{"id":80,"date":"2016-10-12T22:47:48","date_gmt":"2016-10-12T22:47:48","guid":{"rendered":"https:\/\/mcgillclinicaleducation.ca\/?page_id=80"},"modified":"2017-02-22T20:42:54","modified_gmt":"2017-02-22T20:42:54","slug":"activity-2-2-an-interns-roles-and-responsibilities","status":"publish","type":"page","link":"https:\/\/mcgillclinicaleducation.ca\/?page_id=80","title":{"rendered":"Activity 2.2: An Intern’s Roles and Responsibilities"},"content":{"rendered":"

This activity begins with a statement of the roles and responsibilities of the various stakeholders in the field placement. There is a particular focus on the intern\u2019s roles and responsibilities which is followed by a video clip of an intern introducing himself to a client. You are then asked to reflect on your reactions to the video clip.<\/p>\n

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\nRoles and Responsibilities<\/a><\/p>\n
\n

Translated and adapted from Villeneuve, L. (1995). Cahier d’encadrement du stage supervis\u00e9<\/em>. Montreal: Editions Saint-Martin, p. 23-24.<\/p>\n

\n\n\n\n\n\n\n\n
\n

\n<\/td>\n

\n

Educational institution<\/strong><\/p>\n<\/td>\n

\n

\n<\/td>\n

\n

Field site \/ clinical site<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Stage<\/strong><\/p>\n<\/td>\n

\n

Coordinator, teacher or consultant<\/p>\n<\/th>\n

\n

Student \/ intern<\/p>\n<\/th>\n

\n

Coordinator or supervisor<\/p>\n<\/th>\n<\/tr>\n

\n

Choice of placement<\/strong><\/p>\n

Familiarization with training program objectives<\/p>\n

Determination of intervention focus and placement site<\/p>\n

Placement project*<\/p>\n

Pre-placement interview<\/p>\n

Placement confirmation<\/p>\n<\/td>\n

\n

Sees to application of norms and policies<\/p>\n

Advises teachers and students of program objectives<\/p>\n

Harmonizes expectations of program officers and placement facility<\/p>\n

Creates bank of field\/clinical sites referencing training program requirements<\/p>\n

Verifies quality of support provided by placement site<\/p>\n

Provides career guidance for students and helps them choose placement and training content<\/p>\n

Preps student for pre-placement interview<\/p>\n

Pairs student with a field supervisor<\/p>\n

Forwards letter of agreement to placement facility<\/p>\n<\/td>\n

\n

Learns about standards and policies<\/p>\n

Chooses placement in light of program objectives<\/p>\n

Prepares placement project (CV, objectives)<\/p>\n

Informs supervisor of expectations: motivation, objectives and type of support desired<\/p>\n

Justifies choices: intervention focus, field\/ clinical site, supervisor<\/p>\n

Has assignment confirmed<\/p>\n<\/td>\n

\n

Learns about objectives, standards and policies<\/p>\n

Checks consistency of stakeholders’ objectives before approving contract<\/p>\n

Recruits and selects supervisors; sends roster of supervisors to educational institution<\/p>\n

Checks quality of field\/clinical site (human and material conditions, support resources)<\/p>\n

Makes arrangements with own supervisor: lighter workload, time to spend supervising, institutional support, etc.<\/p>\n

Presents placement project (aim, activities, type of supervision, schedule, etc.)<\/p>\n

Takes note of student’s project; clarifies and adjusts as needed<\/p>\n

Informs student of own concept of placement, intervention and supervision<\/p>\n

Informs institution of pairing; forwards agreement<\/p>\n<\/td>\n<\/tr>\n

\n

Placement Stages<\/strong><\/p>\n

Beginning of placement<\/p>\n

Mid-term<\/p>\n<\/td>\n

\n

Deals with problem situations<\/p>\n<\/td>\n

\n

Contacts field or clinical site (about site and intervention focus)<\/p>\n

Draws up learning contract<\/p>\n

Tours site<\/p>\n

Prepares supervisory conferences (files, materials required)<\/p>\n

Engages in placement activities<\/p>\n

Evaluates objectives and activities; adjusts if necessary<\/p>\n

Participates in mid-term evaluation<\/p>\n<\/td>\n

\n

Deals with problem situations<\/p>\n

Supervisor welcomes student and explains standards, policies, vocation and intervention focus of field or clinical site<\/p>\n

Helps draw up contract<\/p>\n

Assigns cases<\/p>\n

Prepares supervisory conferences; coaches student<\/p>\n

Evaluates supervisor’s role and placement objectives and activities; adjusts if necessary<\/p>\n<\/td>\n<\/tr>\n

\n<\/p>\n

End<\/strong><\/p>\n

End-term evaluation and overall assessment<\/p>\n

*The placement project is put together before or after the pre-placement interview, depending on the educational institution.<\/p>\n<\/p>\n<\/td>\n

\n

Receives comments from teacher and placement site officer on how process will unfold<\/p>\n

Make summative evaluation of student<\/p>\n

Receives supervisor’s and student’s reports<\/p>\n<\/td>\n

\n

Closes files<\/p>\n

Evaluates placement\/ clinical experience<\/p>\n

Hands in placement report, as well as journal, observation worksheets and recordings, if required<\/p>\n<\/td>\n

\n

Guides student until files are transferred out; submits report and final evaluation<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n<\/div>\n<\/div>\n

\nGuidelines<\/a><\/p>\n
\n

Supervisors sometimes tend to forget that students, too, have responsibilities in the supervisory process. To inform them about those responsibilities, it may be helpful to distribute guidelines (e.g. during orientation). Here are some general guidelines that pertain to observation and confidentiality as well.<\/p>\n

General Expectations<\/strong><\/p>\n

The student should:<\/p>\n