9.3 The Value of Field Education
Field education refers to the opportunity to take what you learn in your human services coursework and apply your knowledge in a real-world setting. The opportunity to apply and practice your skills in the community is considered such an important part of human services education that it is a required component of all accredited human services programs. Fieldwork usually comes at the end of a degree or certificate program, and can be referred to by many different titles such as internship, practicum, or cooperative work experience and can differ depending on your program. Although the actual experience comes toward the end of your program, you can begin laying the groundwork for your fieldwork now.
The value of this part of education is crucial to any educational period in a student’s life. Still, for students who have marginalized identities, it is a different experience, as they enter the work field with different needs and expectations. They have higher possibilities of not being seen for their full potential of skills, being discriminated against, not being mentored, being asked to do things other students would not be asked to do, or even being overlooked for positions. As current providers and professionals, it is up to us to ensure that we continue to provide feedback and help students advocate for themselves. We must pre-screenings potential sites to help reduce and mitigate some of these barriers.
Conducting Informational Interviews
One of the best ways to explore different areas in the field is to conduct informational interviews. An informational interview is an informal meeting with someone who works either at a position you are interested in or at an agency you would like to explore. It gives you a chance to meet with a professional in the field and ask them questions about their work. You can begin these interviews as early in your program as you like, and they are a good way to get to know the local agencies and the work they do while you make contacts in the field.
Many instructors have guest speakers come to class to talk about their work and their agency. If one of these interests you, following up with an informational interview is a great way to find out more. This way, you can begin to create a list of possible sites for internships. Informational interviews can open the door to a more formal opportunity down the road.
Internships/Practicum Experiences
As mentioned above, field experience is considered such an important part of a human services curriculum that it is required in any accredited program. What this experience looks like depends on a lot of factors, including what type of certificate or degree is being offered, whether or not you are pursuing a specific specialty (such as substance use treatment), and what specific requirements exist within the college or university.
The number of hours and the length of the internship may vary, but generally a practicum will include specific experiences, such as shadowing employees, assisting with paperwork, attending meetings and trainings, and working one-on-one with clients.
Identifying Mentors
When making academic decisions and career plans, having a mentor with similar goals is helpful. A mentor is an experienced individual who helps to guide a mentee—the less experienced person seeking advice. A good mentor for a student engaged in academic and career planning is someone knowledgeable about the student’s desired career field and who is perhaps more advanced in their career than an entry-level position. This is a person who can model the types of values and behaviors essential to a successful career.
Your college or university can connect you with a mentor through an organized mentorship program or the alumni association. If your college lacks an organized mentor program, you may be able to reach out to family friends who work in your field of interest, search online for a local professional association or organization related to your field (some associations have mentorship programs as well), or speak to the professors who teach the courses in your major. You may also find a mentor through your informational interviews.
Look for a mentor who will challenge you to grow professionally and personally, and will cause you to expand the way you look at the field as a whole. Consider your language skills, cultural experience, the kind of experience you need, the populations and communities you wish to expose yourself to, or the type of professional you would like to align yourself with. This is an opportunity to network with individuals you may not consider part of your work life now but who are in fields you want to grow into as you gain more experience.
When you’re looking for a mentor to help you develop professionally and personally, several essential factors can help you find the right match.
Consider your language skills and cultural background: Finding a mentor who shares your cultural background can provide a unique perspective and benefit your professional growth. By working with someone who understands your cultural experiences and challenges, you can gain insights that may only be available from someone within your community. This can be especially important if you are part of an underrepresented group in your industry or field.
Identify the type of experience you need: Do you need specific skill development or seek broader guidance on navigating your industry or field? This can help you find a mentor with the expertise and experience to help you achieve your goals.
Consider the populations and communities you want to work with: Finding a mentor with experience working with these groups can be especially helpful if you plan to work with underrepresented populations. They can guide you in building relationships, navigating complex cultural dynamics, and avoiding common pitfalls.
Think about the type of professional you want to work with: Do you have a particular industry or company in mind? Finding a mentor with experience in your desired field can help you achieve your career goals because they can provide you with insights and advice specific to that industry or company.
