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PRACTICUM STUDENT INFORAMTION
Your Practicum
A practicum is an exciting opportunity to learn and gain
"real world" experience in the field. Although
it is recognized that field experience requires time, energy
and personal commitment beyond that of traditional University
classes practica are a fun part of the program which many
students have considered to be a highlight of their education.
The following are some comments from students and graduates
of the Community Rehabilitation and Disability Studies program
regarding the practicum.
"Participating in a number of practica allowed me to
experience the different areas, challenges and rewards that
community rehabilitation has to offer. The opportunities
give future practitioners a chance to determine which route
they want to take before actually jumping in with both feet.
Participants are given hands on experience that helps to
develop personal philosophies and values that will inevitably
follow them into their own practice. The opportunities presented
and the learning gained in this exceptional component of
the community rehabilitation program is undeniably crucial
to the understanding of what is involved in the field".
Jennifer Resch (Graduation December 2000)
"The further I go in Community Rehabilitation, the more
I realize what an excellent program it really is. I feel
that this is mainly due to the practicums. Each practicum
allows the student to learn theory and immediately apply
it. Not only does this provide the much-needed practice,
but also it presents the opportunity for each student to
develop their own personal beliefs and morals in regard
to their work. The lectures that accompany the practicums
provide specific strategies that can be practiced at the
job site. This is vital, and helps the individual to know
and become comfortable with their own unique style. When
an organization hires an individual, they expect them to
know what to do in difficult situations. The practicum classes
leave the students with the confidence to handle nearly
everything that may come along. Most importantly, this field
deals with human lives. It is absolutely essential that
we have the proper training, so we know how to do the best
job possible. Practicums provide this."
Meagan Twomey (Graduation April 2001)
"My practicum gave me the chance to practice my leadership,
independent learning and teambuilding skills. There are
so many things that you can learn from people in the field
and I definitely got the experience of learning from others
through my practicum placements. In all I had great practicum
experiences". Janelle Zacharias (Graduation April 2001)
"Practica are a wonderful opportunity to get hands on experience
in a positive learning environment. They allow students
to see first hand what working in the field will be like
and teach many valuable lessons that may not be taught in
lectures."
Rebecca Wopnford (Graduate April 2000)
The practicum classes are a required component of the Community
Rehabilitation and Disability Studies program. The Council
on Rehabilitation Education (CORE) accredits the Bachelor
of Community Rehabilitation degree. According to this standard
"A well supervised field experience component will provide
the capstone experience for an undergraduate rehabilitation
education program. It will provide an opportunity for integrating
classroom principles and developing entry-level skills in
a real-life work setting." The program differs in how practica
are designed, the places where practica take place, and
the phases in which the practica unfold.
Practicum Formats
Practica for the Community Rehabilitation program (classes
CORE 485, 487, 589.01/.02/.05/.06) follow the same format.
Students have one semester to complete 130 hours of practicum
work. This is usually carried out by completing 10 hours
a week for the 13-week semester. The format for the CORE
205 and 207 classes is to complete 24 hours per semester.
This is usually carried out by students completing 2 hours
a week. The block practicum, CORE 589.06, which runs in
the spring semester, is more intense. Students must complete
the 130 hours in a 6-week period.
Practicum Tutorials
Practicum tutorials help students build a guiding philosophy
and personal code of ethics, apply theory to practice, and
transfer and generalize learning through exploration, reflection
and application. The practicum coordinator or another instructor
from the Community Rehabilitation faculty facilitates the
tutorials. They are held every two weeks for 100 minutes.
The tutorials are always structured with the same purpose.
That purpose is to help students make sense of what you
are experiencing, to integrate practice into theory and
to help you become an effective Community Rehabilitation
Practitioner. The practicum tutorial allows you to discuss
your practice experiences with classmates and the tutorial
facilitator. This is great opportunity for you not only
to share your experiences with others but to learn from
your classmates' experiences as well.
Practicum Settings
Community Rehabilitation graduates will work in a variety
of different areas once in the field. During your practicum
you will not only learn from your site but about other sites
as well. The practicum settings will vary according to the
class you are taking. The different practica encourage one-on-one
experiences, group settings, program planning, supervision,
case management and mentorship. Practica can be based in
a community, private, non-profit, office/managerial, clinical,
educational, group home or hospital setting, just to name
a few. Some examples of practica are the following:
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Working with a child in an inclusive preschool.
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Recruiting vocational placements for adults with
developmental disabilities.
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A day program with a group of seniors with dementia.
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Working for a volunteer agency planning new volunteer
programs.
