Graduate Clinical Intern Role

Phase 1: On Site (September-October) 

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Phase Overview

In this phase, Graduate Clinical Interns will begin engagement with their assigned school site and develop essential relationships within the school environment. Collaborating with their task supervisor and field instructor, interns will identify learning objectives and begin providing support to clients.

Phase Objectives

  1. Begin engagement with assigned school site and develop school relationships

  2. Develop understanding of role in specific school team

  3. Explore current school processes

  4. Collaborate with task supervisor and field instructor to identify learning objectives and complete learning documents

  5. Begin supporting clients

Resources

STEP 1

School Engagement

Become familiar with assigned school setting, focusing on building relationships with students, staff, and families while actively participating in school activities and events.

    • Obtain room/space keys/access items from school point person

    • Learn room/space and campus access/check-in process

    • Learn necessary navigation information, including location of staff parking, restrooms, and mailboxes

    • Obtain district email and be added to school-wide email listserv

    • Add name and phone number to safety alert system

    • Engage in personal introductions to build relationships with staff, students,
      and families

    • Engage with students and staff (during structured time, recess, lunch, and passing) to build relationships, develop trust, discover interests, and identify areas of concern

    • Connect with Family Navigator and school staff to learn about making referrals to outside agencies

    • Seek opportunities to assist with implementation of Tier 1 (school-wide), Tier 2 (group), and Tier 3 (individual) interventions, including school-wide initiatives, community events, workshops, groups, and individual counseling

    • Participate in school activities and events

STEP 2

Collaboration and Supervision

Graduate Clinical Interns will work closely with their task supervisor and field instructor to identify learning objectives and ensure preparedness to begin providing support to clients.

    • Schedule regular meetings with task supervisor and field instructor

    • Schedule individual and group supervision with field instructor

    • Share schedule with task supervisor, field instructor, and other staff

    • Communicate absences with supervisor

    • Attend COST meetings and other multidisciplinary meetings (eg., PBIS, MTSS, IEP, 504, Student Success/Support Team [SST], School Attendance Review Board [SARB], School Attendance)

    • Review Team [SART] meetings

    • Attend regular meetings with task supervisor and field instructor, prepared to reflect on experiences, ask questions, and plan for follow-up meetings
      with supervisor(s)

STEP 3

Learning and Development

Ensure the essential clinical foundation to prepare to provide clinical services in a school setting.

    • Meet with field instructor to review core competencies, determine learning activities, discuss goals, and complete learning agreement

    • Reflect on personal growth as a professional within the mental health field

    • Develop understanding of the differences between mental health specialist, school social worker, school psychologist, academic counselor, and behavioral health specialist

    • Increase awareness and understanding of early learning and
      prevention services

    • Attend professional development trainings

    • Review and become familiar with consents and release of information forms

    • Develop understanding and knowledge of Special Education and related supports for special groups: 504, homeless, migrant, ESL, LGBTQIA+, military families, foster youth

    • Understand basic knowledge of trauma and how adverse childhood experiences and toxic stress impact behaviors

    • Develop understanding of the purpose of the culminating project, and begin exploring ideas

    • Learn the components of the bio-psycho-social assessment and other assessment tools

    • Explore various resources and materials in preparation for student encounters and interventions (including but not limited to consulting with task supervisor, field instructor, school staff, books, guides, and online resources)

    • Develop understanding of COST team and how it is coordinated at assigned school site

    • Learn about the universal referral system at assigned school site and how student support referrals are received

STEP 4

Student Support and Intervention

Through hands-on experience and guided supervision, interns will build their caseloads, facilitate both individual and group sessions, and build documentation skills.

    • Consult with task supervisor and field instructor to build student caseload

    • Schedule and facilitate 1:1 counseling sessions with non-Medical clients

    • Learn how to integrate mental health and wellness services into a school setting utilizing a Multi-Tiered System of Support approach

    • Work to effectively facilitate group workshops:

      • Collaborate with task supervisor to conduct school site needs assessment to determine potential workshop topics

      • Identify, refine, and build workshop curriculum

      • Identify group members and disseminate consents for group workshops

    • Effectively provide presentations and/or psychoeducation

    • Learn how to register students for school-based mental health and wellness services at assigned school site

    • Learn how to document services provided for individual and group workshops

    • Apply the Social and Emotional Learning (SEL) Core Competencies

    • Gain confidence in supporting escalated individuals