Field Experience Handbook PDF

DEPARTMENT OF EDUCATIONAL AND CLINICAL STUDIES
COUNSELOR EDUCATION PROGRAM
HUMAN SERVICES DEGREE

Field Experience Handbook

for
CED 400 Field Experience in Human Services I
CED 401 Field Experiences in Human Services II

Cynthia Carruthers, Ph.D., LADC, CTRS

Field Experience Coordinator and Instructor

4505 Maryland Parkway ~ Box 453014 ~ Las Vegas, Nevada 89154-‐3014

(702) 895-‐4192
June 6, 2013

TABLE OF CONTENTS

Introduction .................................................................................................................................................................. 3
Goals of the Field Experience ....................................................................................................................................... 4
Responsibilities of Field Experience Student ................................................................................................................ 5
Responsibilities of Field Supervisor (agency representative) ....................................................................................... 6
Responsibilities of Field Experience Coordinator (University representative) ............................................................. 7
Responsibilities of Course Instructor ............................................................................................................................ 8
Suggestions for the Beginning Field Experience Student ............................................................................................. 9
Professional Attitude and Demeanor ........................................................................................................................... 9
Policy on Field Experience Student Conduct .............................................................................................................. 11
Field Activities ............................................................................................................................................................ 12
Evaluation Procedures and Processes ........................................................................................................................ 13
List of Field Experience Forms .................................................................................................................................... 14
Submission Schedule for Field Experience Forms ...................................................................................................... 14
Appendix A – Guidelines for Field Activities ........................................................................................................... 15
Appendix B – Learning Contract Instructions and Contract ................................................................................... 18
Appendix C – Internship Log ................................................................................................................................... 25
Appendix D – Midterm Evaluation of Field Experience Student ............................................................................ 27
Appendix E – Midterm Student Self-‐Evaluation ..................................................................................................... 30
Appendix F – Final Evaluation of Field Experience Student .................................................................................... 34
Appendix G – Final Student Self-‐Evaluation ........................................................................................................... 37
Appendix H – Student Feedback ............................................................................................................................. 40

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INTRODUCTION
The Human Services program at UNLV is committed to preparing students for careers in the human services area.
An essential component of career preparation in human services is field experience. The traditional academic
approach to learning provides a variety of information through lectures, reading of literature, observations and
field placement. These learning activities represent the beginning steps in training a professional. A human
services career incorporates skills and techniques that can be learned and improved through experience. The
optimum practice experience is in a human services setting under the guidance of an experienced helping
professional. Completed under these conditions, the field experience can encourage the student’s development as
a human services practitioner.
The purpose of this Field Experience Student Handbook is to consolidate the materials needed to access a field
placement and fully document the experience. The field experience student, the field experience coordinator, the
course instructor and the field supervisor (agency representative) all strive to work together to help the student
gain an understanding of field procedures, regulations and responsibilities as a new human services professional.
This handbook is designed to help facilitate field experiences that make a meaningful contribution to the student’s
professional growth.
HOW TO USE THIS FIELD EXPERIENCE STUDENT HANDBOOK
Review this handbook in its entirety to acquaint yourself with field experience requirements, as well as required
forms. You, the student, are responsible for knowing the content of this handbook.
Follow the directions indicated in each section. The field experience coordinator or course instructor can answer
any questions that may not be clearly addressed in this guide.
While copies of required forms are included in this handbook for informational purposes, please use the fill-‐in
forms provided online by the course instructor.
TERMS
Field Experience Student. The Human Services program student participating in CED 400/401, Field Experience in
Human Services I/II.
Field Supervisor. The agency representative supervising the student’s field experience.
Field Experience Coordinator. The University representative overseeing undergraduate field experience
placements.
Course Instructor. The individual facilitating CED 400/401 coursework.

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HUMAN SERVICES FIELD EXPERIENCE

The field placement is a culminating experience for Human Services students. It is a time when the student is
expected to begin to apply the knowledge, theory and experience acquired in the university setting prior to a
professional placement.
GOALS OF THE FIELD EXPERIENCE
The goals of the field experience are to:

1. Produce a student who is able to assume the responsibilities of an entry level human services worker.

2. Provide an experience that will encourage the student to integrate previous university study with the present
field experience.

3. Develop an understanding of the complex professional demands of a human services worker. These demands
are personal, physical, intellectual and emotional in nature.

4. Develop an ability to analyze one’s own professional performance, recognizing strengths and weaknesses.

5. Provide the student the opportunity to reassess professional commitments in the field of human services.

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RESPONSIBILITIES OF FIELD EXPERIENCE STUDENT
The responsibilities of the field experience student are to:
1. Complete all responsibilities assigned by both the field supervisor and the field experience coordinator.

2. Realize that the student is a part of the agency in which s/he has been placed and is subject to agency policies.

3. Understand placement duties and responsibilities are important. If the student cannot perform those
responsibilities due to personal illness or death in the family, the field supervisor should be contacted
immediately.

4. Report promptly for all field placement appointments and duties.

5. Maintain the professional behaviors and attitudes necessary for working with professionals, clients and other
members of the community.

