Responsibilities

Successful interns can usually expect to be given an increasing degree of job responsibilities. Moving from simple to more complex tasks is a sign that you are mastering the duties and growing as a professional. If things go well, you may even begin to feel more like an employee than an intern. These developments mean that your skills are improving, that the agency has some measure of confidence and trust in you, and that you are viewed as competent enough to handle the job.

When performing your internship work, it helps to be responsible and commit yourself to the duties that are assigned to you. At the same time, it is important to seek out new and more advanced experiences to grow with and learn about in the field. However, interns should never overstep their boundaries. Nor should they take unnecessary risks to engage in activities that they do not feel trained to do. In those cases, it is absolutely vital that you are able to say “no.” In the event that you feel like the job is more than you can handle, you can ask for help, discuss the issue with the supervisor, or even simply refuse if you think your well-being or that of a client is at risk. Be sure to discuss such events with your course instructor  preferably in advance.

Of course, how you handle such events or requests matter too. It is better to say, “I’m sorry, I cannot do all of these tasks and continue to be efficient and effective,” or “I don’t feel capable of doing that at this point in my training.” Remember that you are representing yourself and the college during the internship, so how you say “no” is almost as important as knowing your limits. 

Making Contributions

It may be easy to overlook the contributions you make at the internship site. For example, you may have “pushed a lot of paper” and feel you did nothing important. Seeing things this way makes it easy to forget your own value. There may, indeed, be times when you feel that the work you are doing is pointless, without value, or contributes nothing to the agency. Keep in mind that the other staff members already have years of experience, education, and training in the field. They had to start somewhere, too, and it was usually at the bottom. Therefore, it is likely that they did the same entry-level or basic work that you are currently doing. It may be helpful to realize that while some tasks may seem small and useless, helping to complete them makes it easier for the agency to keep running effectively, especially if they are short staffed.

Example: Paperwork, such as filing, copying, or running statistics, may be one of the least exciting tasks that can be given to you. Yet, without proper records, the agency can lose funding, which means that staff lose jobs and, consequently, that clients lose help. As you can see, then, paperwork and other mundane tasks have their own important place in running a successful agency. The same may be said for other, smaller tasks interns often do, such as mailing letters, making phone calls, and looking for resources. All these less prestigious tasks substantially lighten the workload of one or several other employees. The result is that more services are directed to the people who need them the most. While you may not appreciate the value of these smaller things until you have your own caseload, it is possible to take pride in knowing you have contributed toward the greater good of the agency and all who work there. 

Working with Clients 

Some students have already had volunteer or job experiences that involved working with clients in a human services setting. Many, if not most, have not, so the internship may be the first time they experience direct client interactions as a developing professional. It is important to remember that even as a new human services professional, you are participating in this internship to help the clients of the agency and to work with them. While these duties may involve a lot of new responsibilities, it is important to keep in mind that your previous instructors and course work provided valuable information and knowledge. These resources, along with your own personality, can now be applied to a real-world professional setting and the clients it serves. 

Professionalism

Professionalism is listed in the box of key terms for this chapter because it should always be your goal to learn how to comport yourself in an appropriate manner. A professional demeanor for a human services worker includes maintaining agency and clinical standards as well as being courteous, conscientious, punctual, and focused at the workplace. Whether you are dealing with staff or clients on either a professional or personal level, it is important to remember that what you say can affect others. Your words and actions may even follow you for months if not years later, especially if you live in a small town. Knowing that, it is good practice to keep conversations clean, respectful, and appropriate. Always be aware that you are representing the college, the agency, and the discipline, as well as yourself. 

Eventually, you will be able to feel more relaxed and comfortable as well as more professional--at your site. This type of comportment is helpful because new situations can arise at any time, and this manner of self-presentation prepares you to respond appropriately to them. Being open in this way can also de-escalate situations. 

Transference and Countertransference

Transference and countertransference are key words in human services. Transference, which involves a client consciously or unconsciously responding to you as a professional, is based on unresolved conflicts a person has from their past. For instance, if you are in a position of authority and are working with someone who has had conflicts with authority figures in the past, that person may “transfer” their anger or resistance to you. This transference causes them to react to you in way you did not intend. If you also have unresolved issues, then you may counter their transference with your own, which is called countertransference. 

Your course work should have taught you about these types of relational dynamics and many human services workers are in positions that evoke such conflicts. Sometimes the unresolved issues generate positive feelings, and sometimes they evoke negative ones, which is why they are called positive or negative transference or countertransference. For example, if a person resists your authority by treating you negatively, they may be living out unresolved conflicts they have with their parents. If you, as a clinician, “like” a client because they consciously or unconsciously remind you of someone you care for, you may become too attached to them and extend to them extra time or favors at the expense of others. 

Knowing and setting boundaries are standard ways of managing transference and countertransference in the human services settings. Depending on the type of work your agency does, clients do not typically understand this dimension of their interactions with you. One good indicator that negative countertransference is occurring between you and a client is that you find them “getting under your skin.” Another warning signal is finding yourself thinking about them too much. These signs should remind you to bring up the possibility of transference and countertransference with your supervisor or instructor. Doing that early usually helps avoid unnecessary problems. This dimension of human services work is important to know about because it also involves unconscious feelings concerning gender, race, social class, age, and so on. 

Example: Sue, a client you have been working with daily, may not view you as part of the professional staff because you are “only” an intern, and she develops feelings for you. If a client asks for a date, remember to remain professional and establish clear boundaries; be firm but polite in doing so. In Sue’s case, you might explain that dating a client is both unprofessional and prohibited by the agency, and you aren’t willing to violate these standards. If the client continues with inappropriate behavior, be sure to bring that up with your supervisor. 

Safety Issues

You may have already learned that human beings are often unpredictable. Therefore, there are many safety issues to keep in mind in most types of human services work, including internships. For instance, if an internship involves in-home or off-site visits with clients, you must remember to be aware of the possibility of danger and take appropriate precautions. Learning, remembering, being aware of, and following agency and instructor safety guidelines are the first steps in this process.

In general, it helps to notice your surroundings whenever you find yourself in an unfamiliar environment. Always note potential hazards and possible alternatives for “escape,” such as the location of exits, phones, and others who can help if you need it. Be careful not to turn your back on people who are angry or impulsive. Always make sure co-workers know where you are. Once in a great while, an intern may be in a situation where they have that “gut feeling” that something is wrong. Do not ignore it Again, your safety is always a primary concern.

An internship site aims to provide a guided opportunity to obtain the experience necessary to enter your field. Do not be afraid to say “no” if you feel any given situation seems dangerous to you or even just unsafe. Once the internship is over and you have joined the workforce, a supervisor or co-worker will not always be along for all encounters with the public, so now is the time to ask questions about how to handle safety issues. 

Limitations 

Most people feel a little uncomfortable when taking on new responsibilities. This anticipatory discomfort often comes with being in a new environment or feeling unsure of oneself when other people depend on you to know what you are doing and that you are doing it well. However, if you are asked to do something you are not qualified or trained to do, then it is important to speak up. Failing to do so could put the agency, its clients, the college, and yourself at risk. There may be times when the most responsible thing to do is to acknowledge your limitations and ask someone with more experience to take over. 

Example: You work with a variety of cases, some of which may include theft or other relatively minor violations. However, you find that the client was raped, and you know you are not trained to deal with that. In this case, it is important to let the supervisor know that you need to turn the client over to more experienced staff or have intensive direct supervision. Understanding your limitations does not mean you should never try new things --the idea is to gradually acquire more skills. Although you should not be the primary contact person for the individual in this case, it might be a good idea to see if it is possible to participate as an observer, like a medical student learning how to see people in a physician’s office. Always consider your own limits when determining your ability to help clients. When in doubt, ask for help or advice before jumping right in without the proper preparation. 

