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.