6. Dress appropriately for work. Personal cleanliness and neatness are professional necessities.

7. Attend all scheduled face-‐to-‐face 400/401 class meetings that take place at UNLV.

8. Participate fully in the CED 400/401 coursework.

9. Attend, whenever possible, related workshops and professional meetings to increase professional growth and
development.

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RESPONSIBILITIES OF FIELD SUPERVISOR (AGENCY REPRESENTATIVE)
Responsibilities of the agency field supervisor are to:
1. Provide the field experience student with adequate and effective supervision. Meet with the student at least
once a week to provide feedback on his or her performance.

2. Acquaint the student with the policies and traditions of the professional setting.

3. Provide the student with opportunities for observation.

4. Direct and assist the student in planning assigned activities.

5. Involve the field experience student in a variety of learning activities that cultivate the following skills:

a. Assessment and documentation
b. Case management
c. Planning and evaluation
d. Problem solving and decision-‐making
e. Individual, small and large group client communication and facilitation
f. Professional staff relationships

6. Promote the field student’s realization of the needs of the client and encourage the consideration of
interventions and programs to meet those needs.

7. At the midterm and end of the semester, complete the student evaluation, meet with the student to discuss it,
and return the completed, signed evaluation to the student for submission to the course instructor. An
evaluation rating form will be provided by the course instructor.

8. Secure new and effective placements for the Field Experience program.

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RESPONSIBILITIES OF FIELD EXPERIENCE COORDINATOR (UNIVERSITY REPRESENTATIVE)
The responsibilities of the field experience coordinator are to:
1. Communicate with the faculty with regards to curriculum, program evaluations and quality of program.

2. Promote communication between the University and community professional.

3. Place students in the field, according to the procedure outlined.

4. Provide field supervisors with information regarding the program, evaluation materials, feedback relating to
the placement and letters of appreciation to administrators and field supervisors of cooperating agencies.

5. Maintain an official file of those who completed the field experience.

6. Develop and implement follow-‐up studies for the improvement of the field program.

7. Secure new and effective placements for the Field Experience program.

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RESPONSIBILITIES OF COURSE INSTRUCTOR
The responsibilities of the course instructor are to:
1. Facilitate the coursework and grading for CED 400/401.

2. Distribute and receive the field experience forms from field supervisors.

3. Integrate the requirements and forms from the Field Experience Handbook into coursework.

4. Promote communicate between the student, field supervisor and field experience coordinator.

5. Promote communication between the University and community professional.

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SUGGESTIONS FOR THE BEGINNING FIELD EXPERIENCE STUDENT
You are fulfilling a role that mixes a learning environment with professional standards. Placement in a field
experience provides you with a unique position to participate in a wide variety of activities, develop and grow as a
professional, and gain valuable skills that will help you in the future. This handbook is designed to help prepare
you for the field experience. Hopefully, it will prepare you for a serious, but exciting event where you attempt to
integrate the academic material you have learned at UNLV into a professional setting. You should become
familiar with the material in this handbook before you begin your field experience.
The suggestions provided in the following section will make your field experience more valuable if they are
followed. These suggestions incorporate ideas concerning how to relate to people and explain procedures that
professionals in a new setting can follow. A few of these ideas are very specific to the field experience, but most
suggestions can be used by any professional in any setting.
Students are required to work a total of 180 clock hours per semester while in the field experience. Students
enrolling in the field experience must complete their coursework before, or concurrently with, their first field
experience semester. Students must complete an evaluation of both the site and the supervisor before the field
experience credit is awarded. Field supervisors are to meet weekly with the students for supervision, and submit
midsemester and final evaluations of the student with whom they work.
PROFESSIONAL ATTITUDE AND DEMEANOR
1. Remember that first impressions are important. Convey an attitude of enthusiasm, cooperativeness and
respect.

2. Be cognizant of the agency, its procedures, policies and philosophies.

3. Always be on time. Nothing looks worse than a “professional” who is late.

4. You will be considered a member of the agency staff. You are expected to play an active role in the
organization, but are not expected to do a job that no one else is willing to do.

5. If problems arise, follow the appropriate channels of authority when seeking solutions. First, talk to your field
supervisor. If the problems cannot be resolved, talk to the course instructor or the field experience
coordinator. Always discuss problems before they become too big. However, do not become a habitual
complainer.

6. Maintain a professional attitude at all times. Convey feelings of patience and understanding.

7. Your field supervisor will assign you the majority of your responsibilities. If you are assigned a job that you do
not understand or feel you do not have the skills to complete, discuss this with your field supervisor.

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8. When you make suggestions, have a realistic expectation of their acceptance, concentrating on the process of
suggesting rather than promoting your own ideas.
9. Demonstrate initiative on the job and keep your field supervisor informed.

10. Personal hygiene is important and every effort should be made to be neat and clean.

11. Remember, you are in a learning environment. Feedback should be viewed as constructive, not negative, and
part of the learning process.

