. They advocate for change

in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are

harmful to individuals, groups or communities, human service professionals consider the conflict between the values

of obeying the law and the values of serving people and may decide to initiate social action.

STATEMENT 11 Human service professionals keep informed about current social issues as they affect the client

and the community. They share that information with clients, groups and community as part of their work.

STATEMENT 12 Human service professionals understand the complex interaction between individuals, their

families, the communities in which they live, and society.

STATEMENT 13 Human service professionals act as advocates in addressing unmet client and community needs.

Human service professionals provide a mechanism for identifying unmet client needs, calling attention to these

needs, and assisting in planning and mobilizing to advocate for those needs at the local community level.

STATEMENT 14 Human service professionals represent their qualifications to the public accurately.

STATEMENT 15 Human service professionals describe the effectiveness of programs, treatments, and/or

techniques accurately.

STATEMENT 16 Human service professionals advocate for the rights of all members of society, particularly those

who are members of minorities and groups at which discriminatory practices have historically been directed.

STATEMENT 17 Human service professionals provide services without discrimination or preference based on age,

ethnicity, culture, race, disability, gender, religion, sexual orientation or socioeconomic status.

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STATEMENT 18 Human service professionals are knowledgeable about the cultures and communities within which

they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals

within the community. They respect individuals and groups, their cultures and beliefs.

STATEMENT 19 Human service professionals are aware of their own cultural backgrounds, beliefs, and values,

recognizing the potential for impact on their relationships with others.

STATEMENT 20 Human service professionals are aware of sociopolitical issues that differentially affect clients from

diverse backgrounds.

STATEMENT 21 Human service professionals seek the training, experience, education and supervision necessary

to ensure their effectiveness in working with culturally diverse client

The Human Service Professional's Responsibility to Colleagues

STATEMENT 22 Human service professionals avoid duplicating another professional's helping relationship with a

client They consult with other professionals who are assisting the client in a different type of relationship when it is in

the best interest of the client to do so.

STATEMENT 23 When a human service professional has a conflict with a colleague, he or she first seeks out the

colleague in an attempt to manage the problem. If necessary, the professional then seeks the assistance of

supervisors, consultants or other professionals in efforts to manage the problem.

STATEMENT 24 Human service professionals respond appropriately to unethical behavior of colleagues. Usually

this means initially talking directly with the colleague and, if no resolution is forthcoming, reporting the colleague's

behavior to supervisory or administrative staff and/or to the Professional organization(s) to which the colleague

belongs.

STATEMENT 25 All consultations between human service professionals are kept confidential unless to do so would

result in harm to clients or communities.

The Human Service Professional's Responsibility to the Profession

STATEMENT 26 Human service professionals know the limit and scope of their professional knowledge and offer

services only within their knowledge and skill base.

STATEMENT 27 Human service professionals seek appropriate consultation and supervision to assist in decision-

making when there are legal, ethical or other dilemmas.

STATEMENT 28 Human service professionals act with integrity, honesty, genuineness, and objectivity.

STATEMENT 29 Human service professionals promote cooperation among related disciplines (e.g., psychology,

counseling, social work, nursing, family and consumer sciences, medicine, education) to foster professional growth

and interests within the various fields.

STATEMENT 30 Human service professionals promote the continuing development of their profession. They

encourage membership in professional associations, support research endeavors, foster educational advancement,

advocate for appropriate legislative actions, and participate in other related professional activities.

STATEMENT 31 Human service professionals continually seek out new and effective approaches to enhance their

professional abilities.

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The Human Service Professional's Responsibility to Employers

STATEMENT 32 Human service professionals adhere to commitments made to their employers.

STATEMENT 33 Human service professionals participate in efforts to establish and maintain employment conditions

which are conducive to high quality client services. They assist in evaluating the effectiveness of the agency through

reliable and valid assessment measures.

STATEMENT 34 When a conflict arises between fulfilling the responsibility to the employer and the responsibility to

the client, human service professionals advise both of the conflict and work conjointly with all involved to manage

the conflict.

The Human Service Professional's Responsibility to Self

STATEMENT 35 Human service professionals strive to personify those characteristics typically associated with the

profession (e.g., accountability, respect for others, genuineness, empathy, pragmatism).

