Department of Public Health and Human ServicesHUMAN SERVIC.docx

Department of Public Health and Human Services
HUMAN SERVICES PROGRAM
Internship Manual
2022-2023 Edition
This manual replaces all other editions.
Contents
Introduction…………………………………………………………
……………………..page 1
Internship Host
Organizations…………………………………………………………
...page 6
Internship Application and Approval
Process……………………………………..pages 7-9
Liability Insurance
Statement…………………………………………………………pag
e 10
Professional
Ethics………………………………………………………………….
.pages 11-15
Frequently Asked
Questions……………………………………………………....pages
15-17

Required
Forms……………………………………………………….. .
pages 18-29
Fitness for the Profession
Policy……………………………………………………..…page 30
Internship Site Harassment
Policy……………………………………………………page 34
Human Services Internship
Guidelines and Student and Agency
Data Forms
ii
Introduction
The Human Service Degree program at USCB is accredited by
the national
Council on Standards for Human Services Education
(CSHSE). The University of South Carolina Beaufort's
Human Services degree helps majors to develop the
skills needed to make a difference in the lives of others – it is
the study of
the art and science of care. The Human Services
program is an interdisciplinary liberal arts degree that draws
heavily from the disciplines of sociology and psychology. Our
graduates obtain the attitudes, values, knowledge, and skills for

employment or advanced study in the art and science of care.
The Human Services program rises above traditional concepts of
social services or social work. Our program uses an
asset or strengths-based approach to working with
individuals, families, and communities. We help future
professionals obtain successful careers in the traditional social
services as well as the expanding non-social services arenas.
Our graduates will be able to more effectively manage non-
profit organizations, deliver direct care as a human service
professional, and have the skills to assist in building informal
networks of care. The curriculum is designed to give graduates
the knowledge, dispositions, and skills that encourage depth of
understanding, value of others, and individual accountability.
One of the key characteristics of USCB’s Human Services
program is that it is
experiential in nature. Majors not only receive
instruction in classroom and/or online educational settings but
are also required to gain experience in the field. The Human
Services degree program requires three professional internships
at sites approved by the Internship Coordinator . Each
course requires at least 120 documented hours of supervised
service; this means that at a minimum, students engage in at
least 360 documented hours of service to complete the
requirements of the major. Internships allow students to gain
professional experience and increase their understanding of
human services work. Students apply the theories, concepts, and
research learned in the program’s interdisciplinary curriculum.
The foundation of USCB’s baccalaureate program is a liberal
arts education combined with extensive course work in human
services, psychology and, sociology.
According to CSHSE, “Fieldwork provides an environment and
context to integrate the knowledge, theory, skills, and
professional behaviors that are concurrently being taught in the
classroom.” The expectation is that students will use their

course work to provide
professional and critical analysis and reflection about
their experiences in the field to increase the knowledge and
skills they need to be effective human services professionals.
Furthermore, internships help students build professional
contacts and develop their portfolios thus increasing their
employability and graduate school opportunities.
This manual provides important information regarding
requirements for all students prior to internship participation, as
well as forms that will be used during the internship courses.
Please
read and comprehend this manual in its entirety, in
order to ensure you have a successful internship experience.
Key Administrative Roles and Reponsibilites (mentioned in the
Manual):
Program Coordinator: Oversees the HMSV Program and
evaluates individual student’s overall progress and determines
student’s Fitness for the Profession
Course Instructor: The HMSV faculty member who leads the
class throughout the semester, publishes the syllabus and course
requirements, and to whom students turn in assigments.
Internship Coordinator: The HMSV staff/faculty member who
evaluates and approves the site/agency for a student internship.
This application step must be done in advance of the student
starting to intern at the site. The Internship Coordinator is the
initial point of contact for all internship applications and
approvals.
Host Site Supervisor: The person responsible for hosting the
student at the site/agency, organizing the internship work plan,

approving time sheets, and evaluating the student’s
performance. The site supervisor must typically hold a
Bachelor’s degree in Human Services or a related field.
The program has four internship courses;
Internship I, II, and-III are required for graduation and
Internship IV is available for elective credit. According to the
Fitness for the Profession policy adopted by the Human
Services Program Advisory Council in September 2018, “
Prior to a student receiving approval to proceed with
any of the three required internship courses, the Internship
Coordinator, with the assistance of advisors and other faculty
members, will evaluate the student’s progress towards attaining
the indicators as outlined in Table 1. Students not
demonstrating satisfactory progress will be required to complete
a written professional improvement plan and attain satisfactory
progress before they can receive approval to proceed with the
internship component of this program.
Students who do not attain satisfactory progress will be
required to withdraw from the USCB Human Services program.”
Please refer to the appendix for a copy of this policy. Progress
towards attaining the indicators for fitness for the Human
Services profession will be evaluated in HMSV B190; students
will be informed by the
Human Services Program Coordinator and their HMSV B190
instructor regarding approval to proceed with the required
internship courses.
The HMSV internship courses at USCB are as follows:
·
HMSV B290 - HUMAN SERVICES INTERNSHIPI (3
credits). (Prerequisite: HMSV B280 (Micro Level Human
Service Interventions) or permission of Instructor) The

application of theoretical foundations and human service
principles in a supervised human service setting. Requires at
least 120 hours of service; participation in three on-campus
seminars or three interviews with instructor, or a combination
of seminars/interviews; on-line reflections; and a final paper
that demonstrates the ability to apply interdisciplinary theories,
concepts, and principles of practice.
·
HMSV B298 - HUMAN SERVICES INTERNSHIP II (3
credits). (Prerequisite: HMSV B290 or consent of Instructor)
The application of theoretical foundations and human service
principles in a supervised human service setting. Requires at
least 120 hours of service; participation in three on-campus
seminarsor three interviews with instructor, or a combination
ofseminars/interviews; on-line reflections; and a final paper that
demonstrates the ability to apply interdisciplinary theories,
concepts and principles of practice at a higher level than in the
previous internship.
(N.B. no more than two internships can be at the same
site.)
·
HMSV B490 - HUMAN SERVICES INTERNSHIP III
AND CAPSTONE SEMINAR (3 credits). (Prerequisite: HMSV
B298 or permission of Instructor) The application of theoretical
foundations and human service principles in a supervised human
service setting. Requires at least 120 hours of service;
participation in three on-campus seminars or three interviews
with instructor, or a combination of these; on-line reflections; a
capstone essay that demonstrates the ability to apply
interdisciplinary theories, concepts and principles of practice at
a higher level than in the previous internship; and submission of
a professional portfolio for review.
(N.B. no more than two internships can be at the same
site Please consult with the Coordinator.)
HMSV B492 – INTERNSHIP IV (3). (Prerequisite: HSV B490

or permission of instructor, and approved contract with
internship agency.) The application of theoretical foundations
and human service principles in a supervised human service
setting. Requires at least 120 hours of service, participation in
seminars, written reflections, and a final paper that
concepts and principles of practice at a higher level than in the
previous internships. (N.B. no more than two internships can be
at the same site)
Internship Host Organizations
The USCB Human Services program works with each student to
identify appropriate internship host organizations. Ultimately,
the student has the primary responsibility for locating a
potential internship location. Typically host organizations have
a mission of providing services to individuals, families, groups,
or communities. Host agencies can be non-profit, for-profit, or
faith-based organizations. Remember, all host agency’s
supervisors and the
Internship Coordinator must approve intern job
descriptions.
While some of the most significant human services providers in
any community are faith-based in their mission it is a
requirement that the internship be focused on providing services
grounded in the academic disciplines of human services,
sociology, and psychology. While engaged in an internship in a
faith-based organization, students are
expected to refrain from inherently religious activities,
such as religious worship, instruction, or proselytization. (If a
student would like to perform an internship at their personal
place of worship they must note this on the Disclosure/Conflict
of Interest Form. The Internship Coordinator will discuss such a
proposed internship with the student prior to the start of their