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Adapting a curriculum for a student who is blind
in an integrated classroom.
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Supervising a teen with serious vulnerabilities to
complete assigned community service work.
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Supervising junior students in the CORE 207 class.
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Putting together a case history and rehabilitation
plan for someone receiving disability insurance benefits.
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Experiences vary from working with teens who are troubled,
to seniors in a day program, from elementary students in
an integrated classroom setting to persons with brain injuries
in a segregated setting. The possibilities are endless.
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How to select a practicum
For your practicum course, the practicum coordinator will
have a minimum of 20 agencies/site confirmed at the beginning
of each semester. It is your responsibility to book a time
on the database and rate your top three choices out of the
confirmed sites. Granting of first choice practicum site
is based on a first come, first serve basis and/or an interview
with personnel from the site of choice. Therefore it is
important to contact the practicum coordinator to request
a time slot to view the database as soon as possible. If
you do not contact the practicum coordinator before the
specified deadline (indicated on your letter) you will be
assigned to a practicum site.
If out of the 20 confirmed sites you do not find one that
matches your interest, goals and career path, it is then
your responsibility to set up your own practicum site. This
can be done on your own or with help/collaboration from
the practicum coordinator.
Practicum selection has a lot to do with individual choice.
Some questions you may want to ask yourself before selecting
a practicum site are:
What community of people do I want to work with?
What population have I never worked with?
What kind of skills do I want to develop?
What knowledge am I trying to gain?
Several practicum options are available to you to choose
from when deciding with whom you would like to do your practicum.
Your choice is exactly that - YOURS. You may wish to work
with young children, teenagers, adults or seniors or there
may be a specific program or service you are interested
in learning about. While specialization is encouraged, we
recommend diversification of experience prior to establishing
a set career path. Your reasons for whichever site you choose
will likely shape your focus and goals once you begin, so
you may want to identify your interests and goals at the
time you decide on your practicum site.
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Criteria for finding
your own site
If the practicum options confirmed by the Practicum Coordinator
do not match your interests, goals and career path it is
then up to you to find your own site. To find your own site
be sure to figure out ahead of time what you are hoping
to accomplish and learn from your practicum experience.
This will help you to narrow your search. You may want to
be at an agency that the practicum coordinator is not familiar
with. Together you may want to work together to make your
experience all that it can be.
Criteria for self-initiated practicum placements are as
follows.
The selected site must:
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present an opportunity to work with or for people
with disabling conditions and /or chronic health concerns
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pose learning opportunities within an educational
context
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challenge the student with new learning
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facilitate assignments and responsibilities consistent
with the student's course of enrolment
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complete a comprehensive:
Practicum Student Request Form (Appendix A)
Job Description (Appendix B)/Sample Job Description
(Appendix C)
Practicum Contract (Appendix H)
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support completion and fulfillment of Student Learning
Contract (Appendix D) Included is also a sample Student
Learning Contract (Appendix E)
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fulfill Site Facilitator expectations and obligations
including meeting with the Student Instructor and
or Practicum Coordinator for the set-up, mid-term
and final meetings
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facilitate a student start-date not more than one
week beyond the first day of lectures
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It is the student's responsibility to review and facilitate
each of the above criteria with the Site Facilitator. The
student will then coordinate a meeting between him/herself,
the Site Facilitator and the Instructor and/or Practicum
Coordinator. This meeting must take place not more than
one week beyond the first day of lectures. A Practicum Student
Request Form, Job Description and Student Learning Contract
must be drafted prior to this meeting for review.
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Practicum Database
The practicum database is located on the 4th floor of the
Education Tower in the Education building. This is an important
place to research potential sites. The database includes
an extensive selection of organizations that have hosted
or will host practicum students. Along with the agency,
there is a brief description of what their agency does,
whom their services are for and the job description that
you would be responsible for fulfilling. This is where you
will find the 20 confirmed practicum sites for the class
you are enrolled in. Instructions on how to use the database
will be posted near the database. In addition to the Database,
there is an extensive collection of files containing agency
brochures and other promotional materials.
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Practicum placements
at employment sites
Students may make a request in writing to do a practicum
at their place of work. The Course Instructor and Practicum
Coordinator on a case-by-case basis will consider requests.