12. Be organized and be an effective planner. Pay attention to details.

13. Observe your field supervisor. Remember, s/he has been working in the field and can provide some valuable
lessons for you to learn. Pay attention to how your supervisor conducts himself or herself and how s/he deals
with different situations.

14. Maintain neat, accurate and complete records of your experience. Completeness is crucial, because you will
not always be around to answer questions about your records.

15. Learn all you can at your field experience. Learning about the organization of your workplace could include:

a. Agency schedules
b. Agency objectives and goals
c. Organization
d. Policies and procedures
e. Budget
f. Filing systems
g. In-‐service training procedures
h. Funding and funding restrictions
i. Supplies and materials
j. Sources and kinds of reference materials
k. How a professional organization functions

16. Maintain professional standards of confidentiality, respecting both the client and the agency in regard to
discussion outside of the work setting.

17. HAVE FUN! Even though it is a learning experience, you still should enjoy what you are doing.

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POLICY ON FIELD EXPERIENCE STUDENT CONDUCT
Professional behavior is required of students at all times. This is especially true for students in field experience,
because these students are, for all intents and purposes, functioning as professional human services workers
despite their status as students. In view of this, appropriate student conduct in these settings is of the utmost
significance. It is during these experiences that students and faculty alike will have the best opportunity to discern
any areas of concern regarding a given student’s appropriateness and preparedness for the professional role. In
the event that a student’s conduct is anything less than absolutely professional, the faculty has the obligation to
the student, the profession and the public to take whatever steps are necessary to rectify the situation. Violations
of professional ethics codes, insubordination to supervisors, mistreatment of colleagues, support staff or clients,
demonstrations of gross clinical misjudgment, or other actions inconsistent with professional standards of
behavior are evidence of unprofessional conduct. Unprofessional conduct will not be tolerated; in extreme
instances, students may be administratively dropped from the internship.

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FIELD ACTIVITIES
Guidelines for Field Activities (Appendix A) are guidelines that can be followed when planning the field
experience. It is understood that an agency may not be able to give the student all the experiences listed on the
following pages. However, these guidelines can be used as suggested activities and can be viewed as a very helpful
framework when structuring the student field experience. There are several experiences that have been starred.
The Human Services program deems starred items as necessary activities.
Field supervisors are encouraged to modify any suggested (non-‐starred) experiences to meet the need of their
own particular situation. It is hoped that this flexibility will maximize both agency effectiveness and the student’s
professional growth. The field supervisor also retains the option to add experiences that will enrich the student’s
field experience.
The field student will check items off on the field activities list as they are experienced, specify when each activity
was accomplished, and describe the nature of the activity involvement. The field activities list will be submitted at
midterm and at the conclusion of the field experience. Again, it is emphasized that not every internship will
provide opportunities to accomplish all of the activities. Only the starred items must be completed.
Field activities will also be reflected in the Learning Contract (Appendix B), which each student develops with
his/her field supervisor at the beginning of the field experience. The Learning Contract includes learning objectives
based upon items in the field supervisor’s Midterm and Final Evaluation forms. Students should add additional
objectives to reflect their own individual learning goals. Directions for completing the Learning Contract are
included in Appendix B.
The Internship Log (Appendix C) identifies the number of hours worked at the field site. It is due at the end of the
field experience and is used to confirm the student has participated in 180 hours of field experience each
semester.

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EVALUATION PROCEDURES
Evaluation is a critical component of the field experience. First, the evaluation provides a formal and an informal
opportunity to receive feedback concerning professional attitudes and skills. Second, the evaluation procedure
begins to establish a professional commitment to self-‐evaluation that will hopefully continue throughout the
student’s professional career.
The student’s evaluation will be conducted according to standards established for a beginning human services
worker. The student should not expect to perform as an experienced human services worker, but should strive to
reach the highest possible proficiency while enrolled in the field experience.
The field experience includes five formal evaluations. While copies of the forms to be used in these evaluations
are included in the Appendices, fill-‐in forms will be provided by the course instructor. All completed forms are to
be submitted to the course instructor by the field student.
COMPONENTS OF THE EVALUATION PROCESS
1. Weekly conferences with the field supervisor provide an opportunity for the supervisor and the field student
to discuss progress, and to interact regarding questions and weekly planning. The weekly conferences are a
critical component of the field experience. They do not include formal evaluation.

2. The Midterm Evaluation of Field Experience Student (Appendix D) is a formal evaluation conducted at the
midterm (approximately the seventh week) of the field experience by the field supervisor. It is an excellent
time to revisit the learning contract and discuss the strengths of the field student, as well as alert the student
to any weaknesses that must be improved during the field experience. The field supervisor and student meet
face-‐to-‐face to discuss the evaluation prior to its submission to the university instructor.

3. The Final Evaluation of Field Experience Student (Appendix F) is a formal evaluation conducted at the end
(approximately the fourteenth week) of the field experience by the field supervisor. It is a culminating
procedure that gives the field student a description of functioning both for work within the agency and work
with clients. After discussing the final evaluation with the field supervisor, the student should have a realistic
description of the professional competence developed during the field placement.