internship and provide supervision during the course of the
internship.)
USCB expects host organizations to provide students with a
meaningful professional development experience. Host
organizations should provide an orientation to the agency that
includes sharing its vision and mission statements,
organizational chart, relevant policies and procedures and
ongoing supervision of the student. The site supervisor should
work with the student to develop a job description of internship
responsibilities. The course instructor and Internship
Coordinator should be notified if at any time during the
internship the student or host organization has concerns about
the quality of the internship. The host organization is expected
to complete an evaluation of the student at the conclusion of the
internship; s
upervisors must hold a Bachelor’s degree or higher in
Human Services or related field. Here are some examples of
possible internship organizations available in most areas of
South.Carolina. It is also possible that the Internship
Coordinator would be open to considering virtual internship
options, along with other special acommodations. The same
application process would need to be followed. Please contact
the Internship Coordinator for guidance.
Internship Application and Approval Process
**Under no circumstances are students allowed to begin
working at a host agency prior to completing the application
and having it approved by the Internship Coordinator.**
CHECKLIST
Students must consult their course syllabus and academic
calendar for internship start and end dates to complete the
required minimum of 120 hours for an internship. Therefore

students are strongly advised to
begin the application and approval process
beforethe semester begins. Many sites require
background checks, medical clearances, and other approvals
before the student can begin work; waiting until after the
semester starts will likely result in students not finishing the
required hours which will adversely affect their grade. Students
should
contact their instructor via email immediately if they
encounter problems during any portion of the internship. This
checklist is meant to provide a guide to finding and obtaining
approval for an internship.
1. Internship Application: Receive written approval from the
Internship Coordinator for the site you selected
before completing subsequent steps –
this written approval may be provided to you via email.
(Please keep in mind that this is not a confirmation that you
may begin at your internship site. Additional steps must be
completed prior to receiving a final confirmation to begin at
your internship site).
2. Complete the Consolidated Internship Forms and submit it to
the Internship Coordinator on Blackboard only after you have
received approval of the internship site –
do not fax or email this form.
3. Engage a representative/potential site supervisor at the
agency where you plan to complete your internship and set up
an appointment to discuss completion of the Consolidated
Application form.
If you go for your agency interview, bring a copy of your
resume and references that you prepared in the HMSV B180
course. You might also want to revise the resume specifically
for the agency and the applicable position. Remember, the
agency interview works both ways – the purpose is for the

agency to see if you are a good fit for them
and for you to see if they are a good fit for you!
You should also bring with you a copy of the internship form
and paperwork that you and your site supervisor will need to
sign and use to document and evaluate your internship hours
and experience. Included on this consolidated form is :
· _A Job Description
· A Work Plan
· The Hold Harmless/Indemnification and Conflict of Interest
Sections
All required forms are listed in the Appendix of this manual and
also in the “Documents” section of internship courses on
Blackboard. You can share these forms electronically with your
site supervisor if they prefer electronic format.
4. Schedule an interview appointment with your course
instructor.
Interview appointments are typically scheduled during the first
week of the semester. This can be done via telephone, internet,
or in person at a seminar Your instructor needs to have your
approved Internship Application
before the interview or seminar is scheduled so they can
review it.
5. Receive approval from your internship course instructor.
Once all documents are submitted to your instructor and he or
she sends you a written confirmation (this written approval may
be provided to you via email or via Blackboard) that all
documents have been received and are approved, then you can
begin your internship.
Do not begin your internship until all steps are completed and
you have written approval from your instructor to start your
internship.

Also, please go onto Blackboard and carefully review the
syllabus for the internship class you are enrolled in to see the
schedule for assignments and access to important documents.
Liability Insurance
All Human Services students enrolled in one of USCB’s
internship courses are insured against professional liability
under a plan purchased by the University especially for
interning students. Thus, by paying tuition and fees, enrolling in
an internship course and following the procedures outline in this
manual, students are automatically covered by this policy.
Specific details of the parameters of the coverage may be
obtained from the Human Services Program Coordinator.
THIS POLICY DOES NOT, HOWEVER, COVER STUDENTS
TRANSPORTING AGENCY CLIENTS IN THEIR
PERSONALLY OWNED VEHICLES. THEREFORE USCB’S
POSITION ON THE TRANSPORTATION OF CLIENTS BY
INTERNING STUDENTS IS AS FOLLOWS:
STUDENTS ENROLLED IN USCB’S HUMAN SERVICES
PROGRAM’S INTERNSHIP COURSES ARE NOT, UNDER
ANY CIRCUMSTANCES, ALLOWED TO TRANSPORT
AGENCY CLIENTS AS PART OF THEIR INTERNSHIP
EXPERIENCE.
Professional Ethics

USCB Human Services students engaged in internships are
expected to conduct themselves in accordance with the Ethical
Standards for Human Service Professionals. Ethical Standards
for Human Service Professionals
The following outlines key professional ethics for Human
Service Professionals taken from the National Organization for
Human Services (NOHS) website. In your internships you are
expected to practice these standards which have also been
covered in your prior course work. You can view the NOHS
website at:
http://www.nationalhumanservices.org/ethical-standards-for-hs-
professionals
One of the key ethical principles in human services is
confidentiality. While all the standards are important, please
pay careful attention to Statements 3 and 4 about
confidentiality. Some agencies may even ask a student intern to
sign a confidentiality agreement.
National Organization for Human ServicesCouncil for Standards
in Human Service Education Adopted 1996
Preamble
Human Services is a profession developing in response to and in
anticipation of the direction of human needs and human
problems in the late twentieth century. Characterized
particularly by an appreciation of human beings in all of their
diversity, human services offers assistance to its clients within
the context of their community and environment. Human service
professionals and those who educate them, regardless of
whether they are students, faculty or practitioners, promote and
encourage the unique values and characteristics of human
services. In so doing human service professionals and educators
uphold the integrity and ethics of the profession, partake in
constructive criticism of the profession, promote client and
community well-being, and enhance their own professional

growth.
The ethical guidelines presented are a set of standards of
conduct which the human service professionals and educators
consider in ethical and professional decision making. It is hoped
that these guidelines will be of assistance when human service
professionals and educators are challenged by difficult ethical
dilemmas. Although ethical codes are not legal documents, they
may be used to assist in the adjudication of issues related to
ethical human service behavior.
Section I - Standards for Human Service Professionals
Human service professionals function in many ways and carry
out many roles. They enter into professional-client relationships
with individuals, families, groups and communities who are all
referred to as "clients" in these standards. Among their roles are
caregiver, case manager, broker, teacher/educator, behavior
changer, consultant, outreach professional, mobilizer, advocate,
community planner, community change organizer, evaluator and
administrator. The following standards are written with these
multifaceted roles in mind.The Human Service Professional's
Responsibility to Clients
STATEMENT 1 - Human service professionals negotiate with
clients the purpose, goals, and nature of the helping relationship
prior to its onset as well as inform clients of the limitations of
the proposed relationship.
STATEMENT - 2 Human service professionals respect the
integrity and welfare of the client at all times. Each client is
treated with respect, acceptance and dignity.
STATEMENT - 3 Human service professionals protect the
client's right to privacy and confidentiality except when such
confidentiality would cause harm to the client or others, when
agency guidelines state otherwise, or under other stated
conditions (e.g., local, state, or federal laws). Professionals
inform clients of the limits of confidentiality prior to the onset

of the helping relationship.
STATEMENT - 4 If it is suspected that danger or harm may
occur to the client or to others as a result of a client's behavior,
the human service professional acts in an appropriate and
professional manner to protect the safety of those individuals.
This may involve seeking consultation, supervision, and/or
breaking the confidentiality of the relationship.
STATEMENT - 5 Human service professionals protect the
integrity, safety, and security of client records. All written
client information that is shared with other professionals,
except in the course of professional supervision, must have the
client's prior written consent.
STATEMENT -6 Human service professionals are aware that in
their relationships with clients power and status are unequal.
Therefore they recognize that dual or multiple relationships may
increase the risk of harm to, or exploitation of, clients, and may
impair their professional judgment. However, in some
communities and situations it may not be feasible to avoid
social or other nonprofessional contact with clients. Human
service professionals support the trust implicit
in the helping relationship by avoiding dual relationships that
may impair professional judgment, increase the risk of harm to
clients or lead to exploitation.
STATEMENT - 7 Sexual relationships with current clients are
not considered to be in the best interest of the client and are
prohibited. Sexual relationships with previous clients are
considered dual relationships and are addressed in
STATEMENT 6 (above).
STATEMENT - 8 The client's right to self-determination is
protected by human service professionals. They recognize the
client's right to receive or refuse services.
STATEMENT - 9 Human service professionals recognize and
build on client strengths.The Human Service Professional's