The following conditions apply:
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the experience at the student's work site must be
related to the core content area of the practicum
course in which the student is registered
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keeping in mind that the goal of practicum courses
is to broaden student's experiential learning, the
opportunity to develop new skills must exist with
the proposed practicum
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only one practicum course (i.e. one of CORE 485,
CORE 487, CORE 598.01, CORE 589.02, CORE 589.05, CORE
589.06) may be completed at a student's place of employment
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any potential issues, such as conflict of roles and
liability issues will need to be identified and clarified
by the student with solutions proposed
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If the respective agency will support students in completing
a project related to one of the practicum components (i.e.
individual, group, program planning, supervision) and they
wish to take advantage of this opportunity, we will do our
best to accommodate them within the conditions specified
above.
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Project expectations/assignments
Project assignments are the chance for the practicum students
to give something back to the agency in the form of research
and application. Assignments are negotiated between the
student, site facilitator and instructor/practicum coordinator.
They are designed to be mutually beneficial-presenting a
learning opportunity for students and a practical contribution
to the practicum sites. Two examples are a survey with data
collected, and a book written for mothers with developmental
disabilities.
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Evaluation
During your practicum you will have three evaluation/meetings
with your Site Facilitator, Class Instructor and/or Practicum
Coordinator and yourself. Evaluations are learning tools
intended as opportunities, which facilitate empowerment,
self-directed learning and self-management and build personal
skills such as self-advocacy, critical thinking and analyzing.
Set Up Meeting
During this meeting the student, Site Facilitator, Practicum
Coordinator and/or Class Instructor meet for the first time.
It is important to recognize that you are making a first
impression on personnel who will be hosting you over the
next thirteen weeks, and possibly even a future employer.
Students are encouraged to present themselves as you would
for a job interview, dressed appropriately, prepared to
present one's experience and talk about one's contribution
to the site, demonstrating familiarity with the agency and
the practicum, and with a comprehensive up-to-date resume.
At the meeting together you will have the opportunity to
draft the Student Learning Contract (Appendix D).
The Student Learning Contract is comprised of four learning
areas.
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Proposed Activities, this is what you will be doing
while at your practicum site, this includes your role
and responsibilities.
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Student Goals - skill development, this is what skills
you are looking to improve or develop during your
time at the practicum site.
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"Student Goals - Professional Development" differs
from the previous "Skill Development" student Goals,
in that "Professional Development" goals are comprised
of transferable skills such as time management, understanding
of professional roles, and assertiveness. "Professional
Development" goals could be worked on within any practicum
site whereas "Skill Development" goals are site and
content specific.
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Written Assignment, this is your opportunity to make
a contribution to the practicum site. Together with
your Site Facilitator you negotiate a work-related
project with practical application to the site. This
project must contain a research component and is not
included in the 130 required practicum hours. This
is to be done on your own time. Located on Appendix
E is a sample Student Learning Contract you may want
to refer to as an outline.
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Midterm Evaluation
The purpose of the midterm evaluation is to evaluate your performance thus
far. It is a time for you, the student in the presence of
your Site Facilitator and Course Instructor and/or Practicum
Coordinator, to facilitate your learning for the remainder
of the practicum. Together you will summarize the learning
objectives, goals and skill development achieved thus far
and to recognize what you still want to accomplish. The
midterm is a chance to voice concerns regarding the contract
previously written by the student and signed by the site
facilitator and course instructor and to make sure that
the 130 hour requirement will be made successfully by the
student. (See Appendix F for midterm evaluation form)
Final Evaluation
Near the end of each 130-hour practicum, another meeting
is held between the student, Site Facilitator, Program Instructor
and/or Site Facilitator. This meeting gives the student
and Site Facilitator a chance to discuss what the student
has accomplished and if the expectations that they set at
the beginning of the practicum were met. At this time, the
students provide input on the achieved letter grade based
on meeting their goals, skill development, and work accomplished.
(See Appendix F) This is an opportunity to provide input
on the grade you feel you have earned. Along with this opportunity
you are building skills in the area of self-advocacy. The
evaluation is based on the learning contract. It is therefore
your responsibility to meet the objectives you set. (See
Appendix D for Student Learning Contract) The Course Instructor
and/or Practicum Coordinator, relying on feedback from the
Student and Site-facilitator assigns student grades. Grades
are based on the following components:
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student learning goals
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practical performance
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professional and ethical conduct
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See the Grading Guidelines in Appendix G for specific requirements
and performance measures.
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Challenging a Practicum
Some students come to the Community Rehabilitation program
with many years of experience in the field. To challenge
a practicum, students must show sufficient evidence that
they have met the criteria/objective learned by students
in the particular class. For example, a student in their
first year of the program who has 20 years experience in
the field, including the position of frontline worker, team
leader of 10 members and executive director of an agency
might challenge the CORE 589.02 Supervisory Practicum. Students
are required to complete the 20 course credits even in the
absence of the specific practicum course. Students must
submit a resume, a letter of intent, and an outline of how
they intend to fill the requirements for credits.