4. The student must complete a Midterm Student Self-‐Evaluation at the midterm (Appendix E) and the Final
Student Self-‐Evaluation at the end of the semester (Appendix G). The self-‐evaluations allow the student to
analyze the total field experience and to discuss personal and professional growth occurring during the
placement. The analyses serve also as excellent opportunities to provide feedback with regard to the
adequacy of internship supervision and supports, as well as the academic preparation provided by the overall
Human Services program.

5. The student must also provide Student Feedback (Appendix H) at the end of the field experience. The
evaluation is designed to provide input concerning the field supervisor and the field experience. This

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information is used to provide feedback to the various placements and supervisors participating in the field
experience component of the Human Services program.

Appendices
LIST OF FIELD EXPERIENCE FORMS
Appendix A – Guidelines for Field Activities
Appendix B – Learning Contract (including Instructions)
Appendix C – Internship Log
Appendix D – Midterm Evaluation by Field Supervisor
Appendix E – Midterm Student Self-‐Evaluation
Appendix F – Final Evaluation by Field Supervisor
Appendix G – Final Student Self-‐Evaluation
Appendix H – Student Feedback on the Field Experience
SUBMISSION SCHEDULE FOR FIELD EXPERIENCE FORMS
The following table provides the submission timeframes and responsible parties for each of the required field
experience forms included in the Appendices. The specific due dates will be provided by the course instructor.
While copies of the forms are included here, fill-‐in forms will be provided by the course instructor. All completed
forms are to be submitted to the course instructor by the field student.

Responsible Party Beginning of Semester Midterm End of Semester
Student Self-‐Evaluation (App. F) Self-‐Evaluation (App. G)
Student Feedback (App. H)

Field Supervisor Midterm Evaluation (App. D) Final Evaluation (App. F)

Student & Learning Contract (App. B) Guidelines for Field Activities (App. A) Guidelines for Field Activities (App. A)
Internship Log (App. C)
Field Supervisor

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APPENDIX A – GUIDELINES FOR FIELD ACTIVITIES

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GUIDELINES FOR FIELD EXPERIENCE ACTIVITIES
Please check off items as you complete them. In the notations, provide a brief description of your involvement with the activity.
ACTIVITY NOTATION
A. Orientation
1. *Meet the field supervisor
2. *Meet agency director
3. *Introduction to staff
4. *Introduction to clients
5. *Explanation of agency policy
6. *Examination of available material
7. *Explanation of professional responsibilities
8.
9.
B. Client Contact Situations

1. Work with small groups
2. Large group presentation
3. *Work with individual clients
4. *Intake interview
5. *Follow‐up activities
_6. Develop rapport with clients
_7. Understand diagnosis
8. Maintain appropriate boundaries
9. Actively seek supervision
8. Maintain professional attitude
9.
10.
11.
C. Planning/working with clients
1. *Examination of clients’ records

2. *Personal interview with clients
3. *Assessment of clients’ needs
4. *Writing goals and objectives for work with clients
5. *Planning strategy for client progress
6. *Implementation of intervention or plan
7. *Listing and contacting resources
8. *Documentation of clients’ progress
9. *Evaluation of intervention or plan
10.
11.
12.
1|Page
D. Outside Resources‐Use or Contact
1. Libraries
2. Workshop/seminars
3. *Resource persons
4.
5.
E. Out of class/field activities

1. Participation in civic groups
2. *Attending staff meetings
3. Attending special interest meetings
4. Involvement with professional organizations
5.
6.
7.
F. Public Relations
1. Telephone agency inquiries

2. Writing business letters
3. Drop‐in clients
4. Contacting other community professionals
5.
6.
7.
8.
9.
G. Management
1. Organization
2. Budget
3. Updating files
4. Compiling data
5. Planning programs
6. Writing grants
7.
8.
9.
10.
H. Evaluation
1. *Mid‐term evaluation and conference with supervisor
2. *Final evaluation and conference with supervisor
3. *Formal self‐evaluation
4. *Evaluation of field experience
* Activities identified as necessary to the field experience
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APPENDIX B – LEARNING CONTRACT INSTRUCTIONS AND CONTRACT

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LEARNING CONTRACT INSTRUCTIONS
HOW DO YOU DEVELOP A LEARNING CONTRACT?
The development of the learning contract is one of the most important parts of your field
experience. It forms the basis for the kind of work you will be doing, how the agency will
assist you in reaching your learning objectives, and how your field experience will be
evaluated. It is important to take time to reflect on what you would like to learn, know or
better understand as a result of your field experience.
Step 1: Identify your learning needs.