Responsibility to the Community and Society
STATEMENT - 10 Human service professionals are aware of
local, state, and federal laws. They advocate for change in
regulations and statutes when such legislation conflicts with
ethical guidelines and/or client rights. Where laws are harmful
to individuals, groups or communities, human service
professionals consider the conflict between the values of
obeying the law and the values of serving people and may
decide to initiate social action.
STATEMENT - 11 Human service professionals keep informed
about current social issues as they affect the client and the
community. They share that information with clients, groups
and community as part of their work.
STATEMENT - 12 Human service professionals understand the
complex interaction between individuals, their families, the
communities in which they live, and society.
STATEMENT - 13 Human service professionals act as
advocates in addressing unmet client and community needs.
Human service professionals provide a mechanism for
identifying unmet client needs, calling attention to these needs,
and assisting in planning and mobilizing to advocate for those
needs at the local community level.
STATEMENT - 14 Human service professionals represent their
qualifications to the public accurately.
STATEMENT - 15 Human service professionals describe the
effectiveness of programs, treatments, and/or techniques
accurately.
STATEMENT - 16 Human service professionals advocate for
the rights of all members of society, particularly those who are
members of minorities and groups at which discriminatory
practices have historically been directed.
STATEMENT - 17 Human service professionals provide
services without discrimination or preference based on age,

ethnicity, culture, race, disability, gender, religion, sexual
orientation or socioeconomic status.
STATEMENT - 18 Human service professionals are
knowledgeable about the cultures and communities within
which they practice. They are aware of multiculturalism in
society and its impact on the community as well as individuals
within the community. They respect individuals and groups,
their cultures and beliefs.
their own cultural backgrounds, beliefs, and values, recognizing
the potential for impact on their relationships with others.
sociopolitical issues that differentially affect clients from
diverse backgrounds.
STATEMENT - 21 Human service professionals seek the
training, experience, education and supervision necessary to
ensure their effectiveness in working with culturally diverse
client
The Human Service Professional's Responsibility to
Colleagues
STATEMENT - 22 Human service professionals avoid
duplicating another professional's helping relationship with a
client They consult with other professionals who are assisting
the client in a different type of relationship when it is in the
best interest of the client to do so.
STATEMENT - 23 When a human service professional has a
conflict with a colleague, he or she first seeks out the colleague
in an attempt to manage the problem. If necessary, the
professional then seeks the assistance of supervisors,
consultants or other professionals in efforts to manage the
problem.
STATEMENT - 24 Human service professionals respond
appropriately to unethical behavior of colleagues. Usually this
means initially talking directly with the colleague and, if no
resolution is forthcoming, reporting the colleague's behavior to
supervisory or administrative staff and/or to the Professional

organization(s) to which the colleague belongs.
STATEMENT - 25 All consultations between human service
professionals are kept confidential unless to do so would result
in harm to clients or communities.The Human Service
Professional's Responsibility to the Profession
STATEMENT - 26 Human service professionals know the limit
and scope of their professional knowledge and offer services
only within their knowledge and skill base.
STATEMENT - 27 Human service professionals seek
appropriate consultation and supervision to assist in decision-
making when there are legal, ethical or other dilemmas.
STATEMENT - 28 Human service professionals act with
integrity, honesty, genuineness, and objectivity.
STATEMENT - 29 Human service professionals promote
cooperation among related disciplines (e.g., psychology,
counseling, social work, nursing, family and consumer sciences,
medicine, education) to foster professional growth and interests
within the various fields.
STATEMENT - 30 Human service professionals promote the
continuing development of their profession. They encourage
membership in professional associations, support research
endeavors, foster educational advancement, advocate for
appropriate legislative actions, and participate in other related
professional activities.
STATEMENT - 31 Human service professionals continually
seek out new and effective approaches to enhance their
professional abilities.
T
he Human Service Professional's Responsibility to
Employers
STATEMENT - 32 Human service professionals adhere to
commitments made to their employers.
STATEMENT - 33 Human service professionals participate in
efforts to establish and maintain employment conditions which
are conducive to high quality client services. They assist in
evaluating the effectiveness of the agency through reliable and

valid assessment measures.
STATEMENT - 34 When a conflict arises between fulfilling the
responsibility to the employer and the responsibility to the
client, human service professionals advise both of the conflict
and work conjointly with all involved to manage the conflict.
The Human Service Professional's Responsibility to Self
STATEMENT - 35 Human service professionals strive to
personify those characteristics typically associated with the
profession (e.g., accountability, respect for others, genuineness,
empathy, pragmatism).
STATEMENT - 36 Human service professionals foster self-
awareness and personal growth in themselves. They recognize
that when professionals are aware of their own values, attitudes,
cultural background, and personal needs, the process of helping
others is less likely to be negatively impacted by those factors .
STATEMENT - 37 Human service professionals recognize a
commitment to lifelong learning and continually upgrade
knowledge and skills to serve the populations better.
Frequently Asked Questions
1.
What are the prerequisite courses I need before I can
take an internship class?
The University’s Bulletin outlines the prerequisites needed for
each internship course.
For
Internship I (HMSV B290) you need to have taken
SOCY B101, PSYC B101, HMSV B180, B190, and B280 or
permission of instructor.
For

Internship II (HMSV B298) you need to have taken all
the above and HMSV B290 or permission of instructor.
For
Internship III (HMSV B490) you need to have taken all
the above and HMSV B298, 300, and 302, or permission of
instructor.
For
Internship IV (HMSV B492) you need to have taken all
the above and HMSV B490 or permission of the instructor.
2.
I have taken an internship or practicum courses in
Human Services or a related discipline (such as education or
nursing) in the past at an accredited college, can I count them as
an Internship at USCB?
USCB does accept Human Services Internships or Field
Experiences from other CSHSE-accredited colleges as long as
they meet the 120 hour minimum requirement, counted for at
least 3 academic credits, and the student received a grade of C
or better in the course Please consult with the Internship
Coordinator regarding non-CSHSE accredited schools.
If the internship was taken in an academic program besides
Human Services then the Human Services Internship
Coordinator and USCB Registrar need to review your
transcript to assess its transferability and equivalency. We
typically allow students to use
one internship or practicum from another related
discipline if the student can document

the hours and has a grade of C or better. Contact the Internship
Coordinator for more information.
3.
While I have not taken a practicum or internship course
in a college I have worked in the field of Human Services for
quite some time. Can I use this past experience and receive
credit for one or more internships?
No. Remember, the purpose of the internship is to allow the
student to apply the theories, concepts, and research they are
learning in their course work to the experience they are having
in the field.
4.
I am currently working at a human services agency. Can
I use my job as my internship?
Yes, if the Internship Coordinator agrees that it is an
appropriate placement, the required paper work is submitted,
and the site supervisor has at least a bachelor’s degree in
Human Services or a related field. However, remember
you can only have two internships at any one site.
5.
Can I take more than one internship course in the same
semester?
No.
6.
How many internships can I do at the same site?

Students may do two internships at the same site if the duties
and responsibilities are
significantly different for each internship. The
Internship Coordinator determines if this scenario is approved.
7.
Can I do more than the three required internships?
Yes. Students can choose to enroll in a fourth internship by
registering for HMSV B492. A fourth internship is not required
but can be taken for elective credit.
8.
How can I find an internship site in my community that
works with the population or issue I am interested in?
One of the best sources to find agency information is by
contacting the United Way that works in the community in
which you wish to do your internship. . They typically have
directories of local member agencies.
Your course instructor and Internship Coordinator may also help
you find potential agencies which work in your area of interest.
During the required interview with your instructor you can
discuss this.
9.
What if I am having problems at my internship site?
What should I do?
First and foremost, discuss the issues with your site supervisor
and see if an agreeable solution can be worked out. You can
also seek advice from your course instructor. The instructor can
provide guidance and support and mediate disputes if necessary.
(Please review the Ethical Standards from the National

Organization for Human Services above, particularly Statements
22-25 about Responsibility to Colleagues and Statement 35
about Responsibility to Employers.)
10.
How can I and my site supervisor sign required forms
and get them to my instructor?
Forms can be completed, printed, then signed in writing and
scanned electronically. These can be uploaded to your course
instructor and Internship Coordinator on blackboard. All forms
must be submitted through the Blackboard site for your specific
internship course. The instructor will not accept forms that are
submitted by email.
FORMS CENTRAL
Required Forms at beginning of semester:
· InternshipApplication
· Consolidated Forms (which includes): Job Description, Work
Plan, Indemnification/Hold Harmless, Disclosure/Conflict of
Interest Form which is submitted at the beginning of the
semester.
At the end of the semester, these forms are submitted:

· Completed and Signed Time Sheet
· Agency Evaluation of Intern
· Intern Evaluation of Agency
APPLICATION FORM
Welcome to the USCB Human Services Internship Program!
Whether this is your first or last internship course, the
guidelines are the same. Before you get started on this form,
you must follow these steps:
· First, contact the Human Services Internship Coordinator,
Professor John Leadem ([email protected]). He will discuss
with you the potential internship site you have selected and
whether it meets the program’s qualifications, or he will assist
you with finding a host agency.
· You may talk with but cannot confirm placement at an agency
until it is certified and approved by the HMSV Internship
Coordinator. Professor Leadem bases his decisions on several
factors, including (but not limited to) the student learning
outcomes, compatibility with the HMSV program guidelines,
and the opportunities for your professional growth.
· Once you obtain Professor Leadem’s
written approval of your intership site, you
may proceed with completing this form and submitting it to
Blackboard per your course instructions.
· You will see that there are sections on this form which need to
be completed by your internship site supervisor (the Job
Description and Work Plan).
· If you or your supervisor have any questions or concerns

regarding this form, please contact Professor Leadem for
assistance.
Student Information
Name:
Current Address:
City:
State:
ZIP Code:
Phone:
USCB Email:
Semester:
Year:
Internship (I, II, III, or IV)
Previous HMSV Work Experience
List your previous human services experience as an intern,
volunteer, or employee (if any).
AGENCY
DATES
ROLE
KEY RESPONSIBLITES
1.

2.
3.
4.
Site Information (must be approved by Internship Coordinator)
Agency Name:
Agency Location:
Supervisor Name:
Mode
☐In-Person
☐Virtual/Remote
☐Hybrid
Criminal History
Your internship agency may ask whether you have ever been
convicted of a crime other than minor traffic violations.

Answering
‘yes’ to this question will not necessarily bar
you from obtaining an internship. The nature, severity, and date
of the offense in relation to the position for which you are
applying are considered. Many agencies require background
checks.
Signature
Student Signature:
Date:
Printed Name:
Site Approved by Internship Coordinator ☐ Approved by
Professor Leadem
Date:
Job Description and Work Plan
(completed by Site Supervisor)
Student Information
Student Name:
Internship Position Title:
Agency:
Status: Intern
Reports to:
Job Summary
Expectations of Intern

Learning Benefits to Intern
Signatures
I authorize the verification of the information provided on this
form.
Intern:
Date:
Supervisor:
Date:
Supervisor Phone:
Supervisor Email:
Supervisor’s Highest Degree completed (e.g. Master of Social
Work, Bachelor of Psychology, etc.); S
upervisor must hold a bachelor’s degree or
higher in Human Services or a related field.
Work Plan
1. This internship will begin on: and conclude on: .
2. The days of the week and times the intern will work (must
total 120 hours/semester):

3. Appropriate dress for work at the agency is:
4. The student intern will receive an orientation to the agency,
it’s vision and mission, it’s major services and relevant policies
and procedures.
☐Yes
☐No
Signatures
Student Signature:
Date:
Printed Name:
Site Supervisor Signature:
Date:
Printed Name:
Indemnification and Hold Harmless Statement
(completed by Site Supervisor)
The undersigned does hereby agree to indemnify and save
harmless Beaufort County and/or the University of South
Carolina – Beaufort, their officers, agents, and employees from
and against any and all liability, claims, demands, damages,
fines, fees, expenses, penalities, suits, proceedings, actions and
cost of actions, including attorney fees for trial and on appeal of
any kind and nature to the extent arising or growing out of or in
any way connected with the negligent performance of services,
by the undersigned, its agents, servants, or employees.
Agency:

Address:
Agency Representative Signature:
Date:
Printed Name:
Disclosure: Conflict of Interest
Applicant Information
Student Name:
Date:
Semester:
Year:
Internship (I, II, III, or IV)
Approved Internship Agency:
Address:
Site Supervisor Name:
1. Have you had in the past, or do you currently have personal
and/or professional relationships with the agency you have
chosen to do you internship in?
☐Yes

☐No
If YES, please explain:
2. Have you in the past, or do you currently have personal
and/or professional relationships with the site supervisor who
will oversee you in your internship?
☐Yes
☐No
If YES, please explain:
Human Services Internship
Time Sheet
Name:
Host Agency:
Time SheetTotal your hours for each week and then total your
hours for the entire internship
Monday
Tuesday
Wednesday
Thursday
Friday

Saturday
Sunday
Total Hours for Week
Week 1
Week 2
Week 3
Week 4

Week 9
Week 10
Week 11
Week 12

Week 13
Week 14
Week 15
Week 16

Calculate Total Hours for Internship Credit
Supervisor and Student Signatures
Supervisor:
Date:
Student:
Date:
Human Services
INTERNSHIP
AGENCY EVALUATION OF HUMAN SERVICES INTERN
Student Information
Student Name:
Host Agency:
Intern’s Job Title:
Briefly describe the main activities the intern performed this
semester:
RATINGS
Please use the following scale to rate the intern’s performance
for the items listed below. Select the appropriate rating in the
drop down each item and enter required comments in the space
provided after each item.
Excellent
(5)----------
Very Good
(4)----------
Average
(3)----------
Poor

(2)----------
Very poor
(1)----------
ATTRIBUTE
RATING
COMMENTS
Attendance
Punctuality
Attire and grooming for work
Treated those they worked with (program participants) with
respect and dignity
Treated staff colleagues and superiors with respect and dignity
Ability to identify and maximize program participants/client
assets, strengths, and resources while working with them.
Comprehends and follows instructions, policies, and procedures
Enthusiasm for the overall mission and activities of the
organization
Understand the principle of confidentiality

Practices the principle of confidentiality
Adjusts to changes in assignment and schedules
Accepts helpful or constructive criticism concerning duties and
responsibilities
Carries out assignments per instructions
Functions independently
Computer literate and ability to use technology
Overall professionalism
A potential candidate in your organization for a job opening
with similar duties and responsibilities as the internship.
Additional Comments
List a few of the intern’s assets or strengths that will serve him
or her well in a career in human services.
List a few areas where the intern could improve.
Feel free to add additional comments.
Supervisor Signature

Supervisor:
Date:
Supervisor Title:
Supervisor’s highest level of education.
Supervisor must hold a Bachelor’s degree or higher in Human
Services or related field.
Supervisor signature
Human Services
INTERNSHIP
AGENCY EVALUATION BY HUMAN SERVICES INTERN
Student
Student Name:
Host Agency:
Name of Site Supervisor:
Date:
RATINGS
In order to improve the quality of our internship experiences,
students are asked to complete the following evaluation of their

host agency and the value of their experience. Select the
appropriate rating in the drop down each item and feel free to
make comments in the space provided after each item.
Excellent
(5)----------
Very Good
(4)----------
Average
(3)----------
Poor
(2)----------
Very poor
(1)----------
ATTRIBUTE
RATING
COMMENTS
Overall, how would you evaluate your internship experience
this semester?
How did the job description you received from your host agency
at the start of your internship match up with the duties and
responsibilities you were actually assigned?
Did you receive an orientation to your host agency and to your
duties and responsibilities as an intern
If yes, how would you rate this orientation?
Did you receive other training (besides the orientation) from
your host agency?

How well did the courses you have taken as part of the Human
Services Program here at USCB prepare you for your
internship?
Select the courses that you found helpful while you were in the
field
|_|
Personal and Profession Development in Human Services
|_|
Introduction to Human Services
|_|
Human Services Micro Level Interventions
|_|
Human Services Mezzo Level Interventions
|_|
Human Service Evaluation
Human Services Macro Level Interventions
|_|
Leadership and Professional Ethics in Human Services
|_|
Nonprofit Management & Funding (need to add a checkbox)
Introductory Sociology
|_|
Introduction to Psychology

|_|
Other Sociology course(s). Please specify:
|_|
Other Psychology course(s). Please specify:
Additional Comments
List a few of your assets or strengths that will serve you well in
a career in human services.
List a few areas where the you could improve.
Feel free to add additional comments.
UNIVERSITY OF SOUTH CAROLINA BEAUFORT
HUMAN SERVICES PROGRAM
Fitness for the Profession Policy
POLICY BACKGROUND
The Human Services (HMSV) program at the University of
South Carolina Beaufort (USCB) is an interdisciplinary liberal
arts degree that draws heavily from the disciplines of
psychology and sociology. The HMSV program at USCB is