The Internship and the Classroom: Instruction with Support

As indicated earlier, most internships include some sort of a classroom experience to go along with it. The idea here is to combine theory with practice under the guidance of an experienced instructor and to learn how to operate as a member of a team or group. This standard clinical or professional training format is also a good way for the instructor to monitor progress, head off problems, and facilitate your professional development. Typically, undergraduate or first-time internships provide this level of instruction in a group format. It involves several students going out to their sites during the week and then coming to a regular class meeting to review and discuss their experiences with their instructor and fellow interns. 

This format has additional benefits. One of them is to give students the opportunity to learn about or even vicariously experience other internship sites and career possibilities in the field by listening to you colleagues describe their experiences. Having interns share experiences in this way reduces the sense of isolation while offering support since all of you are going through the same learning process but in different settings.  

These meetings provide support to you during this process and provide an opportunity for you to share experiences and other events encountered during the week. Questions and concerns are addressed by the instructor, which often benefits other members as well. Remember, instructors do not like to be surprised by problems, especially after they occur, so if one seems to be brewing, it is best to discuss it as early as possible. After all, even basic problem-solving skills include knowing that it is easier to deal with minor problems early in the process than after they have become major problems later.

Student Colleagues as Resources 

When settling into the internship, it is helpful to realize that your fellow students in the internship class are a part of your network both in and beyond the course. During the semester, they can also become an important resource for your development as a professional. Providing the rules of confidentiality set down by the college, instructor, and site are appropriately honored, talking with classmates about your experiences at the site provides an opportunity to compare individual internship environments as well as opportunities in a field. For example, work environments can be as small as a single office in a courthouse or as large as an entire floor of a building. The inner workings of each facility will differ as well. 

By talking about the styles of supervisors, roles of staff members, and the unique aspects of each facility, these discussions may provide insight into numerous areas within the field. If there are several people in a class working in a similar setting, you may also see that they vary considerably by how they approach helping people. In some very real sense, the classroom portion of the internship experience is like having several internships at the same time. After all, you can learn from the experiences your colleagues share and come to know things about different types of sites as career possibilities. Such groups may also help you prepare for something called “team meetings.” These are times when the staff members of an agency come together as a group to help clients by reviewing notes, establishing comprehensive treatment programs, evaluating client progress, discussing client issues, and so on.

Professional Presentations 

Human services professionals are often expected to make presentations at their site and in the field. The audiences for those presentations can vary, from presenting a case at a team meeting to presenting information to a large group of professionals. Many instructors help students prepare for this part of the job by having them learn how to do a report on their agency and present their role in it to the class as a part of the internship. Sometimes, especially in more advanced internships, the agency may ask the intern to develop and lead a presentation either at the site or in a field setting. 

Since many people feel uncomfortable with public speaking, it is best to practice a presentation in a safe setting first, such as a class or a small-group meeting. Practicing a professional talk often means do ing some research on a topic or service your agency specializes in, developing a PowerPoint presentation, and then taking the class through the slides so that you know what to do when the real world calls on you to make a formal presentation in the future. Here are steps to keep in mind while preparing a presentation : 

-	First, pay attention to how you present yourself. The way you dress for a presentation is the first impression your audience will have about you. Professional dress can vary, of course, but it typically includes dress pants/slacks, a blouse/dress shirt, a suit or an appropriate skirt, and appropriate footwear. Your demeanor is also one of the first things your audience encounters, so make sure it is positive. Remember, people look better when they smile, so do your best to “be” the part as well as to “look” like the part.
-	Second, having visual aids for the presentation not only adds interest, but it also helps the audience better understand what is being said and keeps the audience’s attention. There are some general rules to consider. One is that PowerPoint presentations are helpful because they add a visual element to the talk, which makes it more stimulating. But remember, PowerPoint is meant to guide you through a presentation, not “be” the presentation. Make brief points on the slides for reminders as to what to talk about, so don’t include a word-for-word script of what will be said during the presentation. Yes, the bells and whistles are fun, but they distract both the presenter and the audience. Be sure to keep the PowerPoint simple and to the point. Putting too much print on a slide or just reading them to the audience may cause what is called “Death by PowerPoint.”
-	Third, preparing handouts in advance allows the audience to take something away from the presentation. This technique also allows them to reflect on what was said and to remember it better. However, it is also important to give your audience some time to look at or read the handout before going over it. If you do not, you are likely to find that the audience is paying more attention to the handout than to you!
-	Fourth, show up early anytime you are giving a presentation. This simple courtesy shows the audience that you are dedicated, conveys a sense that you believe that what is being presented it important, and it also lets the audience know their time is respected. Showing up early also enhances preparation time, allows one to check equipment, and make last minute adjustments, if necessary. Sometimes, it seems like there is a cosmic “law” that says, “If something can go wrong it will,” and showing up early helps to prevent that from happening. Finally, an early arrival allows you to begin the presentation on time, which helps reduce worries about time constraints.
-	Rehearsal: Many people benefit from rehearsing their talks because that ensures you know what you are going to show and learn what needs to be cut or expanded. After all, practice makes perfect. Others find a rehearsal too constraining or that it reduces their ability to be spontaneous during the talk. In that case, preparing good notes or outlines may be helpful since “winging it” is a last resort and not recommended. It is also a good idea to prepare for questions at the end of the presentation. If you do not know the answer to a question, do not panic. Instead, be honest by saying, “I don’t know,” and then follow up with, “I will find out and get back to you on that.”
-	Finally, pay attention to the details and be flexible. Whatever the details may be, whether a time limit, a small space or a small audience, or a surprisingly large one, be sure to keep these presentation tips in the back of your mind. If you worry about running out of time because you talk too fast and may run out of things to say, then prepare a few extra slides you can use at the end. If you tend to go slow or the questions take longer to answer than you anticipated, know ahead of time which slides you can skim or skip without hurting your presentation. These practices may help you create a professional, formal-sounding presentation. Keeping them in mind can also reduce public speaking anxiety by giving you more confidence.

Confidentiality

Confidentiality is one of the key concepts taught to most human services students because it is a crucial dimension of human services work. The need for confidentiality is also a part of your obligation to the practicum class, as well as the agency and its clients, both during and after the internship. It is likely that you have heard about the importance of confidentiality in your other courses or maybe even know about it from your experience with the health care system’s HIPPA requirements.

Confidentiality is usually a legal obligation, though it may have modified forms, such as in law enforcement, public records, or certain clinical situations involving abuse, homicide, or suicide. When a site indicates that something is confidential, it means just that! However, sometimes students do not realize that this rule may also apply to their training and even classroom situations, especially when they are talking about their clinical experiences or hear others talk about theirs. Consequently, it is important to remember to “disguise” your training experience when talking about them. Common ways of protecting confidential information include omitting or substantially changing names and identifying information of clients, staff, and agencies – sometimes even your own site!

Example: One intern mentioned in the classroom portion of their practicum that a staff member at the site said that she had just found out she was pregnant at age 43. The intern mentioned the woman’s first name and added that the individual was distressed by the news and did not want to tell her family about it until she figured out what she was going to do. Unknown to the intern, the woman was the mother of one of the other students in the class, so that student had just found out -- a long with everyone else in the class -- that the student’s middle-aged mother was pregnant. 

The same type of guidelines may apply to agency material, such as handbooks and policies. Caution is especially important when it comes to using social media because once something is online, it is impossible to fully erase it. If you must make a reference, say something such as, “at work.” It is also important to make sure not to gossip in the classroom about happenings at the site if they are not relevant to the course. After all, there is a difference between professional dialog and just spreading gossip. Confidentiality is so important that colleges may even dismiss students from an internship or even the program for sharing confidential information. Be sure to understand expectations concerning confidentiality with your instructor as well as your supervisor. Finding out what the rules are and adhering to them are part of what it means to be a professional. 

Progress Not Perfection

Although you may have years of schooling and other job training, they are not likely to have fully prepared you for your first internship. Your education has helped to develop ideas about how things work and armed you with information about effective approaches. However, many real-world problems that people face during their internships will not always fit textbook definitions. After all, there is a difference between theory and practice. Similarly, someone who has performed quite competently in previous jobs may find the tasks assigned and carried out during an internship significantly different. 