A learning need is the gap between where you are now and where you want to be in
regard to a particular set of competencies. You may already be aware of certain learning
needs as a result of a personal appraisal or the accumulation of evidence regarding any
gaps between where you are now and where you would like to be as a Bachelor’s-level
human services worker.
If not, first, identify the competencies you need to perform excellently as a Bachelor’s-
level human services worker (see competencies identified by the UNLV Educational and
Clinical Studies Department and the National Organization for Human Services). A
competency can be thought of as the ability to do something at some level of proficiency,
and is usually composed of some combination of knowledge, understanding, skill,
attitude, and values. You may want to consider competencies related to your specific
field experience or professional interests.
Once you identify the desired competencies, your next task is to assess the gap between
where you are now and where you should be. You can do this alone or with the help of
people who have observed your performance. You probably have already developed
some competencies to a level of excellence, so you can concentrate on those you haven't
yet mastered.
Step 2: Specify WHAT you want to learn – your learning objectives.

Three overarching objectives are already identified in the first column of the learning
contract (see Objectives); these are required of all students. These learning areas are
defined by specific behaviors identified by the UNLV Department of Counselor
Education as desired competencies.
In addition to the three objectives provided, include a fourth (and perhaps fifth) additional
individualized learning objective(s), based on one or two of the unique learning needs
you identified in Step 1. Be sure that your objectives describe what you will learn, not
what you will do. State them in terms that are most meaningful to you, e.g. content
acquisition, behaviors, or direction of growth.
The following is a sample of one student’s learning objectives. This student’s field
experience was in the area of domestic violence.
• Learn to identify the signs of abuse and factors surrounding domestic violence.
• Learn how the court system handles domestic violence cases.
• Learn the process of filing for restraining orders.
• Gain more knowledge regarding the specifics of crisis intervention.
• Learn about the role of safe shelters and the programs provided by them.
• Learn about the available resources for victims of domestic violence.
Step 3: Specify HOW you will learn it – your learning strategies and resources.
When you have finished listing your objectives, move over to the second column of the
contract (Strategies & Resources) and describe how you propose to go about
accomplishing each objective. Identify the resources (material and human) you plan to
use in your various learning experiences, and the strategies (techniques, tools) you will
employ in making use of them.
The following is a sample of strategies and resources for the student’s learning objectives
identified above:
• Participate in the certification training offered by the Network Volunteer Training
Program. The training will consist of 7 sessions totaling 36 hours.
• Assist individuals who are filing for restraining orders and assist in the courtroom as
needed.
• Perform legal advocacy, information referrals and crisis intervention.
• Read appropriate information on organizational structure, legal requirements, and
programs, including statistics, articles, and statutes.
• Spend 50% of the hours in the Restraining Order Office and 50% of the hours at the
Sojourner house.
Step 4: Review your contract with supervisor.

After you have completed the first draft of your contract, review it with your Field
Supervisor (and perhaps classmates or other expert resource people) to obtain suggestions
and confirmation. Here are some questions you could ask:
• Are the learning objectives clear, understandable, and realistic? Do they describe what
you propose to learn?
• Can they think of other objectives you might consider?
• Do the learning strategies and resources seem reasonable, appropriate, and efficient?
• Can they think of other resources and strategies you might consider?
Step 5: Carry out the contract.
You now simply do what the contract calls for. But keep in mind that as you work on it
you may find that your notions about what you want to learn and how you want to learn
change. So don't hesitate to revise or renegotiate your contract as you go along.
Step 6: Evaluate your learning.

When you have completed your contract, you will want to get some assurance that you
have learned what you set out to learn. Your self-evaluations and your field supervisor’s
evaluations will assess your progress.
Adapted in part from “Learning Contracts – An Introduction” by Roger Hiemstra

(2009): http://www-distance.syr.edu/contract.html.
UNLV DEPARTMENT OF EDUCATIONAL AND
CLINICAL STUDIES
CED 400 & 401 - FIELD EXPERIENCE LEARNING CONTRACT
A. Information – to be completed by student
Student Phone Email

Last name First name
Field Site
Organization name Specific Department/Program
Site address City State Zip
Field Experience Start Date End Date Hours/Week Number of weeks Total Hours
Agency Field Supervisor Title

Last name First name
Field Supervisor Phone Cell Field Supervisor Email _
B. Briefly describe the setting, client population and typical learning activities of your field experience assignment – to be completed by
student. (E.g. I will be working in a residential drug rehabilitation center for women and their children. I will participate in weekly staffing meetings, client
groups, client intakes and trainings. I will also accompany the Director to meetings with partner agencies.)
CED 400 & 401: FIELD EXPERIENCE LEARNING CONTRACT P AGE 2
C. Learning Objectives – to be completed by student in collaboration with agency field supervisor

The three learning objectives required of all students are identified below. In collaboration with your field supervisor, for each objective, briefly outline your
learning strategies and resources you will use to accomplish each objective. Personalize the learning objectives for yourself by adding a specific, unique
objective that you would like to pursue under #4.
WHAT ARE YOU GOING TO LEARN? (Objectives) HOW ARE YOU GOING TO LEARN IT? (Strategies and Resources)
1. Workplace Behaviors
• Is dependable and prompt
• Is flexible, constructive, and enthusiastic
• Shows initiative and responsibility
• Has appropriate personal hygiene and appearance
• Interacts effectively with supervisor(s) and coworkers
• Seeks information and appropriate support
• Attends staff meetings and training sessions
• Demonstrates ethical behavior
• Responds well to feedback
2. Planning and Implementation Skills