One of the benefits of finding a mentor is networking with individuals who can help you develop and grow in your field. By considering these factors, you can find a mentor who is a good match for you and can help you achieve your career goals. Remember to write in a way that is easy to understand by keeping your sentences short and direct, using everyday language, and trying to use an active voice.
https://www.youtube.com/watch?v=3HDh4o6JpTU
Thinking About Fieldwork
As mentioned elsewhere in this section, you can begin preparing for your fieldwork at any time during your program. Here are some examples of how students have identified possible internship opportunities:
- Katelyn was conducting an informational interview as part of a class assignment. She chose to interview the director of a local agency she was interested in. The director identified documentation skills as one of the most challenging aspects of the work. Katelyn mentioned a documentation format she was learning in one of her classes. The director asked if she had an example, and Katelyn gave her one of her recently completed assignments. The director was so impressed with Katelyn’s documentation skills that she invited her back for an internship when she was ready. Katelyn reached out the following year and was accepted immediately. Having a clear example of your work in a central location is a good idea. Have both electronic and hard copies available if possible. Many would say why would you have a hard copy in a digital world? Well, not all agencies you will work in digital formats and many times you have to carry files with you in the field in hard copy formats. Knowing how to read and write in at least two different kinds of note taking styles is also recommended. DAP and SOAP notes are two different styles of formats you can use to take notes in.
- Zakir had to create a presentation about a local agency for his community resources class. He had just heard about the first recovery-based high school to open in the area, and he was excited to learn more. He researched the high school and arranged to visit and meet with the principal. During their discussion, he found out that the school was still looking for recovery mentors to work with students on both academic issues and recovery challenges. Zakir, in recovery himself, asked whether they would be open to an intern. The following academic year, he became one of the first recovery mentors to work with their students. The high school now actively recruits mentors from the human services program each year. An important aspect of this was Zakir’s personal connection to the students in this high school. A recovery mentor position could require not only knowledge of the students in need of support with recovery from substance use disorders but personal knowledge of what this is like.
- Gabriela’s Introduction to Human Services instructor offered extra credit to students who attended a monthly meeting of the local information and referral services group. The meeting was once a month at 7:30 a.m. Although the early-morning meeting was a challenge, Gabriela decided to attend and introduced herself as a human services student. After the meeting, several attendees representing local agencies mentioned to her how impressed they were by her eagerness and interest. Several offered her their business cards and stated their willingness to be a resource to her in the future. She now had personal contacts at several agencies to refer to when looking for an internship site. Consistent and active networking is one of the biggest skills that agencies want to see in their providers. These are skills that they not only need in their work field but skills they would like to help reinforce in the clients they work with on a daily basis.
Be aware of opportunities in your own education to make connections. You never know when one of these connections can become a great fieldwork opportunity!
Licenses and Attributions
Open Content, Shared Previously
“Identifying Mentors” from Baldwin, A. (2020). 4.4 Managing Change and the Unexpected. In College Success from OpenStax, licensed under CC BY 4.0. Adaptations by Elizabeth B. Pierce include: concluding sentence. Revised by Martha Ochoa-Leyva.
Figure 9.6. Women of Color Research Network Discusses: The Importance of Mentoring by National Institute of Biomedical Imaging and Bioengineering is licensed under CC BY 3.0 Unported.
Open Content, Original
“The Value of Field Education” by Yvonne M. Smith LCSW LCSW is licensed under CC BY 4.0.
“Thinking About Fieldwork” by Yvonne M. Smith LCSW LCSW is licensed under CC BY 4.0.
a credit class in which students apply theory to practice by using what you have learned in coursework in a real world setting with a supervisor/mentor who is invested in the student’s growth and development.
a professional field focused on helping people solve their problems.
an academic rank conferred by a college or university after completion of a specific course of study.
a credit class in which students apply theory to practice by using what you have learned in coursework in a real world setting with a supervisor/mentor who is invested in the student’s growth and development.
a credit class in which students apply theory to practice by using what you have learned in coursework in a real world setting with a supervisor/mentor who is invested in the student’s growth and development.
an informal meeting with a professional in the field
an experienced individual who helps to guide a mentee, the less experienced person in their learning and growth.