In general, the process of acquiring new and complex skills moves slowly, which means you do not have to learn everything overnight. Instead, it is best to try to keep an open mind about your progress. For example, keep in mind that when your instructor or supervisor critiques your work, it is because they care about it and see potential in you. Similarly, it is just as important to acknowledge and accept positive feedback because this helps reinforce growth and build confidence. If a supervisor takes the time to tell you that you are doing a good job, it means you earned the compliment, so enjoy it! 

Challenges Along the Way 

Along the way you will encounter obstacles that will make starting the internship seem difficult. One common problem is finding yourself in the situation where you must start at the internship site later than other students. This predicament is particularly frustrating because it forces you to get the required hours done in a shorter time period and puts you behind on gathering information for your presentation, paper, or whatever closing activities are required for the site or course.

Another example is that even if you find and start an internship early, not scheduling hours effectively can put pressure on you near the end of the semester when time is running out. Sometimes, students encounter problems because they complete the required hours at the site too soon in the course and then have nothing left to contribute to class discussions. Instead, it is best to try and space your internship hours out evenly during the semester, though it is also a good idea to finish at the site a little before the end of the semester so that you are not overburdened at the end. Pacing is important, as learning takes time, not just work. 

Finally, it may be of value to try to schedule your days at the site when there are richer training opportunities. For example, a site may do individual work on one day, group work on another, and schedule team meetings or training on a third. Finding a way to be exposed to all three opportunities would create a more meaningful internship experience than just participating in one or two of them. Sometimes agencies offer special continuing education activities for staff or take them to local, regional, or even national conferences where major speakers present material. Talking with your supervisor about attending these higher-level professional opportunities is a good idea because what they offer can be added to your resume as additional forms of advanced training. Remember, no one will know that you are interested in attending such events unless you bring it up.

Getting Started at the Site

 Introduction

The aim of Chapter 3 is to offer information, suggestions, and activities to help new interns get started at their internships. This material addresses issues such as, how to discover the way a site operates, thinking about some of the more common protocols agencies may use, as well as when and where it is appropriate to express individual thoughts and opinions. It is hoped that by the end of this section, you will discover the benefits of professionalism and networking. 

Key Words 

-	Confidentiality: Spoken, written, and behavioral communication practices designed to provide and maintain an individual’s or group’s privacy. Includes licensing and HIPPA requirements
-	Professionalism: Acting in a way the reflects the ethics, standards, and practices associated with a group recognized as providing a particular type of service. Professionalism in human services consists of such things as conforming to the ethical standards of a profession while exhibiting courteous but conscientious behavior in the workplace
-	Transference: A Freudian term used to describe a client’s unconscious positive or negative feelings or behaviors triggered by another, often the therapist or clinician.
-	Countertransference: A Freudian term used to describe a professional’s unconscious feelings and behaviors aroused by a client, patient, consumer of services, or even a supervisor. Countertransference is natural and may be positive or negative in its tone

The internship is intended to be a positive experience that will help you prepare for a professional career in human services. It is an opportunity to learn new skills and often includes becoming aware of potential mistakes one could make in the workplace setting without being completely responsible for them. One goal of the internship is to explore real-world professional possibilities while learning about them. In other words, the primary goal of an internship is to learn about and experience the duties of the profession in a specific environment, hopefully one that interests the student as a potential professional. Keep in mind that although the internship does have the character of an upper-level service-learning opportunity and real-work responsibilities, it is also intended to be a rewarding experience to help prepare you for a successful career in the future. It may be helpful to keep in mind that the instructor and the agency staff typically want you to do well, and they are usually happy to help make that happen. 

Networks and Networking

Another aim of an internship is to offer the individual an opportunity to either lay the foundation for, or even increase, the ability to connect with other professionals and the resources they offer through  “networking.” Good networking is, of course, a two-way street where professionals share information, techniques, resources, and common goals with each other. Networking with other professionals, agencies, and community resources is important because, as a human services worker, you are constantly working with people who need services or who provide them. The stronger, broader, and more positive your network is, the easier it will be for you to be effective in your work. A good network also has other benefits, such as building a positive reputation, expanding career possibilities, and reducing the possibility of burnout. 

As a student, it is important to begin building a network of professional connections with other professionals and agencies in your field of study as early as you can. After all, during the time of your internship, you will meet many new people and deal with other organizations than just the one with which you are interning. It may be helpful to realize in this regard that in some sense, you have already been networking for a long time. It is something human beings do as social creatures. After all, you helped create and were a part of a network of friends in high school and another one in college. The difference now is that your reputation affects the lives of others, namely those with whom you work. Therefore, it is important for you to be mindful about networking and how others see or respond to you as a professional. One helpful suggestion is to remember that everyone you meet at your workplace is a potential success, resource, ally, or opportunity. Never dismiss anyone as being unimportant as the person you ignore one day may be the person you need in order to get your job done on another. Simple rules of conduct that our parents taught us, such as being kind, polite, honest, and friendly, are the glue that turns relationships into connections. 

Employment Opportunities

The overall aim of the internship experience is to help train you for a job in the field. If you do well, which includes effective networking, the internship experience might lead to an actual job offer. In fact, the editor of this book who teaches internship courses has seen this satisfying development occur every year. Even if your internship does not result in a job offer, or if it does and you do not wish to accept it, good performance and networking are likely to result in positive references that you can list on your resume, along with the names of the people you networked with at the agency. Often, these contacts either offer leads to positive recommendations or to job opportunities. In other words, taking the internship seriously and trying your best to do a good job can open doors for other potential opportunities  or close them if you fail to take advantage of those networks. 

Seeing the Internship as a Learning Experience

Students will gain experiences while working at the site. Most of the time the internship will be a good fit, especially if you had a role in selecting it. However, students might find themselves faced with a situation where they must have an internship to graduate and take the first one that comes along. At other times, what looks like a good internship site at the beginning does not necessarily end up feeling that way. It is helpful to realize in these circumstances that if an internship site is not what you expected, it is not the end of the world. You can still learn a lot about the field, basic skills, and yourself. 

In fact, having an internship site that is not the “right one” offers an unexpected value, such as avoiding that career path early on instead of spending many unhappy years in it just because it is a job that pays your bills. Of course, it is also helpful to remember that an internship is not a permanent position. In addition, most internships involve class time with the instructor and other students who may have internships at different sites. Each one represents different learning opportunities, procedures, practices, and so on that you can learn from as your colleagues share their experiences. In other words, there are many ways to learn from your internship experience. 

The Basics 

From the student perspective, starting your internship often begins with mixed feelings. On the one hand, it is exciting -- after all those classes, you finally get to do something! On the other, it can be a little scary  most of us worry about looking stupid or “messing up” at work, especially in the beginning of a placement. It may help to remember this type of reaction is normal. Even so, there is reason to approach the first day with some confidence. Your instructors have been there before you and the classes you took have at least provided a good cognitive map of what this field is all about. Viewed this way, the internship represents an opportunity to experience the work environment in action, to get acquainted with members of the staff, and to begin to learn about the job. Your internship is the perfect opportunity to practice skills and values you have been striving to embody. 

Scheduling

It is important to figure out a schedule that works for you and for the site. To that end, you should work with the site’s supervisor or director to arrange the hours that are best for all parties. Some sites will be very accommodating with your scheduling needs. Others may have more rigorous requirements. In all situations, it is important to remember that the agency is being generous enough to give you supervised clinical duties. Sometimes they depend on you being there to help address client needs. So, remember to be open and honest with the person doing the scheduling in order to avoid conflicts. 

If a schedule conflict does occur, be sure to talk to the supervisor in advance about what is best for the agency and yourself. One of the worst things you can do at an internship is to be erratic in your attendance or to change schedules frequently since doing so can disrupt the lives of clients, the duties of the person supervising you, and the function of an agency. The primary editor of this book has found that scheduling difficulties is the single most frequently reported problem that agencies have with interns, so it is to be avoided. 