• Has good planning and organizational skills
• Understands agency philosophy of treatment
• Understands and observes agency policies and procedures
• Has professional written and oral communication skills
• Works efficiently at assigned tasks (timely)
• Works effectively at assigned tasks (high quality)
3. Client Skills
• Establishes positive rapport with clients
• Demonstrates good listening skills
• Demonstrates good behavioral observation skills
• Shows empathy towards clients
• Provide appropriate support and feedback to clients
• Has ability to operate without value judgments
• Has ability to plan strategies with clients
• Maintains client confidentiality
• Works effectively with client groups
• Works effectively with individual clients
CED 400 & 401: FIELD EXPERIENCE LEARNING CONTRACT P AGE 3
WHAT ARE YOU GOING TO LEARN? HOW ARE YOU GOING TO LEARN IT?
(Objectives) (Strategies and Resources)
4.
D. Agreements and Signatures
Student: Field Supervisor:
I concur with and accept the field experience learning assignments indicated I have discussed the internship with the student and we have agreed upon
above. I understand and will adhere to the policies outlined in the Field the learning components appearing above. I agree to provide training and
Experience Handbook. I accept the obligation of confidentiality in my work consultation to the student in order to achieve the above learning
and will familiarize myself with and adhere to the organization’s relevant objectives, provide information concerning our organizational policies and
policies/procedures and appropriate standards and ethical conduct. procedures, meet with the student at least weekly, and provide written
evaluations of the student. (I understand that evaluation forms will be
provided to me.)
Student Signature Date Field Supervisor Signature Date

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APPENDIX C – INTERNSHIP LOG

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Internship Log
Field Practicum Hours
Name (print)
Agency
WEEK Hours
Week One
Week Two
Week Three
Week Four
Week Five
Week Six
Week Seven
Week Eight
Week Nine
Week Ten
Week Eleven
Week Twelve
Week Thirteen
Week Fourteen
Week Fifteen
Week Sixteen
Total Hours:
Supervisor’s Signature :
June 6, 2013
APPENDIX D – MIDTERM EVALUATION OF FIELD EXPERIENCE STUDENT

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MIDTERM EVALUATION OF FIELD EXPERIENCE STUDENT
Name of Student Date
Name of Field Supervisor
Title of Field Supervisor
Agency Phone
Please evaluate the performance of this field experience student in your organization on a scale of
1 - 4. After completing the evaluation, please meet with the student to discuss it.
Key 4= Excellent (indicates truly superior progress)

3= Good (indicates above average progress)
2= Satisfactory (indicates average progress)
1= Poor (indicates below average progress)
0= Unsatisfactory (performance progress warrants no credit)
NA= No opportunity to practice or observe the skill
1. Workplace Behaviors Rating
Is dependable and prompt

Is flexible, constructive, and enthusiastic
Shows initiative and responsibility
Has appropriate personal hygiene and appearance
Interacts effectively with supervisor(s) and coworkers
Seeks information and appropriate support
Attends staff meetings and training sessions
Demonstrates ethical behavior
Responds well to feedback
Has good planning and organizational skills

Understands agency philosophy of treatment
Understands and observes agency policies and procedures
Has professional written and oral communication skills
Works efficiently at assigned tasks (timely)
Works effectively at assigned tasks (high quality)
3. Client Skills
Establishes positive rapport with clients

Demonstrates good listening skills
Demonstrates good behavioral observation skills
Shows empathy towards clients
Provide appropriate support and feedback to clients
Has ability to operate without value judgments
Has ability to plan strategies with clients
Maintains client confidentiality
Works effectively with client groups
Works effectively with individual clients
OVERALL SCORE FOR PERFORMANCE
Narrative statement – please write a brief narrative, describing the particular strengths and
weakness of the field student.
What midterm grade would you recommend for this student? ____________
COMPLETED BY:
Field Supervisor______________________________________________________ Date___________

Field Student__________________________________________________________ Date___________
*Please meet with the student to discuss the evaluation prior to its submission. Thank you!
June 6, 2013

APPENDIX E – MIDTERM STUDENT SELF-‐EVALUATION

Page 30

Mid‐Term Student‐Self Evaluation
Name (Student)
Agency Agency Supervisor
Analysis of the Field Experience in Human Services (Please be specific and complete)
1. What new knowledge and skills have you acquired or improved upon during your field experience?
2. What knowledge or skill limitations have you become aware of during your field experience? What will
you do to improve further in these areas?
1|Page
3. In what ways do you feel the following are helpful or of little help during your field experience (i.e.,
sympathetic to your concerns, supportive, give constructive feedback, informative)?
a. Agency Field Supervisor(s):
b. University Supervisor (Course Instructor):
c. Co‐workers (at agency):
d. Fellow Students (at internship site and/or in field experience class):
e. Other concerns:
2|Page
4. Any additional comments:
Student Signature Date
Printed Name Date
3|Page
June 6, 2013