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Challenging a Topic Area
Students may also wish to challenge a topic area. For example,
the same student presented above knows his/her career goal
to be specialized towards vocational evaluation in the private
sector so he/she may chose to enroll in the CORE 589.02
course but, may wish to challenge the class requirement
that deals with supervision. This student would attend the
CORE 589.02 tutorials but their practicum work would be
in the area of vocational evaluation rather than supervision.
Students are again required to submit a resume, a letter
of intent and an outline of how they intend to fill the
requirements for credits.
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Specializing through
Practicum placements
Upon enrolment, or shortly thereafter, some students have
made a decision regarding their career choice. Many of these
students like to gear their practica towards these career
choices. For example, a future teacher will gear their practicum
experiences towards classroom settings and teaching. Specialization
may involve a particular phase of the life span such as
childhood, adolescence, adulthood and seniors, a specific
realm of practice such as vocational, advocacy or education
or a particular disabling condition and/or chronic health
concern such as autism, chronic pain or dementia.
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Diversification
through Practicum placements
Practica present an opportunity to get out in the community
and see what is out there. Diversification of practica is
a great way to learn. Diversifying the age ranges of clients
you work with along with different realms of service such
as vocational, recreational or therapeutic are ways to 'spread
your wings'.
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Being Interviewed
for a Practicum Site
When there is more than one student for a position at a
practicum site, interviews will be conducted. These will
be an informal interview between the site facilitator and
the prospective student. Students will be selected on the
basis of best fit with the agency and job description, presentation
of enthusiasm and motivation, and presentation of transferable
skills. Students are encouraged to present themselves as
you would for a job interview, dressed appropriately, prepared
to present one's experience and talk about one's contribution
to the site, demonstrating familiarity with the agency and
the practicum, and with a comprehensive up-to-date resume.
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Responsibilities
of a Practicum Student
When you become involved with an agency, that agency will
be counting on you as part of their team. Your role within
the agency may affect how smoothly the agency runs, so being
clear about your availability and the length of your stay
will be important to the agency and its clients. Commitment
is not just about completing your hours. Punctuality, dedication
and responsibility are also involved. If at anytime you
experience troubles, have questions or concerns regarding
your placement, it is your responsibility to talk to your
Course Instructor or Practicum Coordinator. The faculty
is always willing and ready to help you with any needs that
you have. We cannot stress enough how important it is
for you to take your own role in your practicum. It
is after all, your practicum experience, your learning and
you shaping your future.
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Being an Effective Practicum
student
As a practicum student at an agency you will most likely
be placed in the role of 'helper'. This is a caregiving
role that is based on a number of attributes:
Feelings of companionship: Being
an effective helper is being a good companion. Companionship
involves feelings of unconditional acceptance and valuing,
relatedness, mutual support, empathy and warmth, dialogue,
sharing and trust towards individuals or groups you are
working with. The installation of feelings of companionship
may ask us to express warmth to those who have been marginalized,
shunned and who may not trust. This may not always be easy,
however, we must endure difficult times in order to reach
a place where our giving is reciprocated.
Being human: We are no more and
no less than any other. The purpose of caregiving is not
to rid people of behavioral difficulties, nor to instruct
them to obey. It is most important to help others to live,
work and play within family and community. It is vital,
in order to develop companionship, to teach and reciprocate
respect, not because anyone earned it, but because we are
all human. This means acceptance with dignity.
Empathy: Empathy is not pity. It
is a feeling of being one with others. It is about understanding
the wholeness of an individual, including their past, their
reality, vulnerability, strengths, and weaknesses. It involves
a spirit of common humanity and the belief that we all exist
interdependently. Empathy understands.
Values and Actions: Values must
be closely examined, especially to avoid being overpowering,
punishing, and controlling. Our values must convey a message
of acceptance of the full human being that we all are -
in mind, body and spirit. Remember no action is value-free.
All of our interactions communicate what we feel or believe
about each other.
There are four steps in the process of establishing companionship.
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Primary goal: Creating a feeling of companionship
is the primary goal of being a helper. We need to
support the individual to feel safe and to develop
trust. We must show, through our actions, that we
support and value the individuals and that we represent
sources of companionship; not as sources of power
that oppress but rather using our personal power to
become allies.