Keeping track of hours might present similar issues. On one hand, you are not an employee and can “leave” any time you want. On the other, the class and the agency require accountability, especially if there is an hours worked requirement. Some sites will give you a copy of the schedule but leave it to you to track the hours needed for the internship. Others might require signing in and out. One helpful idea is to print out a personal schedule log to manually track the hours. There are also phone apps that can help you track your hours. You will need to find a method that works for you and the site. 

Dress Code

Most placement sites will have a dress code of one type or another. During your interview, make sure you learn what your site expects in this regard. First impressions go a long way, so do not give the staff or clients the wrong impression by dressing inappropriately. A typical dress code is “business casual,” which usually means clean slacks, a shirt or blouse, and appropriate footwear. Wearing tight clothing, low-cut shirts, short skirts, or sandals are not appropriate. However, while knowing the dress code makes it easier to fit in, it does take some planning. For example, the site may have a “dress down day,” which could turn awkward if you dressed “up” instead of “down” that day. Forethought is the proverbial ounce of prevention that can make all the difference between being “just” an intern and being a “good” one. 

Behavior

Displaying a positive attitude and its corresponding behavior is also important. Your manner can affect the type of experience you have. It also can determine your reputation with potential employers. Wearing a smile, always being courteous, and comporting yourself in a mature fashion are great ways to demonstrate that you are a professional. In contrast, displaying a poor attitude and behavior can quickly have a negative impact on your reputation and follow you into the future.

Getting Comfortable

It is not uncommon for beginning interns to feel awkward or even anxious about fitting in to the social culture of the agency and its staff. That reaction is normal and is best seen as reflecting a desire to do well. It may help to remember at this point that your internship is a learning experience, that others know that too, and that no one expects you to be perfect. Learning is a process that involves uncertainty and trial and error. So, in one sense, you are not expected to know everything, which is a real luxury when you think about it because everything changes when you take a job. Dealing with mistakes now can help prepare you for the future when the stakes are likely to be much higher. Therefore, it is helpful to see doubts, confusions, and mistakes as providing you with an opportunity to learn and to grow as a developing professional in the field.

One thing that can help deal with this “ego alien” part of the learning process is to organize your knowledge of the agency and what is expected there. You may wish to consider, for example, making a list of all the important people, titles, and duties that you will need to remember. This list can help you to recall important details when they are needed and show you what you need clarification of until you have a sense of your place, duties, and self in the organization. 

Remember important locations so that you do not have to ask for help each time you are sent to find something or someone. Knowing where individual offices or supplies are located can be helpful. For example, if you have a question about finances, it would be helpful to know that Sue deals with finances. This way you do not go to the wrong person, like Desmond, who helps with placing the clients and doesn’t deal with finance questions. Such a simple practice as knowing a person’s name and what they do may also make you look like you either know what you are doing, or you are a quick learner. Just think of how good it feels when someone remembers your name and what you do! 

Policies, Procedures, & Politics 

After completing the first few days of the internship, it is important to understand the administration’s rules and regulations. This practice is important for several reasons, but the most important one is to keep you and the people you work with, including other staff and clients, safe, on the right track, and out of trouble. An agency’s standards and procedures are so important that it is a good idea to ask for a manual or the code of conduct rules and then study them well. 

Some people find it helpful to take notes for future reference about how the agency runs. Policies and procedures manuals also often include an outline of daily duties, the dress code, important phone numbers, the code for the security system, and other pertinent information. The agency may even provide you with your own copy – if not, you might ask to read it during breaks or as a part of your initial duties. After all, agencies always have a set of rules to follow, and it is part of your job to follow them while interning there. 

While it is easier to read through this type of material, some agencies are so informal that they do not have much in the way of written policies to show you. In this case, a great way to learn about policies, and to help the agency, is to ask if one of your duties can be to collect them and write a draft of a policies and procedures manual. The agency can then review and revise it for the staff or for a future intern to have. If the site approves this request, the project can also be a good opportunity to start becoming a member of the team. 

Fitting in as Part of the Team 

Many new interns find themselves wondering where they fit into their agency and its culture. Sometimes trying to determine exactly how to fit in socially and professionally can seem a bit daunting, especially at the beginning. You may experience being nervous or uncertain about how to handle something. These reactions are perfectly normal. For instance, if you think about how many times you have had to start out as a new student, member of a team, or as an employee in your lifetime, you will know that this feeling of awkwardness and uncertainty will pass. As an intern, you also have the freedom to ask for help when needed, to take time to get comfortable, and to feel good when you have mastered the job’s challenges. In many ways, starting the internship is like starting a new job, and you have probably done that before, too. The bottom line is that fitting in usually takes time, which means that it helps to be patient. 

It should not take long to get an idea of what the site’s culture is like. Some offices will have a lot of camaraderie and will be a pleasant place to work. Other sites may be more formal and structured. In addition, all agencies have their “pecking orders,” office politics, and interpersonal challenges. All are opportunities for you to learn how to fit into a professional social environment now and in the future. You also have one important advantage that should bring some comfort: You are expected to be a learner, which means that you do not have to be perfect and your time at the site will have a clear end-date.

Finding Your Own “Place” 

During your internship, you may be moved around from office to office or from spot to spot in order to see how different parts of the agency work. Moving around like that may make you feel out of place or in the way. So, it may help to recognize that experiencing different places or locations provides an opportunity to learn more about the job and to add to your developing professional network. Even so, it does help to have an actual office or physical location to call your own as a personal space can provide a sense of familiarity and stability –like a “safe spot.” Some interns are fortunate enough to have an office or desk assigned to them. Most of the time, however, agencies do not have such space available, which means that you need to be more creative. For example, you can bring something to the workplace that makes you feel more a part of it, such as a favorite coffee cup, or you can find a quiet area to consistently use.

Asking for Help

Throughout the course of the internship, you are likely to face situations, conversations, or tasks that you will be unsure about. Sometimes interns think that asking for help is a sign of weakness and will try to avoid it. However, doing so is often a mistake, sometimes a serious one. Interns are not expected to know everything, but should ask for guidance when they need it. That responsibility is a part of your role, not the agency’s. The real danger is not asking when you are unsure because that could lead to even more problems. Since you are dealing with other people’s lives in a human services agency, failing to ask questions could be detrimental to clients and to you! 

You may not always know what the right thing to do is, but you can always consult with the staff at the site. Again, that dimension of being an intern is a part of your role and responsibilities. Ideally, you should feel comfortable about initiating a request for assistance with your site supervisor. Since you must rely on a supervisor for guidance, it is a good idea to start building a good relationship with that person right from the beginning.

Most internship courses set aside time to meet with your instructor and fellow interns in the class. If so, you have lots of resources and support available, as well as a time and place to access them. Sometimes, as an intern, you will not feel especially comfortable with a supervisor or have one that is so busy that they cannot give you the time you feel you need. In these cases, there are other options to consider, such as talking with a worker at the site with whom you feel more comfortable or discussing issues with your instructor. 

In general, asking for opinions and advice lets the staff know that you appreciate and value their experience and insight. Taking time to ask questions to ensure things are being done correctly also shows people that you are engaged in the experience, respect the facility, and take your position very seriously – just as an intern should. Asking relevant and timely questions may also help create positive relationships and even strengthen your network at the agency. Remember, most people who work at human services agencies like helping people and your role as an intern gives them a chance to show someone else what their profession entails. 

Making Comments and Suggestions 

Input can also go both ways, so upon occasion it is appropriate to make suggestions to a supervisor or staff member. Of course, there is always a chance that the staff person or supervisor may disagree and say ‘no.’ However, if the comment or suggestion results in a positive response, then it is a win-win for you and the agency. It shows, for instance, that you are paying active attention and trying to connect with the facility. Offering input can also convey the impression that you are capable of independent professional thought. When speaking up, it is important to do so in a timely, respectful, and professional way. 

