Abstract:

Research findings reveal that mental health counseling fieldwork programs are experiencing three problems in the learning process. First, there is inconsistent application of systematic learning instruments. This lack of structure prevents interns from having a clear understanding of their roles and responsibilities. Second, the lack of supervisory training for university fieldwork personnel makes it more difficult to form productive relationships between interns and site administrators who supervise them. Finally, there are pressures from federal, state, and professional organizations who require evidence of student learning outcomes in fieldwork placements.
Two instructors at Touro College developed two systematic instruments which may help address these issues. These instruments serve as assessment tools which enable interns, college supervisors, and site supervisors to work collaboratively to improve student learning. One instrument is based on self-regulation principles in which interns monitor and evaluate their field experiences. College and site supervisors apply this instrument to determine if interns are achieving their required learning goals. The second instrument is a post-internship survey enabling interns and all field supervisors to evaluate the extent of student achievement in reaching internship goals. The results of these surveys provide empirical data for mental health counseling supervisors to modify program practices when necessary.
These instruments need to be tested to measure validity and reliability in order to determine whether they have the potential to address problems in the mental health counseling internship programs.

Keywords:

Mental health counselling internship, learning instruments.