APPENDIX F – FINAL EVALUATION OF FIELD EXPERIENCE STUDENT

Page 34

FINAL EVALUATION OF FIELD EXPERIENCE STUDENT
Name of Student Date
Name of Field Supervisor
Title of Field Supervisor
Agency Phone
Please evaluate the performance of this student in your organization in terms of the qualities he or
she possesses for effective, efficient bachelor’s level employment in the area of human services.
Key 4= Excellent (indicates truly superior progress)

3= Good (indicates above average progress)
2= Satisfactory (indicates average progress)
1= Poor (indicates below average progress)
0= Unsatisfactory (performance progress warrants no credit)
NA= No opportunity to practice or observe the skill
1. Workplace Behaviors
Is dependable and prompt

Is flexible, constructive, and enthusiastic
Shows initiative and responsibility
Has appropriate personal hygiene and appearance
Interacts effectively with supervisor(s) and coworkers
Seeks information and appropriate support
Attends staff meetings and training sessions
Demonstrates ethical behavior
Responds well to feedback
Has good planning and organizational skills

Understands agency philosophy of treatment
Understands and observes agency policies and procedures
Has professional written and oral communication skills
Works efficiently at assigned tasks (timely)
Works effectively at assigned tasks (high quality)
3. Client Skills
Establishes positive rapport with clients

Demonstrates good listening skills
Demonstrates good behavioral observation skills
Shows empathy towards clients
Provide appropriate support and feedback to clients
Has ability to operate without value judgments
Has ability to plan strategies with clients
Maintains client confidentiality
Works effectively with client groups
Works effectively with individual clients
Narrative Statement: Please write a brief narrative, describing the particular strengths and
weaknesses of the field student.
What overall grade would you recommend for this student? ____________
In an effort to continually update our program, we ask that you add any comments you may have
which might improve the field experience for another student and/or for your organization.
Field Supervisor______________________________________________________ Date___________

Field Student__________________________________________________________ Date___________
*Please meet with the student to discuss the evaluation prior to its submission. Thank you!
June 6, 2013

APPENDIX G – FINAL STUDENT SELF-‐EVALUATION

Page 37

Final Student‐Self Evaluation
Name (Student)
Agency Agency Supervisor
Analysis of the Field Experience in Human Services (Please be specific and complete)
1. What new knowledge and skills have you acquired or improved upon during your field experience?
(since midterm)
2. What knowledge or skill limitations have you become aware of during your field experience? What will
you do to improve further in these areas?
1|Page
3. In what ways did the Human Services curriculum prepare or not prepare you for your field
experience? How can the Human Services curriculum be improved?
4. Any additional comments:
Student Signature Date
Printed Name Date
2|Page
June 6, 2013
APPENDIX H – STUDENT FEEDBACK

Page 40

STUDENT FEEDBACK INSTRUCTION SHEET
PLEASE IDENTIFY THE FOLLOWING:
Agency
Agency Field Supervisor
This form – which includes 3 questionnaires – is an attempt to evaluate both the agency
field supervisor and the field placement in order to gain an understanding of the value
of the placement and provide feedback to the agency. As you complete these
questionnaires, keep in mind the following:
1. You will evaluate the supervisor on two areas, i.e. two separate questionnaires:
a. His or her work
b. Quality of supervision
2. You will evaluate the field placement activities separately from supervision.
3. Provide a comment on why you rated the supervisor or agency as you did.
4. For the purpose of evaluation, please note the meaning of these terms:
Needs Improvement = is lacking in the specific area

Sufficient/Satisfactory = is adequate in the specified areas
Noteworthy/Superior = is above and beyond normal expectations
5. Try to answer the questions specifically and completely.
STUDENT FEEDBACK PAGE 1 OF 7

EVALUATION OF AGENCY FIELD SUPERVISOR
Directions: Place a check in the box that represents your evaluation of your agency field
supervisor in terms of his/her work in each of the following areas. Please explain the reason
for your assessment under Comments.
Needs Sufficient/ Noteworthy/

Improvement Satisfactory Superior Comments
1. Organization □ □ □
2. Assertiveness □ □ □
3. Flexibility □ □ □
4. Self-control □ □ □
5. Professional behavior □ □ □
6. Professional knowledge □ □ □

7. Professional competence □ □ □
8. Attitude toward work □ □ □
9. Attitude toward clients □ □ □
10. Interaction with colleagues □ □ □
Continue to next questionnaire.

EVALUATION OF FIELD SUPERVISOR’S WORK WITH STUDENT
Directions: Place a check in the box that represents your evaluation of the quality of
supervision from your agency field supervisor in each of the following areas. Please explain
the reason for your assessment under Comments.

1. Develops positive relationship

with the student □ □ □
2. Gives adequate amount

of work to the student □ □ □
3. Communicates precisely
and clearly □ □ □
4. Provides feedback on
completed tasks □ □ □
5. Provides well-organized tasks

for student □ □ □
6. Sensitive to
student’s needs □ □ □

7. Available to student
for supervision and □ □ □
to answer questions
8. Genuinely cares about

the student □ □ □
9. Understanding about
mistakes □ □ □
10. Provides a variety of

contacts within and outside □ □ □
of agency
Continue to next questionnaire.