Keeping Busy 

Downtime, which is to say periods when you do not seem to have anything specific to do at the site, is likely to happen at various times during the semester. There may be times when neither the supervisor nor any of the other staff members will have the time to assign you to specific tasks. Even though these times may seem confusing or frustrating, they are opportunities to take some initiative at the site. The following suggestions may give you some ideas about how to go about making such an opportunity work for you and the agency : 

-	This time could be used to start a project that the agency wants to move forward on but has not had time to do yet. Or, you might offer to start one they have not thought about. For example, one student who was visually handicapped asked if he could organize a set of therapeutic and referral sources for therapists to offer visually-handicapped clients who are a part of the caseload. That agency continued to offer these resources for therapists and clients to use long after the intern left!
-	Even if such a project “only” involves copying material, organizing a backlog of files, or updating file information, the work has value. Most agencies get behind in such work because it has a lower priority than dealing with clients, yet the work must be done for funding or regulatory purposes. Every time an intern does something like this for an agency, it means that the regular staff can help people more and not be distracted by paperwork. In other words, you are providing a service to the agency it would have to either pay for or pull someone off more important duties to get done.
-	Agencies usually have several people doing different types of work. When not engaged in your own duties, it may be a good idea to ask if you can shadow other staff members. This activity not only exposes you to different aspects of the field, but it also gives you a chance to expand your network. After all, most people appreciate it when someone takes an interest in what they do, and you may learn more than you expected.

Be willing to help others. Making yourself available to a variety of experiences that may come along is helpful with your growth. Asking questions pertaining to the job and offering suggestions at the appropriate time are good ways to display a positive behavior and a genuine interest in the agency. The more you show that you are willing to expose yourself to as many areas as possible and a willingness to learn and grow, the more receptive mentors will become. 

Finding and Preparing for a Suitable Internship Site

Introduction

Introduces the internship and helps guide students through the process of finding a “good fit,” though that might not turn out to be exactly as one imagined. More specifically, this chapter discusses much of what students want or need to know before finding and starting at their placement sites. Remember, your school may structure the course as a practicum or internship, but we are using the terms interchangeably because there is considerable overlap between them. 

Key Words 

Human Services Worker : 

A person who is trained to assist others to find appropriate and positive solutions to various life issues and problems. Their academic training varies widely. 

Network and Networking : 

The continuous development of a supportive system of sharing information and connections between individuals and groups that share common interests. 

Internship : 

An experientially-oriented course or learning situation aimed at providing students with real-life training and experience in a human service setting. Typically described as a practicum, internship, or service-learning experience.

It is important to know what exactly we mean by human services and what is expected of a human services worker before site selection. In general, human services and the related agencies they work at try to help people by addressing a wide spectrum of problems ranging from mental health to protective services. In so doing, they demonstrate a commitment to improving the overall quality of life for service populations and communities. Often, agencies will focus on a specific need or problem and direct their resources to help people deal with them. Human services workers come from several major areas, such as social work, psychology, liberal studies, criminal justice, and so on. They may hold many different positions in various types of human services agencies. 

Example : 

There are three human services workers : one holds an associate degree, another has a bachelor’s degree in social work, and another in a different area. One decides to use the degree to work for a nursing home, helping to ensure that the residents are treated humanely. Another takes a job at a non-profit food bank where they deal with suppliers and clients while the third works with juveniles in the criminal justice system. All of them are professionals doing valuable human services work in relevant settings. Although trained differently, depending on their degrees or background, all of them are likely to benefit from having had a positive internship experience. 

Beginning the Internship

The internship and courses like it are learning experiences that students undergo to prepare for the workforce. It is an invaluable field experience where we, as students, can start learning to apply the knowledge we gained throughout our human services coursework. The process is time consuming, and students entering the “helping system” for the first time may experience feelings of uncertainty, tension, or even anxiety. These feelings often occur during initial interviews when students are trying to find a site and during the first days at the site. Overcoming these feelings can help students do well at the site and better prepare them to empathize with clients and their struggles. 

The internship is entirely different from traditional educational experiences in that students will utilize skills previously learned in coursework and implement them in new, unpredictable, real-world situations. Under the guidance of an instructor or site supervisor, students are provided with opportunities to learn as they go. Often this learning process is further enhanced in the classroom through interactions with the instructor who addresses student questions, comments, and concerns. The instructor also discusses course material and may hold weekly discussions where students can offer each other support and suggestions based on their own experiences. In this sense, an internship course can expose students to many different career paths as they learn about each person’s site and the work it does. It may also help to know that instructors look forward to these courses because they are often launching pads for students as they get ready to leave the academic nest for their future professions. 

Choosing and Preparing for a New Type of Learning Experience 

There are many things to do to prepare for the internship experience, such as finding a site, making the first call, and requesting and preparing for interviews. Although this might be a stressful time, being prepared in advance through proper planning can relieve anxiety throughout the process. It also is helpful for you to find healthy ways to unwind and release such tension. The internship of your choice can be a rewarding, enriching, and successful experience if you prepare for it in advance.

Generally, the first concern you encounter is finding a site, although sometimes the college assigns you to one. Students majoring in human services are usually given information before the beginning of the semester in which the internship is offered. It is recommended that you become familiar with the materials and register for the course as early as possible, especially if you have to find a site on your own or if there is competition for those sites. The paperwork and the details associated with preparing for a site sometimes seem overwhelming because they often involve legal agreements between the agency and the college. If you are feeling overwhelmed with this process, it can be helpful to step back, take a deep breath, and look the material over to get a sense of what is needed. Then you can begin to use your developing problem-solving skills to form a step-by-step action plan aimed at reaching the goal of setting up your internship. Reading through this first chapter will help you identify the steps needed to secure a site. Again, it is recommended to start the process as soon as possible as it may move slowly. Agencies that take interns usually do so at their own expense, are generally very busy, and may not get back to you in a timely fashion. It is not uncommon to have to look for different sites until things work out, and that takes even more time. 

Sometimes colleges or instructors will give you a list of potential sites for an internship. However, this may not be available in every class, so it is helpful to ask your instructor for site recommendations. Keep in mind that just because a site is not on the list, that does not necessarily mean it is off-limits. Most colleges have a process by which a new location is approved. Typically, it only involves instructor consent and a little paperwork. While the list of sites is helpful to get you started, it is best to think about doing some networking, making the first call, setting a date for the interview, planning how to best handle the interview itself, and finding effective ways to finish the interview process. All of this might seem a little intimidating but being prepared can ease a lot of the tension. 

Networking and Resources 

A network is defined as a supportive system of sharing information and services among individuals and groups having a common interest. Often, we have relationships with people who can help us find a site, and this class is an excellent opportunity to utilize that connection. A resource can be described as an aid, especially one that can be readily drawn upon when needed, and often it involves our connections with others. 

One of the first steps is to discover the resources you have through family and friends. By doing this, you will begin to network and find connections to others who will be beneficial to your success in finding a site. After searching through these “internal” resources, you should begin to search through your “external” resources, which may include churches, co-workers, classmates, instructors, or even personal acquaintances. Many times, we are unaware of how extensive our network is, which is why it is a good idea to explore your interpersonal connections at the beginning of the process. 

Networking is a useful, ongoing tool that can expand your potential resources and can help you in the future. Of course, it is also important to turn to the usual resources, such as the Internet, social media, and Facebook sites, and to find the agencies in your community that interest you. After carefully deciding on a site that suits your human services interest, it may be a good idea to discuss it with family, friends, and acquaintances. 

Finding a Good Fit 

Finding a suitable site also involves figuring out what areas of the field interest you the most. If there is a preference for working with children, for example, you might want to consider applying to school districts, children’s services, daycare, or juvenile facilities. Similarly, if you are interested in geriatrics, look at senior citizen homes, assisted living facilities, or area agencies on aging. Some important details to consider when choosing a site that is a good fit involve asking yourself some questions, such as, “What are my strengths?,” “What are my weaknesses?,” and “What are my interests?”  Then, reflect on your answers. Having this type of information is useful for determining where to start your search for an internship site.

In the example above, for instance, it would help to know if you could work with children or listen to people tell their life-stories. If you have some insight or understanding of people who deal with mental health issues, addictions, or who have been victimized, then those types of services might be worth exploring. Considering your strengths and interests is usually a primary step before exploring internship sites and can lead to more suitable matches. 