STATEMENT 36 Human service professionals foster self-awareness and personal growth in themselves. They

recognize that when professionals are aware of their own values, attitudes, cultural background, and personal

needs, the process of helping others is less likely to be negatively impacted by those factors .

STATEMENT 37 Human service professionals recognize a commitment to lifelong learning and continually upgrade

knowledge and skills to serve the populations better.

SECTION II - STANDARDS FOR HUMAN SERVICE EDUCATORS

Human Service educators are familiar with, informed by and accountable to the standards of professional conduct

put forth by their institutions of higher learning; their professional disciplines, for example, American Association of

University Professors (AAUP), American Counseling Association (ACA), Academy of Criminal Justice (ACJS),

American Psychological Association (APA), American Sociological Association (ASA), National Association of Social

Workers (NASW), National Board of Certified Counselors (NBCC), National Education Association (NEA); and the

National Organization for Human Services ( NOHS).

STATEMENT 38 Human service educators uphold the principle of liberal education and embrace the essence of

academic freedom, abstaining from inflicting their own personal views/morals on students, and allowing students the

freedom to express their views without penalty, censure or ridicule, and to engage in critical thinking.

STATEMENT 39 Human service educators provide students with readily available and explicit program policies and

criteria regarding program goals and objectives, recruitment, admission, course requirements, evaluations, retention

and dismissal in accordance with due process procedures.

STATEMENT 40 Human service educators demonstrate high standards of scholarship in content areas and of

pedagogy by staying current with developments in the field of Human Services and in teaching effectiveness, for

example learning styles and teaching styles.

STATEMENT 41 Human service educators monitor students' field experiences to ensure the quality of the

placement site, supervisory experience, and learning experience towards the goals of professional identity and skill

development.

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STATEMENT 42 Human service educators participate actively in the selection of required readings and use them

with care, based strictly on the merits of the material's content, and present relevant information accurately,

objectively and fully.

STATEMENT 43 Human service educators, at the onset of courses: inform students if sensitive/controversial issues

or experiential/affective content or process are part of the course design; ensure that students are offered

opportunities to discuss in structured ways their reactions to sensitive or controversial class content; ensure that the

presentation of such material is justified on pedagogical grounds directly related to the course; and, differentiate

between information based on scientific data, anecdotal data, and personal opinion.

STATEMENT 44 Human service educators develop and demonstrate culturally sensitive knowledge, awareness,

and teaching methodology.

STATEMENT 45 Human service educators demonstrate full commitment to their appointed responsibilities, and are

enthusiastic about and encouraging of students' learning.

STATEMENT 46 Human service educators model the personal attributes, values and skills of the human service

professional, including but not limited to, the willingness to seek and respond to feedback from students.

STATEMENT 47 Human service educators establish and uphold appropriate guidelines concerning self-disclosure

or student-disclosure of sensitive/personal information.

STATEMENT 48 Human service educators establish an appropriate and timely process for providing clear and

objective feedback to students about their performance on relevant and established course/program academic and

personal competence requirements and their suitability for the field.

STATEMENT 49 Human service educators are aware that in their relationships with students, power and status are

unequal; therefore, human service educators are responsible to clearly define and maintain ethical and professional

relationships with students, and avoid conduct that is demeaning, embarrassing or exploitative of students, and to

treat students fairly, equally and without discrimination.

STATEMENT 50 Human service educators recognize and acknowledge the contributions of students to their work,

for example in case material, workshops, research, publications.

STATEMENT 51 Human service educators demonstrate professional standards of conduct in managing personal or

professional differences with colleagues, for example, not disclosing such differences and/or affirming a student's

negative opinion of a faculty/program.

STATEMENT 52 Human service educators ensure that students are familiar with, informed by, and accountable to

the ethical standards and policies put forth by their program/department, the course syllabus/instructor, their

advisor(s), and the Ethical Standards of Human Service Professionals.

STATEMENT 53 Human service educators are aware of all relevant curriculum standards, including those of the

Council for Standards in Human Services Education (CSHSE); the Community Support Skills Standards; and

state/local standards, and take them into consideration in designing the curriculum.

STATEMENT 54 Human service educators create a learning context in which students can achieve the knowledge,

skills, values and attitudes of the academic program.