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Feelings of our presence: As a helper, one must commit
to making certain that our presence signifies feelings
of safety and security. Our interactions must signal
warmth, serenity, and tolerance. This can only be
demonstrated through a true reflection of our values
of equality.
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Feelings of Human Engagement: Human engagement is
teaching the belief that it is good to be with and
participate with other human beings. Human engagement
involves a desire to be with another, not a desire
to do a particular task. Instead of making an individual
comply by giving rewards and punishments, a good helper
values the individual and allows them the opportunity
to be together, because both individuals want to.
Rewards and punishments are built of power, not equality.
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The meaning of unconditional valuing: To value another
is to uplift, honor, respect, listen, empower, reflect,
and share feelings regardless of deeds alone. Value
should not be contingent on behavior or earning this
respect. Being valued and valuing others is the central
dimension in the establishment of companionship.
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Expectations of the
student within the practicum setting
It is anticipated that students will perform at their practicum
in a professional manner. Expectations of the students include:
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Respecting policies and procedures of the agency.
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Maintaining attendance and punctuality.
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Informing the site facilitator of all expected absences.
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Interacting respectfully with all supervisors and
colleagues.
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Seeking and accepting feedback from Site Facilitator
and/or Course Instructor/Practicum Coordinator.
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Exerting maximum effort in completing tasks and assignments.
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Asking questions whenever unsure of any and all policies,
procedures, assignment guidelines, and expectations.
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Understanding your level of competence.
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Upholding a level of professionalism in attire, language,
attitude and respecting all matters of the agency
as confidential.
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Good time management skills; most students have full
course loads and some have part time jobs - being
effective in time management skills will not only
make more efficient use of your time but helps you
prioritize what you want to accomplish.
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Closure
A practicum is always time limited. From the time you begin
you know that your stay with your practicum host is temporary.
While you are involved with an organization you become a
part of its functioning, and the organization depends on
you. There may be tasks or responsibilities that you will
need to keep in mind to ensure that your departure, at the
end of the practicum, will be a smooth transition for everyone
involved. At the onset of your practicum you may which to
discuss closure with your client (s), as your client (s)
may not know the length of your involvement. Not informing
your client (s) could have negative effects. If your client
(s) becomes close to you, your leaving may be difficult
for them, causing hurt feelings, or if you have been involved
in assisting them with particular activities, your leaving
may disrupt the continuity of their pursuits. It is important
to recognize that some people do not have a developed conception
of time, making creative means of facilitating closure imperative.
You may find it helpful to discuss closure with your facilitator
or instructors early in your practicum so that you are prepared
for it when the time comes. It is important to remember
that even though you may have very good intentions to maintain
contact, succumbing to making false or vague promises will
only disappoint other people and failing to keep such promises
usually leads to future mistrust.
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Rewards of Practicum Experiences
Rewards may be professional, personal or both. Personal
rewards include skill development, greater awareness of
likes and dislikes and more. Professionally, a practicum
can build networks, increase employment leads and contacts,
lead into job opportunities, increase our knowledge in a
particular area of the field and provide opportunities to
develop personal philosophies and practice.
The most important reward may be life experience and enjoyment.
Helping another person, participating in your community
and sharing who you are with others will intensify your
life experience.
Rewards are reciprocal; your energy rewards others. A practicum
is a mutually beneficial experience. Agencies who host students'
practicum placements also benefit. Your time, input, commitment
and energy contribute to the operation and growth of an
agency. As much as you learn from them they learn from you
as well. More specifically, the individual person or persons
you work with benefit. In a practicum placement, you have
the opportunity to make a difference in the life of another
person. That is quite an accomplishment!
New experiences often lead to growth and development, challenging
us to learn and perhaps change how we do some things, and
review our values and beliefs. These challenges can assist
you in your professional and personal development. Challenges
may evoke feelings of discomfort and anxiety as you chart
new territory or go beyond your comfort zones. Perhaps the
simple recognition of a situation or circumstance that is
new or unknown to you can help you to move into it with
less anxiety. A practicum will often require you to go beyond
your previous experience and challenge you to learn.
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Orientation Day
The orientation day is held at the beginning of the Fall
semester and is a great way for you to meet the faculty
of the Community Rehabilitation and Disability Studies program.
It is also a great way for you to meet your fellow classmates
and the CRDS Faculty.
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Summary
This Guide Book provides an introduction and overview of
the Community Rehabilitation and Disability Studies program,
particularly the facilitation of practicum experience, as
well as information for Practicum Hosts and Students. Please
feel free to contact us at any time with questions, comments
or ideas.
Thank you for being our Partners
in Learning!
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