guided by the principles of the national Council on Standards
for Human Services Education (CSHSE).
As our society has transitioned from the industrial to the post-
industrial we have witnessed a decline of offered informal
networks of care. With this diminishing of previous support
networks, new professional care givers are required who need
broader education and specific skill training. The emerging
profession of human services and the Human Services degree
program at USCB is part of this new art and science of care. At
the core of our program is a major commitment to the asset
approach. This approach can be simply and succinctly
summarized in these two maxims that permeate our curriculum:
everyone is a gift, and everyone is gifted. “Everyone is
a gift” refers to the intrinsic value that every human being has
is the essence of human dignity and equality. “Everyone is
gifted” refers to the idea that each person has a set of personal
qualities, skills, and abilities that they can utilize and enhance
to improve their own life, the lives of those they love and of the
communities they hold dear.
Undergraduate students in the Human Services program at
USCB are expected to gain and demonstrate the attitudes,
values, knowledge, and skills for employment or advanced study
in the art and science of care. We believe that every student
who selects this program should be able to meet or exceed these
skills and abilities, upon successful completion of the program.
This policy outlines broad expectations related to preparation
and entering the Human Services profession for all program
majors.
POLICY STATEMENTS
Understanding why students select the Human Services program
It is the position of this program, and to articulate through this
policy, the ‘field’s values of diversity, access, rehabilitation

and belief in the capacity to change’ (Kerewsky, 2016). The
USCB Human Services program faculty, staff and advisory
council are aware of and sensitive to the myriad reasons why
students may choose to major in human service. For example,
individual and or family experiences related to crisis or
traumatic events often motivate a person to seek a profession in
the helping field. In many cases, first-hand experience
overcoming challenges and barriers provides a valuable point of
reference and foundation of empathy for working with
participants facing similar circumstances.
Program approaches to identifying student needs
Every student in the Human Services program brings a unique
set of characteristics, talents, and opportunities for
improvement to the learning environment. Human Services
program faculty
and staff will employ a variety of approaches and strategies to
identify barriers that may prevent attainment of optimal
learning outcomes for all students.
Student ability to identify and deploy resources
Self-awareness, self-direction, and self-advocacy are essential
skills for success as a Human Services professional. The USCB
Human Services program faculty, staff and advisory council
members expect majors in this program to develop and
continuously improve the skills needed to identify resources to
meet a variety of personal and professional needs, as well as to
demonstrate the propensity to actively seek out and take
advantage of those resources. A brief list of examples of
resources include:
· Faculty and Staff Advisors – seek out advising appointments
early and routinely each semester

· Office of Career Services – make appointments with career
service representatives, attend career and professional
development workshops, and participate in Career and Graduate
School Fairs on campus
· Human Services Student Organization (HSSO) – connect with
peers and other program majors/minors through the student-led
club
· Disability Services – as needed, seek accommodations from
USCB Disability Services, and schedule appointments to discuss
needs with faculty members at the beginning of each semester
· Counseling Services – as needed, utilize USCB’s cost-free
counseling (licensed therapists)
Student ability to effectively complete internship requirements
A critical factor in students gaining and demonstrating the
attitudes, values, knowledge, and skills for employment or
advanced study in the art and science of care is the completion
of three internships at progressively higher levels of
responsibility. The USCB Human Services program faculty,
staff and advisory council members are aware that initial
internship placements may or may not proceed as expected in
many instances. In circumstances where a student is unable to
effectively complete an internship placement, it is incumbent
upon the student to meet with the Internship Coordinator and
discuss strategies for proceeding successfully.
Approval required to proceed with internship placement
This policy is based CSHSE standards-based indicators of
fitness for the profession. Students enrolled in the Human
Services Program at USCB will be evaluated on an ongoing
basis (in-class performance, internship outcomes, etc.)
according to the indicators of fitness for the Human Services
profession outlined in Table 1. Prior to a student receiving
approval to proceed with any of the 3 required internship
courses, the Program Coordinator, with the assistance of
advisors and other faculty members, will evaluate the student’s

progress towards attaining the indicators as outlined in Table 1.
Students not demonstrating satisfactory progress will be
required to complete a written professional improvement plan
and attain satisfactory progress before they can receive approval
to proceed with the internship component of this program.
Students who do
not attain satisfactory progress will be required to withdraw
from the USCB Human Services program. Students have the
right to file a grievance if the student disagrees with the
Department’s decision regarding satisfactory progress and
program withdrawal.
Table 1
Curriculum Standard
Indicators of Fitness for the Human Services Profession
Self-Development
· Uses individual experience and knowledge for understanding
and helping clients.
· Acts in ways that reflect awareness of one’s own values,
cultural bias, philosophies, personality, and style in the
effective use of the professional self.
· Understands how these personal characteristics affect clients.
History
· Understands the context in which the profession evolved.
· Uses a framework of historical data to assess conditions in the
field.
· Projects and shapes trends and outcomes.
· Has knowledge of how different human services emerged and
the various forces that influenced their development.
Interpersonal
Communication
· Creates genuine and empathic relationships with others.
Human Systems

· Determines appropriate responses to human needs based on an
understanding of the structure and dynamics of individuals,
groups, organizations, communities, and society.
Human Services
Delivery Systems
· Identifies human conditions that provide the focus for the
human services profession.
Information
Management
· Appropriately integrates and uses information such as client
data, statistical information, and record keeping.
· Manages information including obtaining, organizing,
analyzing, evaluating and disseminating information.
Program Planning
and Evaluation
· Assesses the needs of clients and client groups.
· Plans programs and interventions to assist clients and client
groups in promoting optimal functioning, growth, and goal
attainment.
· At regular intervals, evaluates outcomes and adjusts the plan
both at an individual client and program level.
Interventions and
Direct Services
· Serves as a change agent by applying core knowledge, theory,
skills, and values to provide direct services and interventions to
clients and client groups.
Administrative
· Provides administrative supports (indirect service) for the
effective delivery of direct services to clients or client groups
through a holistic approach to human services.
Client-Related Values
and Attitudes
· Interacts with clients to reflect the values and ethics intrinsic
to the human services profession that have been agreed to as
governing principles of professional practice.
Field Experience

· Draws from a knowledge base integrating classroom learning
with supervised field experience in a human services setting.
Table adapted from Kincaid and Andresen, 2016
Policy Approved: September 28, 2018
INTERNSHIP SITE HARASSMENT POLICY BACKGROUND
The Human Services (HMSV) program at the University of
South Carolina Beaufort (USCB) is an interdisciplinary liberal
arts degree that draws heavily from the disciplines of
psychology and sociology. The HMSV program at USCB is
guided by the principles of the national Council on Standards
for Human Services Education (CSHSE). As our society has
transitioned from the industrial to the post-industrial we have
witnessed a decline of offered informal networks of care. With
this diminishing of previous support networks, new professional
care givers are required who need broader education and
specific skill training. The emerging profession of human
services and the Human Services degree program at USCB is
part of this new art and science of care. At the core of our
program is a major commitment to the asset approach. This
approach can be simply and succinctly summarized in these two
maxims that permeate our curriculum: everyone is a gift, and
everyone is gifted. “Everyone is a gift” refers to the intrinsic
value that every human being has is the essence of human
dignity and equality. “Everyone is gifted” refers to the idea that
each person has a set of personal qualities, skills, and abilities
that they can utilize and enhance to improve their own life, the
lives of those they love and of the communities they hold dear.
Undergraduate students in the Human Services program at
USCB are expected to gain and demonstrate the attitudes,

values, knowledge, and skills for employment or advanced study
in the art and science of care through a minimum of 360 hours
of progressive internship experiences. While working in their
roles as interns at approved internship sites, undergraduate
students should be treated as valued members of the internship
site team, and like all employees, should not be subject to
harassment during the performance of their professional tasks.
This document outlines our program’s policy regarding
prevention of harassment and responding to incidents of
reported harassment. POLICY STATEMENTS Human Services
Program internship site requirements The USCB Human
Services Program (including our internship/field placement
component) is accredited by the national Council for Standards
in Human Services Education (CSHSE). As a condition of our
program’s accreditation, CSHSE requires documentation of
written learning agreements with field agencies that specify the
student's role, activities, anticipated learning outcomes,
supervision, and field instruction. The agreement must be
signed by the appropriate agency director, fieldwork supervisor,
program instructor, and student. CSHSE also requires written
policies and procedures describing the due process for
probation, dismissal, appeal, and grievance procedures affecting
students, as well as routine assessment of approved internship
sites. Our program team assesses each internship site on a
semester-by-semester basis. This assessment includes the
Internship Program Coordinator’s observations and notes,
reviews of student evaluations of the internship site, and
reviews of internship site evaluations of the intern. HMSV
Advisory Council Internship Site Harassment Policy Page 2 of 3
Preventing harassment at internship sites Internship sites are
responsible for developing, implementing and reviewing
appropriate policies and practices to ensure the prevention of
harassment. Forms of harassment can include Sexual, Gender,
Disability or Genetics, Age, Race or Color, Religion, National
Origin, Social Class, or Weight and Height (see Appendix I for
broad descriptions). These policies and practices should, at a

