3. What to do now
• Schedule a sit-down meeting with your direct
supervisor
• In that meeting, discuss onboarding requirements,
work schedule, learning objectives, initial
assignments, other expectations
• Edit learning objectives memo based on
conversation with supervisor
• Draft a description of your first assignment to use in
your confidentiality exercise (due. Jan. 14)
• Provide final learning objectives and draft
confidentiality exercise to supervisor
4. What to do during the
semester
• Check Blackboard at least weekly, and do
your assignments (under Weekly Reflections)!
• Record your work time at the end of workday
(on the Excel spreadsheet provided).
• Write journal entries as required.
• Interact with your group members regularly.
• Be proactive about scheduling regular
meetings with your supervisor to check in, and
midterm and final evaluation meetings.
• Talk to me if you have any difficulty.
5. What to do at the end of
the semester
• Check End of Semester Checklist on Blackboard to
ensure you are on track to complete all
requirements; catch up.
• Schedule an end-of-semester meeting with your
supervisor to discuss your evaluation and closing out
your projects.
• Schedule exit interviews with me (Google
calendar).
• Submit final timesheet.
• Submit evaluations of placement/program.
7. Client Interviewing Skills
• Active listening
o Eye contact
o Nodding/responding
o Repeat back what was said, but in your own words
o Reflect back client’s feelings by stating your interpretation
o Reassure/inform
• Structuring the interview
o Ask for a general description of “why we’re here.” Summarize your
understanding of it.
o Allow client to tell their story, but if necessary, keep them on track with
prompts (“and then what happened?”).
o Based on what you’ve learned, go back and probe for detail.
o Conclude with a summary of the situation, and what should happen next.
8. Client Interviewing Skills
Question types
o Open-ended questions
• Encourage sharing information not already known
• Avoids skewing data you receive
• Useful to start out an interview
• Keep the client talking with “…and then what? What else? Do you
have anything to add to that?”
o Narrowing questions
• Help to jog the client’s memory for more detail
• Useful to probe for additional information once you have the basic
outline
o Yes/no questions
• Zero in on a detail that you need to know one way or the other
o Leading questions
• Risk distorting information
• Avoid unless needed to confirm information, or obtain information
client is reluctant to admit
9. Method
• Identify students who have had a field
placement before.
• Wherever possible, pair a new field
placement student with an
experienced one.
• “Senior” student interviews “new”
student about learning objectives.
• Present “new” student (background,
placement, objectives) to whole group
• If time: “new” students ask “senior”
students about their objectives
10. Now what?
• Bring a draft of the learning objectives memo with you to
discuss in your first meeting with your supervisor.
• Do not just ask them to “sign off” on the objectives.
Provide just the first page of the Learning Objectives
memo to your supervisor so they understand their role in
this process.
• Engage your supervisor on the contents of the memo.
o Are these realistic?
o What tasks will help?
o Confirm work schedule/schedule change preferences.
• Write it down!
• Submit the objectives memo by Jan. 14.
12. Method
• Locate your assignment on your
Blackboard group page.
• What information do you need?
Brainstorm the questions to ask for this
assignment.
• What are some good ways to make sure
you get the information you need,
generally? Strategize.
• Report back to whole class on two or
three strategies.
15. Method
• Use your “Assignment” scenario
as the background
• Pick “supervisor” and “student”
• Locate your role summaries on
Blackboard group page
• Role play
• Discussion
• Report back on strategies
16. Part I: Role Play
Act I: The extern catches the supervisor off-
guard in the hall. The extern must succeed
in getting the supervisor to agree to sit
down in a meeting to discuss feedback on
the selected assignment in detail.
Act II: The supervisor and extern are in the
prearranged meeting, and discussing
feedback on the assignment.
17. Part II: Discussion
Act I
o What are some strategies for getting the
supervisor to give the level of feedback you
need to learn something from it?
Act II
o Comment on the tone of the student in
responding to criticism. If you were the supervisor,
what impression would you get? Would it make
you feel uncomfortable?
o Did the extern get constructive criticism about
how to do better? What strategies can you
come up with for getting that information?
Report back on 2-3 strategies.
20. Problem Solving
• Locate your hypotheticals on
Blackboard group page
• Volunteer: read each hypothetical
aloud. For each one:
o Brainstorm the issues this raises.
o Identify possible solutions.
o Develop a plan of action.
• Pick one of these to present to whole
class.