EVALUATION OF FIELD PLACEMENT ACTIVITIES
Directions: Place a check in the box that represents your evaluation of your field placement
activities in each of the following areas. Please explain the reason for your assessment under
Comments.

1. Enhanced student’s
professional knowledge □ □ □
professional skills □ □ □
interpersonal skills □ □ □
4. Increased student’s
sensitivity □ □ □
5. Varied learning
activities □ □ □
6. Provided challenging
learning activities □ □ □

7. Provided opportunities to
attend workshops,
seminars and staffings
□ □ □
8. Provided student with

opportunities to meet with
clients at office, home or
□ □ □
job site
End.

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Field Experience Handbook PDF

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Field Experience Handbook

Cynthia Carruthers, Ph.D., LADC, CTRS

4505 Maryland Parkway ~ Box 453014 ~ Las Vegas, Nevada 89154-­‐3014

June 6, 2013

TABLE OF CONTENTS

Goals of the Field Experience ....................................................................................................................................... 4

Responsibilities of Field Experience Student ................................................................................................................ 5

Responsibilities of Field Supervisor (agency representative) ....................................................................................... 6

Responsibilities of Field Experience Coordinator (University representative) ............................................................. 7

Responsibilities of Course Instructor ............................................................................................................................ 8

Suggestions for the Beginning Field Experience Student ............................................................................................. 9

Professional Attitude and Demeanor ........................................................................................................................... 9

Policy on Field Experience Student Conduct .............................................................................................................. 11

Field Activities ............................................................................................................................................................ 12

Evaluation Procedures and Processes ........................................................................................................................ 13

List of Field Experience Forms .................................................................................................................................... 14

Submission Schedule for Field Experience Forms ...................................................................................................... 14

Appendix A – Guidelines for Field Activities ........................................................................................................... 15

Appendix B – Learning Contract Instructions and Contract ................................................................................... 18

Appendix C – Internship Log ................................................................................................................................... 25

Appendix D – Midterm Evaluation of Field Experience Student ............................................................................ 27

Appendix E – Midterm Student Self-­‐Evaluation ..................................................................................................... 30

Appendix F – Final Evaluation of Field Experience Student .................................................................................... 34

Appendix G – Final Student Self-­‐Evaluation ........................................................................................................... 37

Appendix H – Student Feedback ............................................................................................................................. 40

June 6, 2013

HOW TO USE THIS FIELD EXPERIENCE STUDENT HANDBOOK

Course Instructor. The individual facilitating CED 400/401 coursework.

June 6, 2013

HUMAN SERVICES FIELD EXPERIENCE

GOALS OF THE FIELD EXPERIENCE

The goals of the field experience are to:

June 6, 2013

RESPONSIBILITIES OF FIELD EXPERIENCE STUDENT

The responsibilities of the field experience student are to:

June 6, 2013

RESPONSIBILITIES OF FIELD SUPERVISOR (AGENCY REPRESENTATIVE)

Responsibilities of the agency field supervisor are to:

June 6, 2013

RESPONSIBILITIES OF FIELD EXPERIENCE COORDINATOR (UNIVERSITY REPRESENTATIVE)

The responsibilities of the field experience coordinator are to:

June 6, 2013

RESPONSIBILITIES OF COURSE INSTRUCTOR

The responsibilities of the course instructor are to:

1. Facilitate the coursework and grading for CED 400/401.

June 6, 2013

SUGGESTIONS FOR THE BEGINNING FIELD EXPERIENCE STUDENT

PROFESSIONAL ATTITUDE AND DEMEANOR

June 6, 2013

June 6, 2013

POLICY ON FIELD EXPERIENCE STUDENT CONDUCT

June 6, 2013

June 6, 2013

COMPONENTS OF THE EVALUATION PROCESS

June 6, 2013

LIST OF FIELD EXPERIENCE FORMS

Appendix A – Guidelines for Field Activities

Appendix B – Learning Contract (including Instructions)

Appendix C – Internship Log

Appendix D – Midterm Evaluation by Field Supervisor

Appendix E – Midterm Student Self-­‐Evaluation

Appendix F – Final Evaluation by Field Supervisor

Appendix G – Final Student Self-­‐Evaluation

4505 Maryland Parkway ~ Box 453014 ~ Las Vegas, Nevada 89154-‐3014

Appendix E – Midterm Student Self-‐Evaluation ..................................................................................................... 30

Appendix G – Final Student Self-‐Evaluation ........................................................................................................... 37

Appendix E – Midterm Student Self-‐Evaluation

Appendix G – Final Student Self-‐Evaluation

Field Supervisor____________________________________________ Date_

APPENDIX E – MIDTERM STUDENT SELF-‐EVALUATION

Field Supervisor____________________________________________ Date_

APPENDIX G – FINAL STUDENT SELF-‐EVALUATION