minimum: Provide for routine training of all staff members,
volunteers and participants/clients on harassment prevention;
Include a nepotism policy that provides for an alternative chain
of command when an individual in a supervisory role is related
(married/partner or other immediate family member) to
individuals in a subordinate role; and Include an accountability
process for staff members, volunteers and participants/clients
who do not adhere to the stated harassment prevention policies
and practices. Reporting and responding to intern claims of
harassment Any incident of harassment involving an internship
site that is reported both verbally and in writing to the Human
Services Internship Program
Coordinator, Internship Faculty Member, or Human Services
Program Coordinator will result in automatic and immediate
removal of the intern from the internship site. The USCB
Human Services Program does not have adjudicative scope or
responsibility for determining the veracity of harassment
claims. In recognition of the Carolinian Creed regarding
fraudulent behavior, our position is to take Human Services
Program majors at their written and verbal word regarding
reports of harassment. The Human Services Internship Program
Coordinator will notify the internship site of the reported
incident and intern removal via email within one (1) week of the
action. Compliance required to proceed with internship
placements Further approval of internship placements at sites
that have a reported incident of harassment will be suspended.
The Human Services Program team will conduct a review of the
internship site for compliance with this internship site
harassment policy within four (4) months of the reported
incident. The review may include on-site observations, virtual
or in-person meetings, or desk reviews of internship site
policies and procedures. A formal decision regarding future
internship placements at the site will be made no later than

eight (8) months following the reported incident. Grievance
procedure for internship sites Internship sites have the right to
file a written grievance if the site disagrees with the Program’s
decision regarding satisfactory compliance with this harassment
policy. This grievance may be sent via email or mailed letter,
and must be submitted within one (1) month of receipt of the
Program’s formal compliance decision. HMSV Advisory
Council Internship Site Harassment Policy Page 3 of 3
Appendix I - Identifying Types of Harassment Sexual This
includes unwelcome sexual advances, requests for sexual
favors, retaliating (or threatening to retaliate) for refusing
sexual advances, negative comments about pregnancy or
working mothers, sexually suggestive jokes and comments,
displaying pornography, inappropriate touch, or sexual assault.
Gender This includes negative behavior directed at individuals
based on their transgender status, sexual orientation, gender
identity, gender expression, or any other stereotypical
assumptions about gender. The target can be any gender; the
person who harasses them can also be any gender. Disability or
Genetics This can include questions about a person’s disability
or genetic information, posting stigmatizing images, putting
someone’s aids or adaptations out of their reach, or making
disparaging comments about their capabilities. Age This
includes stereotyping and harassment based on a person's age,
age-related jokes or nicknames, making hostile remarks or
assumptions about a person’s competence, capabilities, or
commitment to their work based on their age, and offensive
comments about someone’s appearance as it relates to their age.
Race or Color Can include racial slurs, putting up offensive
images or symbols, touching someone’s hair, invasive
questioning, or inappropriate and offensive comments about
someone’s appearance based on their race or the color of their
skin. Religion This can include unwelcome attempts to convert
people or mocking someone’s religion. It can also involve
invasive questioning or insensitivity to religious observances
like holidays, prayer time, or religious dress. National Origin

Making jokes about a person’s country of origin or ethnicity,
making offensive comments about someone's accent, or teasing
someone about their “weird” name are examples of harassment
based on someone's ethnicity or national origin. Can also
involve insisting that they “speak English!” or telling someone
to “go back where you came from.” Social Class This includes
biased comments about someone’s income level, the
neighborhood in which they live (“you make it to work without
getting shot?”), or their educational background are examples of
harassing behavior toward someone based on their
socioeconomic status. Weight and Height This can include
making jokes and offensive remarks or weight-shaming. It may
also involve making unwelcome remarks about someone’s size
as it pertains to their dating life, eating habits, or health.
Source: University of South Carolina – October 2021
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Syllabus – HMSV 490 Internship III – Fall 2022 – Page 1
Department of Public Health and Human Services
Human Services Program

Human Services Internship III
Fall Semester 2022
(HMSV B490) CRN 28904
PLEASE READ THIS SYLLABUS CAREFULLY. YOU ARE
RESPONSIBLE FOR ITS CONTENT.
Required Materials/Texts:
This course does not have a required textbook. All students are
expected to carefully read and have a
thorough understanding of the information provided in the
internship manual. You are responsible for its
content and it also contains all of the required forms you need
for this course. The internship manual can
be located in the course documents section. This course has
required learning modules which must be
completed. Learning modules can be located on Blackboard.
Course Description
HUMAN SERVICES INTERNSHIP III AND CAPSTONE
SEMINAR (3 credits)

(Prerequisite: HMSV B298 or permission of Instructor)
The application of theoretical foundations and human service
principles in a supervised human service setting.
Requires at least 120 hours of service; completed learning
modules; three phone, zoom or in person interviews
with the instructor; a professional portfolio with multiple
elements required, and a Capstone Essay that
concepts, and principles of practice at a higher level
Office: Beaufort campus, Grayson Hall rm 102
E-mail: [email protected]
Phone: 843-364-8421
Office Hours: Tuesday and Thursday 10 am – 1 pm
EST, or phone, zoom or in person by appointment
Credit Hours: 3
Prerequisites: HMSV 298 or permission of instructor.
Professor Sarah Hull, MS Instructor:
mailto:[email protected]

than in the previous internship. Students will also submit their
Human Services Portfolio for final review along
with necessary documentation.
Course Objectives: The purpose of this course is to provide an
opportunity for students to apply
theoretical foundations and human service principles in a
supervised human service setting. You will
learn how to work collaboratively with area
agencies/organizations to meet the needs of the
community and connect human service concepts/theories to
practice.
STUDENT LEARNING OUTCOMES
Students who pass the course with a “C” grade or better will be
able to:
1. Explain, in a capstone essay, the relevance of concepts from
the perspectives of psychology, sociology, and
human services.
2. Submit a professional portfolio for review that follows
program guidelines.
3. Attend their field placement regularly.

4. Arrive punctually at their field placement. (Maintain
prescribed work hours.)
5. Demonstrate professionalism by wearing proper attire and
grooming himself/herself for work.
6. Identify and employ a positive asset-based approach toward
program participants, and consumers.
7. Identify and employ a positive asset-based approach toward
colleagues and agency staff.
8. Comprehend and follow instructions and policies and
procedures.
9. Express enthusiasm pertinent to the overall mission and
activities of their organization
10. Adjust to changes in assignments and schedules.
11. Accept constructive criticism concerning duties and
responsibilities.
12. Carry out assignments per instructions.
13. Function independently.
14. Use basic computer software as well as other forms of
technology.
15. Abide by standards for professional ethics.
16. Obtain a satisfactory rating from their internship supervisor
per their potential as a candidate in their

organization for a job opening with similar duties and
responsibilities to the internship.
17. Engage in activities that promote and benefit the region.
(QEP, Students Connected, SLO 3)
Students Connected
USCB aims to expand and enhance the rigorous, experiential
academic environment. This course
provides knowledge and skills for experiential learning and
community engagement as part of USCB’s
Quality Enhancement Plan (QEP), Students Connected. Students
taking this course may be required to
devote time outside of the classroom to hands-on experience. In
this course, you will complete at least
one assignment addressing the Students Connected learning
outcome(s) listed below. Your instructor
will guide these efforts as the semester unfolds.
Students Connected Learning Outcome:
SLO 3: Students will engage in activities that promote and
benefit the region

The student learning outcome will be demonstrated through the
completion of the internship services
and agency evaluation, the professional portfolio, and as well as
the capstone essay.
Participation/Attendance
All students enrolled in this course must participate in this
course by posting discussion board posts on
or prior the due date. Students are expected to post a reply and
respond to at least one other student on
the discussion board. Discussion board assignments submitted
more than one week after the
assignment due date will not be accepted and will receive 0
points even if turned in.
Requirements
PRIOR TO BEGINNING YOUR INTERNSHIP OR FIRST
WEEK