Conversely, knowing what you don’t like or are not interested in is also valuable to consider. For example, if you do not have an interest in taking care of children, you may not want to investigate a site that focuses on childcare. In most cases, however, it is a good idea to look for a place that matches your strengths and interests because it is closer to a career path or even a job that appeals to you and your approach as a developing human services professional.

Be sure to examine the available sites in your area to see if one looks interesting. If there is not a site on the list that sparks your interest, it often helps to be creative. Remember, the same techniques used for finding a site are very useful when looking for a job in your desired field. New sites often require a bit more work in terms of setting up an internship, but starting from the ground up may also be a good experience and could be useful one day. If you do come up with an alternative plan or site not on an approved list, be sure to discuss it with the instructor as usually only hours worked at an approved site count toward the internship. After all, the college has various legal obligations to fulfill in providing internship experiences. 

Next, find a few sites of interest that could work for the internship and do some research to learn more about the agencies before contacting them. This type of preparation increases the chance of finding a site that meets your, and the course’s, needs. It is also a good idea to find at least three sites and rank them in order of preference. Remember, other students from your college, and other colleges as well, will be looking for sites. Opportunities are limited. Starting early and being flexible will help you avoid being squeezed out at the end. 

Managing Time 

In order to prioritize tasks and obligations, it is helpful to keep in mind the course requirements, such as deadlines for finding an internship, getting one approved, making sure that it will provide the required number of hours, and so on. Since most students juggle multiple obligations, time management is a key to the successful internship experience, which is the aim of this book and your course. For example, it is a good idea to calculate how many hours are needed per week to complete your internship on time. Managing your time well prevents an overload that too many classes and outside activities often create, especially near the end of the semester when everything seems to be due at the same time. 

Keep in mind that schedules may conflict. Sites are open certain hours, and you may have other obligations during those times. It is not uncommon for some students to reduce hours at work in order to participate in the internship. It is almost always helpful to try to develop a complete schedule rather than looking at just one part of it. For instance, you may have to look at your work, school, and family schedules to identify what times work best for you at the site. Since most internship sites do not pay and since students usually have bills to deal with, a site with a rigid schedule may not work for you if your regular job is not flexible. In that case, finding a site that is more accommodating in terms of its hours becomes more important and may even make that site more attractive than some others you might have been more interested in at first. 

Something to Remember 

Finding an internship site may be one of the most important tasks you will perform during your college education. It is right up there with selecting a major in terms of its ability to shape your career. The site you choose will determine the skills you need to master, the people you get to know, the type of supervisor you have, and may even influence your overall level of satisfaction with your major. Given that the internship site will play a huge role in your development, it is important to carefully identify, investigate, and find a setting that will provide a rewarding educational experience. Thus, it is not recommended to choose a site solely based on convenience or location, although you should not overextend yourself as well. 

Since there are many types of human services and volunteer agencies, it may surprise you to discover just how many opportunities there are for an internship or even a job. Human services professionals can typically be found in schools, hospitals, mental health facilities, courthouses, detention centers, drug and alcohol rehabilitation centers, and a myriad of other facilities. You can even check your current workplace to see if it employs human services workers. If you are already working in a human services setting, many colleges allow a student to have an internship experience at their place of employment if they have new and supervised duties that meet the criteria of the internship. This path not only includes an income but also may lead to a meaningful promotion. Be sure to talk with your instructor if this possibility applies to you. 

Concept Examples 

Example. 

Jane was in a meeting with Randy, a job developer, discussing places for a potential internship. The two were considering a faith-based site due to Jane’s interests and the fact that there were a few social services agencies available that readily fit the requirements of the practicum. Some of them were even on the college’s approved list. Randy suggested a Lutheran nursing home for Jane. All that was needed was a contact name. That night, Jane went to a church council meeting where a guest, who happened to be the development officer for a Lutheran social service agency, was present. Although the development officer attended the council meeting for other reasons, Jane used this as an opportunity to network and asked for her business card. After making a telephone call to that individual the next morning, Jane received the contact name of the administrator of the Lutheran nursing home. The speaker even mentioned Jane to the administrator. Before she knew it, she was given an internship spot at the nursing home. Jane saw an opportunity and acted on it by putting her “foot in the door.” 

Example. 

Two students, Amay and Maliki, were in a class together. Amay was already participating at a site. Amay knew that Maliki was looking for a site and was impressed by his performance and insight. Amaya referred Maliki to her site and gave him a good recommendation. Maliki was interviewed based on Amay’s referral and offered an internship. This story is an excellent example of why networking is valuable. Keeping your eyes and ears open can provide opportunities that you may not even expect. 

Once you identify what type of internship will fit your individual needs, it is time to do some legwork. Securing a site requires a degree of assertiveness because opportunities are usually limited as others will be looking for one as well, so it is your responsibility to follow up after the initial contact. Sometimes being assertive takes practice, and this is an excellent opportunity to perfect that skill. 

Suggestions

There is a variety of things you can do to help relieve the stress throughout the internship process. Some ideas may include planning ahead, asking questions, and doing advanced research on the sites you are considering for your internship. 

Previous students suggest that newcomers can decrease anxiety and stress by planning and prioritizing time management. Another tip is to have any paperwork completed and ready to turn in on the first day of class. This simple practice allows you to start the internship as early as possible instead of waiting and then having to cram the required hours into a shorter period.

Many internship sites have specific requirements that must be met even before you start. They may include, for instance, finger printing or background checks. It is important to ask about these possible requirements early in the process, so you can complete them before starting. Keep in mind that if a site has special requirements, fulfilling them will take extra time which could affect your start date. Also, it helps to select a primary and secondary site in case your preferred site does not work out. 

Example: 

Anisha picked a site that she thought would be the perfect match. However, after an interview, she knew there was no way she would be happy working there. Consequently, she accepted a position with her secondary choice. Keeping in mind that positive networking is important, Anisha also made sure to express her appreciation to those at the first site for their willingness to interview her. 

Most internship sites will request that you provide them with a resume. You can reduce stress by having your resume prepared in advance. If you do not know how to make a resume, there are resources available for building one. These can usually be found at the office of career planning and placement on your campus. You may also find an online template that you can use as an outline for your personal resume. 

If a site does require a background check, getting that done ahead of time can save time as this process can involve several weeks, which would only delay you. Depending on the state in which you live, the background check can be obtained at the Department of Motor Vehicles, the local sheriff’s department, or at a local police station. Your agency will be able to give better direction as to where you can obtain the background check. Background checks are usually good for one year and may be used for more than just the internship site. The price of background checks will vary. Keep in mind that some sites may reimburse the cost of the background checks, but others may not. 

Summary of Preparing for the Internship 

As the list of site options that interest you begins to narrow, start doing some research on the sites to ensure that you will get what you are expecting from the agencies. Through research, future students can learn more about what activities take place at the site before contacting it. This information will help later during interviews as well. Also, be sure to have a primary and secondary selection in mind. Having a backup plan is always a good idea! 

Example : 

Felix had his heart set on a certain site. He was later contacted and told that the site was unable to have him there because it already had too many interns. Felix then had to find another internship site at the last minute. If he had been prepared with a good backup plan, he would not have been caught off guard when the first-choice site wasn’t able to accommodate him.  

Again, in order to make your search for the best internship site less stressful, it’s important to be prepared. First, you should have an idea of what population most interests you, such as children, the elderly, the mentally ill, and so on. Once you have a general idea, you can then research sites that serve that population. After you have found two sites that interest you most, you can set up interviews to secure your ideal internship site. If that ideal site does not materialize, you can follow up with your second and even third choices. 

A prospective site that has expressed interest in you may ask you to fill out an application or to do a face-to-face interview as part of the acceptance process. Even so, it is important to understand that your “first contact,” even if it is “only” with a phone call from a secretary, is a type of interview. Haven’t you developed first impressions of a doctor or hospital based on the first contact you had with a secretary or nurse? What about the first time you called the college or an instructor? 