✓ At the directed time, set an appointment for an initial
telephone interview with Professor Hull
which can be found in the welcome email. Do this as soon as
possible so that you can begin
the internship process. To prepare for your interview, carefully
review this syllabus and the
USCB Human Services Internship Manual which can be found
in the Course Content section
of Blackboard so that you can ask questions and raise concerns.
✓
*Please note that your site/agency supervisor must hold a
Bachelor’s degree or higher in human
services or a closely related field.
The Application for the Internship must be submitted for the
approval of the Internship
Coordinator before the start of the semester and prior to any
other action.
Submit the required forms prior to or during the first week of
the internship course. These forms
are on a Consolidated Form and include:

1) the Job Description Form signed by the student and the site
supervisor;
2) the Internship Work Plan signed by the student and the site
supervisor.;
3) the Disclosure/Conflict of Interest Form; and
4) the Indemnification/Hold Harmless Form signed by a
representative of the host agency.
All required forms and other key forms to document your
internship hours can be found in the
USCB Human Services Internship Manual found in the Course
Documents section of
Blackboard. All forms must be scanned and submitted in the
assignment dropbox section
on Blackboard. Forms submitted by email will not be accepted.
✓ Receive Professor Hull’s permission via e-mail to begin the
internship once all required
forms are submitted.
SINCE THESE FIRST THREE STEPS TAKE SOME TIME, IT
IS BEST TO BEGIN THE

PROCESS BEFORE THE SEMESTER BEGINS. REMEMBER,
YOU ONLY HAVE 14 WEEKS
TO COMPLETE ALL ASSIGNMENTS AND THE 120 HOURS
OF DOCUMENTED SERVICE.
ALSO REMEMBER THAT MR. LEADEM HAS OTHER
DUTIES AND RESPONSIBILITES
BESIDES THIS COURSE AND GETS SEMESTER BREAKS
AND HOLIDAYS OFF TOO. IT IS
REASONABLE TO ASSUME THAT HE WILL GET BACK TO
YOU WITHIN ONE BUSINESS
DAYS WHEN THE UNIVERSITY IS IN SESSION.
DURING YOUR INTERNSHIP
✓ Participate in three phone, zoom, or in person interviews with
Professor Hull. These
interviews and seminars will allow you to interact with your
professor and discuss all aspects
of the internship. You will be asked to schedule an interview
time by an email for each

session. Failure to schedule and keep an interview appointment
or attend the seminars will
result in a zero for that assignment.
✓ Participate in all online seminars which are included in the
Modules for this course. Each
Module provides explicit instruction for completing the required
assignments. These can
include reviewing a written lecture or video, and submitting
required forms, taking a short quiz
or writing response papers or discussion posts and posting
replies to other student posts. These
response papers and replies for the seminars must be posted on
the Discussion section of
Blackboard. The questions for the response papers, guidelines,
and due dates for are listed later
in this syllabus.
AT THE END OF YOUR INTERNSHIP (5 items total)
✓ Submit the final three required forms. These include:
1) the Internship Time Sheet with your total number of hours
noted and signed by both the

student and site supervisor;
2) The Agency Evaluation of the Student Form signed by the
site supervisor; and
3) the Intern Evaluation of the Host Agency Form . (These
forms are available in the USCB
Human Services Internship Manual in the Course Content
section of Blackboard.
✓ Submit the required Capstone Essay and your Professional
Portfolio. The guidelines and
due date for these two requirements are listed later in the
syllabus.
Grading Policies
IF ASSIGNMENTS ARE TURNED IN BY THE DUE DATES
LISTED IN THE SYLLABUS, GRADES
ARE TYPICALLY POSTED IN THE BLACKBOARD GRADE
BOOK WITHIN 3 BUSINESS DAYS OF
THE DUE DATE.

1. Internship Paperwork (10 possible points)
Prior to beginning your internship and at the end of the
internship students must submit the required paperwork
as specified in the Internship Manual and by the deadline stated
in this syllabus. No student may begin
internship before the initial internship paperwork is submitted,
reviewed, and approved. Students will receive an
email once paperwork is cleared stating that they are approved
to begin the internship.
2. Phone Interviews (30 possible points, 10 points each)
For each failure to schedule and participate in a phone, zoom or
in person interview with Professor Hull, 10
points will be deducted from your total number of course points.
3. Online Discussion Boards and Response papers (50 possible
points)
During the semester 5 online seminar assignments will be
posted in the Discussion Board on Blackboard to
which you are required to respond. For each of these
assignments a request for information, question or topic

will be given and must be responded to by the posted deadline.
The response papers are considered college
papers and need meet college writing standards. This means
they need to be written in logical sentences, in
paragraph form. Style, spelling and grammar count. The grading
scale for each assignment is as follows:
9-10=A, 8=B, 7=C, 6=D, 0-5=F
In addition, for the posted assignments on the discussion
boards, please respond to at least one classmate’s
posting for the week as well. Responses should be thoughtful in
nature, asking an applied question, or lending
additional applied information.
All discussion board assignments turned in after the posted
deadline will receive at least a 3point late penalty.
An additional 1 point per day penalty will be applied to
assignments that are turned in more than 3 calendar days
late (e.g., An assignment turned in 1, 2, or 3 days late will
receive a 3 point penalty. Assignments turned in 4, 5,
6, or 7 days late will receive 4, 5, 6, or 7 point penalties,
respectively). Please see Key Internship Dates on page
5 of this syllabus for due dates and deadlines.

4. Internship Service and Agency Evaluation (100 possible
points)
*The assignment partially fulfills the following SLO 3: Students
will engage in activities that promote
and benefit the region.
This course requires a minimum of 120 documented internship
hours at an approved site. Each student must
submit the following items:
1. A job description for this current semester. (Due at beginning
of semester.)
2. A signed hold harmless statement if one is not already on file
at USCB. (Due at beginning of semester.)
3. A timesheet that is signed by your site supervisor that
documents service hours. (Due at the end of semester.)
4. An evaluation of your internship performance signed by your
site supervisor. (Due at the end of the semester.)
5. An evaluation of the internship experience and site by the
student. (Due at the end of the semester.)
Note that these forms are available for download in the Course
Documents section of our course’s

Blackboard site.
Please see Key Internship Dates on pages 7-9 of this syllabus
for due dates and deadlines.
These items will be used to determine your points for the
internship service. The grading scale for this is as
follows:
90-100 points = A; 86-89 points = B+; 80-85 points = B; 76-79
points = C+; 70-75 points = C;
66-69 points = D+; 60-65 points = D; 0-59 points = F
**Please note: Failure to successfully complete the internship
hours and/or the internship experience (as
indicated by your site supervisor’s evaluation) may result in a
failing grade in the course.
Reflection Notebook
It is strongly recommended that you create and use a Reflection
Notebook during the semester. This
notebook will allow you to keep track of your internship
successes and challenges and examples of key
concepts, theories, and research from human services,
psychology, and sociology course work. Using

the notebook will help you immensely in preparing for your
phone interviews or seminars and also in
the writing of your final paper.
Human service professionals often keep notebooks or journals
about their work to be able to reflect on
it critically, improve their performance and assist in report
writing and preparation for supervision
meetings with their superiors. This notebook is not a required or
graded assignment, but you will find
it a very useful tool both in this course and in your career.
5. Capstone Essay (100 possible points)
*The assignment partially fulfills the following SLO 3: Students
will engage in activities that promote
and benefit the region.
This course requires a final paper that is a critical reflection on
the internship experience. It includes an
application of theories, concepts, and research from the
discipline of Sociology, Psychology, and Human

Services to analyze the experiential learning that took place
during the semester. Since this is your final
internship this final paper is regarded as your Capstone Essay
and an important statement about what being a
human service professional means to you. There is time
allocated during the last few weeks of the semester to
work diligently on this essay. The Capstone Essay is a
culmination statement of your academic career.
Here are the guidelines for the Capstone Essay:
The Capstone Essay is the final assignment turned in as part of
BHSV 490: Internship III and Capstone Seminar. Its
purpose is to provide a culminating reflection about what it
means for you to be a human services professional with
a degree from the University of South Carolina Beaufort.
At USCB, students completing the Bachelor’s degree in Human
Services are expected to demonstrate the
following:
1. An understanding of, and the ability to practice the asset
approach when working as a professional human

services provider.
2. An understanding of how an interdisciplinary approach that
includes the study of human services, psychology
and sociology together can guide and inform human service
practice.
3. An ability to actually apply human services knowledge,
skills, and professional ethics via experiences provided
in three internships.
4. An understanding of how changing socio-economic
conditions today are redefining the helping professions and
human services.
Your Human Services Capstone Essay should answer the
question:
1. “How would you describe yourself as a human services
professional?” by connecting your internship
experiences to program course work.
The essay should then include a discussion of the following:
2. How you apply the Asset Approach in your human service
practice.