Sometimes, agencies ask the initial contact person about you, meaning that this encounter can play a role in whether you are selected or not. The chief editor of this book was offered a job once over many other candidates because he took care to treat the secretary respectfully while waiting for the interview. It turned out that she was involved in the hiring process and the 15 minutes he spent with her helped the team assess how he would likely interact with “regular people,” not just doctors and other mental health professionals. Whereas most of the candidates ignored her, his fair treatment of this person helped more than he realized!

You can also across as being better prepared by having a schedule of your availability ready as the site will want to know about hours and times. However, it also makes sense to be flexible as sometimes it is necessary to adjust schedules. Since the agency must pay attention to its own scheduling, the need to be flexible usually falls on you. 

Making the Call 

Making the first call is usually hard for most interns. Therefore, it may be helpful to make a list before placing the call. Begin, for instance, by writing down the number of hours required, the time frame in which the hours need to be completed, and types of experiences, such as the degree of client contact and supervision, that the college expects or requires from your internship. You might also add to the list some additional information you found about the site since that information may help you look more knowledgeable and motivated. Writing even a simple list can reduce any anxiety before the call because it gives you a plan and direction to follow. 

Contact your first choice by calling (or emailing) the main number of the agency. From there, you may be directed to the department head that can provide the necessary information. If your first choice is unable to accept students, you can then call the second choice on the list, and so on. Eventually, you will have to set up a day and time to interview with the site supervisor. During the call, be sure to find out what the agency would like you to bring with you, such as your driver’s license or resume. 

Finding an internship is like looking for a job in many ways, which is one reason many, if not most, internship courses require students to find one and get it approved by the college or the instructor. In other words, looking for an internship site is like trying to find a position and is, therefore, a type of on the job training. Like a prospective offer of employment, students can find it hard to wait for the site to return your call after an interview or initial phone call. Remember, these agencies are usually very busy, so while this step can become frustrating, it is “normal.” It can help to let the contact person know right away about the required deadlines so that a prompt response is more likely. If a response is not received within a reasonable amount of time, it is appropriate to contact the agency again. At that point, however, you should also consider exploring your second choice.

Asking for an Interview  

Now that the initial phone call has been made, it is necessary to be patient. However, it is a good idea to ask the agency if there is a good time to contact a potential supervisor by phone or email. After a reasonable period has passed (one to two weeks), do not be afraid to leave a clear, pleasant, and well-structured voicemail that includes stating the purpose of the call and a return number or email address. Doing so increases the likelihood that you will receive a call back from the site.  

When the supervisor or agency responds, the next task is to ask for an actual interview. Again, try to speak in a clear and confident tone as it lets the other person know that you are motivated as well as interested in the agency. Have dates in mind that would work for potential interviews, as fumbling over dates gives off the appearance of being unprepared. It is important to be aware of how you handle yourself during the interview. Your behavior and nonverbal reactions reflect more than just yourself. You are also representing the school, the program, and the instructor during this call. Appropriate behavior and handling yourself well may affect the success that future students have. Finally, remember to be courteous and thank the person for their time, regardless of the outcome of the conversation.

You might find yourself waiting for what seems like a long time to get a response from the agency. If this happens, and it often does, there are a couple of options that might help you get in contact with the appropriate person. Give the supervisor at least five business days to return your initial call before calling a second time. If things take too long, it might be a good idea to go to the site and ask to speak with a supervisor in person or to set up an appointment through the receptionist. This route should only be used as a “last ditch” strategy as you may appear intrusive. If you take this path, be sure to dress and speak professionally. 

The Interview 

Congratulations! Spending days or weeks looking for the right internship experience has finally paid off and an interview has been offered. The interview is often the most difficult part of obtaining a site. The interviewee only has a certain amount of time to sell their skills to the employer. Consequently, the interview can feel overwhelming. Fortunately, keeping a few key points in mind can help make for a successful interview. 

One way to approach an interview is to see it as a time for you to promote your best qualities. Doing a few things in advance may help in this regard. For example, you may want to be sure to arrive a little early as being late may cause people to form a negative impression of your work habits before you even begin. It might even be a good idea to visit the site without entering it in advance, so you know where it is and how to get there if you are uncertain about those things. Similarly, be sure to bring any materials you were requested to present as well as the internship paperwork and any questions you have prepared ahead of time. In other words, try to treat this interview as you would any job interview. 

You should dress comfortably, but also appropriately. In general, try to get a sense of the “dress code” the agency seems to follow and make sure you look like a professional. It is OK to be a little more formal in an interview because employers usually expect that. Although a suit is not mandatory, it is a way to show you are serious about landing that site. For men, a polo or dress shirt with a pair of khaki pants would also be appropriate for more informal sites. In general, you should not have any exposed tattoos or, if you are a woman, you should not have too much skin showing, as some employers will frown on such things. Your outward appearance is a visual representation of who you are and what you are all about, so make sure to represent yourself well. After all, first impressions are often lasting. 

Again, it is advisable to check the location of the internship site and calculate some extra time in the event you run into unexpected complications. If you are able, drive to the site before the interview. This is helpful in becoming familiar with the new surroundings, finding adequate parking, and building in a cushion of time for other unanticipated problems that might occur. 

Example :  

Cleo went to take papers to a site and typed the address into a GPS. The only problem was she arrived at the wrong location! Not only was it the wrong spot, but it was a family residence. Quickly, Cleo realized the error, left that location, and called the site to get the correct address. Thankfully, she had allotted extra travel time and made it to the site for the scheduled appointment time. Unanticipated traffic events and road closings could present the same dilemma. 

Example : 

Finn anticipated some very bad weather on the day of his interview. He found a place near the site to stay the night before the interview. Finn took the time to find the appropriate building, checked out the parking situation, and was able to arrive thirty minutes early for the interview. With this extra time built into his schedule, he found a restroom where he was able to make last-minute adjustments to his appearance. During the search for a restroom, Finn spoke to a gentleman in the hall who turned out to be the person conducting the interview. He appeared to the interviewer as punctual, prepared, and presentable for his interview. 

General Preparations and Suggestions 

-	Review your qualifications
-	Be prepared to answer broad or open-ended questions: “What are your strengths and weaknesses?,” “Why do you feel like you are qualified for the position?,” and “What can you tell me about yourself?”
-	Rehearsing an interview is one form of practice that can help people sound more polished and reduce being nervous during the actual interview. There is nothing wrong with asking a friend or colleague to role play an interview with you as rehearsal usually helps iron out the wrinkles in most presentations. If your colleague is also in your class, you can help each other in this way.
-	First impressions mean a lot in an interview. Dress to make a good first impression. If you are unsure of what to wear, go with a professional look. This will convey to the interviewer how serious you are about obtaining a placement. Avoid wearing excessive jewelry, perfume, or flamboyant clothes. There are many clothing stores that are budget friendly if you don’t own any proper dress clothes for the interview and internship. Dress pants with a neat, clean shirt, loose fitting skirts or dresses, and clothes that reveal the least amount of skin as possible are ideal. In addition, being well groomed and having good hygiene is important.
-	Have a pen and notebook ready to take down information, such as names and titles of the people you meet, the computer programs used at the site, or any other information that might be useful later if you are offered the position
-	Punctuality is important! Employers expect employees to arrive on time for work, and if you arrive late for an interview, employers may question your ability to be punctual or to meet deadlines. Being on time or even being early to an interview shows that you’re serious about the position, respect the employer’s time, and appreciate their generosity for giving you the opportunity. These qualities help make good impressions on others.

Example : 

You can make an impression on others by knowing the names and position requirements of those with whom you met during an interview. It shows that you are paying attention, and it often opens the door to others’ willingness to help you later. As Janet started her internship, she wrote down the names and job titles of everyone she was introduced to at the courthouse where her internship took place. A week later, Janet was dropping paperwork off at the judges’ chambers and had reviewed her notes from the previous night. She remembered the secretary’s name, as well as some of her duties, which allowed Janet to provide some extra information to the secretary. Since Janet had done her homework and researched the secretary’s job requirements, she showed that she was “on the ball” even as a beginning intern. The secretary was very impressed with Janet’s memory and her appreciation for the staff. In addition, the secretary mentioned it to Janet’s supervisor, so as you can see, doing your research and taking notes on the site and the supervisor is extremely beneficial. Not only does it reflect well on you, but it also gives you more insight into what services your site provides. 