3. How concepts and theories from the disciplines of human
services, psychology and sociology have helped
guide and inform your human service practice. (Be sure to give
at least one specific example from each
academic discipline. (i.e., one from psychology, one from
sociology, and one from human services)
4. How changing socio-economic conditions today are
redefining the helping professions and human services.
Although there is no page minimum or maximum requirement
for this paper, I would expect that to
thoroughly discuss each of the four items listed above it would
take a minimum of 2 pages for each section.
Failure to thoroughly address each section will result in a low
or failing grade for the Capstone Essay and
may result in a low or failing grade for the course.
In addition to the essay you should also include a one page
summary or abstract of the key points of your essay
in your Professional Portfolio (see below).
It is permissible for students to seek the assistance of the USCB
Writing Center while completing the

Capstone Essay/Final Paper. You may access information about
USCB's Writing Center at:
http://www.uscb.edu/academics/academic-success-
center/index/index.php.
5. Professional Portfolio (100 possible points)
The final requirement is the submission of the Professional
Portfolio. This document should have been started in
HMSV 180- Personal and Professional Development in Human
Services and will be due at the end of this
course. The grading scale for the portfolio is as follows:
90-100 points = A 80-85 points = B 70-75 points = C 60-65
points = D
86-89 points = B+ 76-79 points = C+ 66-69 points = D+ 0-59
points = F
The requirements for submitting the portfolio are the following:
Student Portfolio Components
1. Personal vision statement.*
2. Current resume.* (Should include internship experiences.)

3. Sample job application cover letter.*
4. Two personal or character reference letters.*
5. Capstone Essay Abstract (a one page summary of your
Capstone Essay).
6. Brief summary of Internships I, II, and III with Site
Supervisor Evaluations.
7. Two professional reference letters.
8. Professional Network (A list of those who know your work
with their contact information.)
9. Certificates, project documentation, photos or other items
that demonstrate personal and professional growth.
Be sure to keep you own copy of your completed portfolio for
your own use.
These items must be submitted on blackboard. Professor Hull
will keep this portfolio stored on blackboard,
and be sure to keep a copy for yourself.
Please see Key Internship Dates on page 9 of this syllabus for
due dates and deadlines. Please note that failure to
meet the deadline will result in a significant point penalty.

Items 1-4 followed by * must be/were submitted in HMSV 180:
Personal & Professional Development. All items
must also be submitted in HMSV 490: Internship III: Capstone
Seminar. Students who received credit from a
different university are also required to submit all of the items
above in their professional portfolio.
http://www.uscb.edu/academics/academic-success-
center/index/index.php
Final Grade (400 possible points)
The final grading scale is as follows:
385-400 total points = A 365-369 total points = C+ 300-349
total points= D
380-384 total points = B+ 360-364 total points = C 0-299 total
points = F
370-379 total points = B 350-359 total points = D+
Course Outline/Key Internship Dates

Date / Deadline Event/Activity
Week 1: 8/18/22-8/27/22 Read Module 1.
Module 1 assignments due.
Worth 10 points.
Schedule first phone interview with Professor Hull.
Watch email and Announcements for dates and times.
Work at internship site once all start-up paper work submitted
and
site approved by Professor Hull.
.
Week 2: 8/28/22-9/3/22
*Complete phone interview
_____________________________________________________
__
Read Module 2.

Module 2 assignments due- Internship Paper Work.
Begin keeping your Reflection Notebook.
Worth 10 points.
Week 3: 9/4/22-9/10/22
Response Paper 1 due
Read Module 3.
Module 3 assignments due- Discussion Board 3 (response paper
and classmate response).
Worth 10 points.
Work at internship site and make entries in Refection
Notebook.
Week 4: 9/11/22-9/17/22
Read Module 4.
Module 4 assignments due- Discussion Board 4.

Worth 10 points.
Work at internship site and make entries in Reflection
Notebook.
Week 5: 9/18/22-9/24/22 Read Module 5.
Module 5 assignments due- Discussion Board 5
Worth 10 points.
Continue to work at internship site and make entries in
Reflection
Notebook.
Week 6: 9/25/22-10/1/22
.
Read Module 6.
Reflection
Notebook.
Week 7: 10/2/22-10/8/22 Read Module 7.

Worth 10 points.
Week 8: 10/9/22-10/15/22
. *Complete phone
interview (the timing may
be adjusted)
Reflection
Notebook.

Read Module 8.
Schedule and have second interview with Professor Hull.
Reflection Notebook.
10/13-10/14: Spring Break
Worth 10 points.
Week 9: 10/16/22-10/22/22
Week 10: 10/23/22-10/29/22

Read Module 9.
Reflection Notebook
Read Module 10.
Reflection Notebook.
Week 11: 10/30/22-11/5/22
Week 12:
11/6/22-11/12/22
Read Module 11.

Reflection Notebook. Preparation for Professional Portfolio
and Capstone Essay well underway.
Read Module 12.
Schedule and have third interview with Professor Hull.
Worth 10 points.
Worth 10 points.
Week 13: 11/13/22-11/19/22
Week 14: 11/20/22-11/26/22
Read Module 13.
Continue to work at internship site and keep making entries

in Reflection Notebook.
Work on Capstone Essay and
Professional Portfolio should be well
underway. Read Module 14.
.
Week 15+: 11/27/22-12/2/22
SUBMIT Capstone Essay on or before 12/2/22 (this date may
be adjusted if you are a senior graduating this term, be on the
lookout from Professor Hull regarding your dates.)
Worth 100 points
Submit Capstone Essay and
Professional Portfolio.

Submit Professional Portfolio on or before 12/2/22 (this date
may be adjusted if you are a senior graduating this term, be on
the lookout from Professor Hull regarding your dates.)
Worth 100
points
Internship paperwork due Final internship forms including time
sheet, evaluation by your
site supervisor, and your evaluation of the host agency due on
or before 12/2/22. (this date may be adjusted if you are a senior
graduating this term, be on the lookout from Professor Hull
regarding your dates.)
Final Internship
Paper Work and
Evaluation worth
100 points.

University Policies
Academic Integrity
USCB Plagiarism Policy: Plagiarism, even a first offense, will
result in a failing grade for the course.
Each student is expected to be familiar with and adhere to the
requirements of the USCB Honor Code.
The honor code states that a student may not cheat on any quiz,
examination or other graded work, or
assist another person to do so. Cheating may include—but is not
limited to—direct copying of another
person’s work, use of unauthorized materials in exams and
quizzes or in any way representing another
person’s work as one’s own. In signing written works, whether
exams, projects or papers, the student is
certifying that they understand and have complied with the
Code of Academic Conduct. For more
information on campus policy, see the USCB Catalogue and/or
visit the USCB website at
www.uscb.edu. For more information on plagiarism, see

http://library.uscb.edu/plagiarism.htm.
Disability Services: If you have a physical, psychological,
and/or learning disability which might affect
your performance in this class, please contact Disability
Services at 843-208-8379 as soon as possible.
Disability Services will determine appropriate accommodations
based on medical documentation. Please
refer to the USCB Student Handbook, the USCB Bulletin, or the
USCB web site for more information
Counseling Services: USCB offers cost-free counseling to all
enrolled students. Licensed therapists are
here to help you address any issue that is causing you academic
or other life stress. Email
[email protected] or call 843-208-8379.
Inclement Weather: In case of inclement weather or other
extreme circumstances, all announcements about
USCB openings or closings will be communicated officially
through the University’s main web page
www.uscb.edu.
Check Blackboard for individual course changes due to official
delays.

Contacting Me
If you need help or would just like to talk with me, do not
hesitate. My office is virtual for this semester. I am also
happy to respond to your questions via e- mail
([email protected]) or by phone at 919-302-4347..
Common Internet Course Problems and
Solution
s
Many students take Internet-based courses like this one and
have no problems. However it is not unusual for at
least one student to have considerable difficulty with one or
more of the following problems:
Problem 1. Students rarely or never check their USCB email, so
they miss emails from the course instructor

about assignments, especially missing assignments.

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