Time for the Interview 

Finally, the time has come for the interview. Researching the agency is done, the carefully chosen outfit is on, you have arrived early, and you are well prepared, if not confident. Now you are ready to “sell” yourself. 

When meeting the interviewer, greet them and offer your hand, if that is culturally appropriate, when introducing yourself. Friendly but professional behavior comes across as confidence and helps to create a good first impression. In addition, it is expected that you will use good manners with everyone you meet at the site. When you are invited to sit, make sure you sit up straight with shoulders back, and remain alert and attentive. 

It may be helpful to practice a technique to facilitate attention and awareness at the interview. Many internships require a prerequisite course in interviewing skills before taking the class. If you did take such a course, then use one of the techniques to help professionalize your presentation. A commonly taught method that was developed by Gerard Egan is called SOLER (Murphy and Dillon, 2011), which stands for Sitting squarely, maintaining an Open posture, Leaning forward, making Eye contact, and remaining Relaxed.  

Be sure to answer all questions honestly. It is better to respond with “I don’t know” if you don’t know an answer than it is to “fake it.” Also, if you think you can find out the answer on your own, you might say, “I don’t know right now, but I will be sure to find out.” Avoid using slang and try to keep the interview positive by avoiding negative remarks about previous jobs or employers as you can never tell who knows whom! Furthermore, be cautious when talking about previous tasks or responsibilities that you disliked. Instead, try to remember the good things about the position. 

Finally, remember the “three Ps” of interviewing: be prepared, be professional, and be polite. It is hard to go wrong when you stay within these guidelines. After all, no one expects an intern to be a Sigmund Freud right off the bat! 

After the Interview 

Make sure to thank the interviewer and say that you were pleased to have had the opportunity to meet with them. In addition, you can send a card thanking the interviewer for their time. This simple but increasingly uncommon courtesy lets the interviewer know how interested you are and reminds them of you. Follow-up calls are a good way of showing appreciation as well.  

Another important skill to develop is the ability to accept rejection. For a variety of reasons, not all human services agencies are willing or able to take on students. Sometimes it is for lack of money, a shortage of staff time, an excessive workload, or unforeseen circumstances such as cutbacks at the agency. Seldom is it personal, unless you have done something inappropriate. Don’t be afraid to be assertive, as discussed earlier, and ask if there are any other sites they know of that you could contact. Remember, you are always networking, and it is possible to do that here as well. Making a positive impression at those sites can help you in the future when looking for a job. 

If you seem to hit a wall, remember that there are many other sites that you can investigate. You can also talk to your instructor about the possibility of creating a new one if you have an interest or setting in mind. In the meantime, brush up on resume writing and interviewing skills. With this added effort, something will work out. In over 30 years of placing students in internships, the primary editor of this handbook has never had a student fail to find or create an internship opportunity. 

The Internship Itself 

Transitioning In 

Now the interview process has finally come to an end and you found an acceptable site. What is next? Of course, it is important to find out answers to such basic questions, such as what to wear and where to report. You will probably be scheduled to have an appointment with a supervisor and fill out the proper paperwork is filled out. Paperwork is an important part of human services because it fulfills legal requirements, and it is necessary for the agency to be paid for its services. Remember, most colleges will not count hours at a site unless it is an approved placement and liability forms have been completed. It may even be necessary to find a different site if the internship you are interested in does not comply with the college legal requirements. 

It is very important to understand what your responsibilities and duties will be as an intern. Each site should have a detailed list of duties that can also be discussed during the interview. Some colleges even require an “educational agreement” that specifies them. All in all, it is better to be clear on these duties ahead of time. 

Getting Started 

Soon you will reach the point where anxiety and confusion are replaced with excitement and anticipation. Graduation may be around the corner and now you can apply the skills you learned in class to real world problems and issues. In addition, supervisors, coworkers, and others in the field all possess an immense body of information that cannot be obtained from a textbook or lecture. The internship provides a unique environment to meet new and interesting people, gain valuable experience, and perhaps even help others in need. Remember, the internship is like a practice game. You are going to execute the “plays” of your trade, but also have the freedom to explore opportunities while being guided instead of left completely on your own. 

Now that you are placed, it is likely that you will deal with a lot of paperwork and other technicalities even before working with the clientele. Often, for example, you will need to sign a confidentiality agreement. At some early point in this process, interns are given an orientation and some basic training. It is a good idea to read any handbooks and policy material the agency has available to help you prepare for the internship. Reading organizational charts, program procedures, and rules of conduct may seem tedious, but it is a good way to anticipate certain problems and avoid mistakes. Your jobs in the future will make such things mandatory, so getting used to it now is good training.

As you begin to get comfortable at the site, the use of unfamiliar computer programs may pose a challenge. If the different computer programs used at the site are difficult for you, ask a knowledgeable friend or family member about them or perform some online research to find information that will help you better understand them. Do not be afraid to ask the supervisor for some program training, too. For future reference, be sure to take notes on how the program works. Keeping a pen and paper on hand shows genuine interest, attentiveness, and eagerness to learn during the internship. It is important to be open-minded and willing to learn from people who have experience in this field. Remember, there is always something to be learned, so be sure to pay attention. 

Challenges Along the Way

Starting an internship can present any number of challenges. For example, you may find yourself working at a site that is less than ideal simply to fulfill the requirements of the course and graduate. In this case, the challenge is to make that site a valuable learning experience. If nothing else, finding out what type of work you do not like is an important lesson that can save you time later. 

Setbacks are a part of life, so they may occur at your placement as well. If an unexpected challenge arises, it is a good idea to talk with your instructor or supervisor. They are there to help and may be able to make suggestions about how to handle or improve a situation.

Unique Circumstances 

If your background involves circumstances that might be a problem for an agency, you may experience anxiety when looking for an internship. Such “disqualifiers,” as they are sometimes called, are something that will impede your internship and no longer make you a candidate for the site. Some of the most common ones include past criminal activity, a violent history, and drug use. Do not be discouraged if you have disqualifiers in your background. They are a challenge, but they can be overcome with more thought, preparation, and effort. 

It is almost always a good idea to let your instructor know about these things before applying to sites if you think they will present a problem. Creating a situation where the instructor finds out about it after the fact makes things more difficult for everyone. The same is true for the agency, of course. Although you may want to time the information well, asking for clarification during the initial interview is much better than waiting until you start at the site. After all, people do not like to be surprised after the fact. Also, holding information back can make you appear dishonest. 

Some areas of human services work are more receptive to these issues than others. For example, those who have previously suffered from substance abuse related issues make up a significant percentage of those who work in the field of chemical dependency. People who have had mental health issues may be more knowledgeable about them than “newbies.” Individuals with physical limitations may be better positioned to appreciate those who struggle with health care issues. Although there are no guarantees, if you have a history in any of these areas, the individuals who work in them may be more flexible about these issues than those who are unfamiliar with them. 

Again, it is best to be prepared to discuss disqualifiers during the interview. That issue should probably not be the first thing that you bring up, but having the conversation before finalizing an internship position will improve your chances of acceptance. It is also a good idea to bring documentation supporting the outcome of the charges – such as dismissals, letters of recommendation by probation officers, instructors or even therapists. Being prepared, honest, and professional will enhance your experience. If a specific site is unable to place you because of one of these issues, it may know of an agency that does not have a problem with it. Networking can turn a negative situation into a positive outcome! 

Conclusion

While finding an internship site can be stressful, it can also be a very rewarding experience. Reading materials provided by the instructor or talking with them in advance will help you prepare before you start the internship. Additionally, it is helpful to research sites you are interested in and have all the paperwork completed and questions ready in advance. There is always a possibility that complications will arise, but careful planning will help reduce stress in those situations. Of course, it is important to keep in mind that you are representing yourself, your instructor, and your college during your internship.