PS407 Field Placement in Psychology

for FA 2010

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


PS 407 Field Placement in Psychology


FA 2010 HOX


Cowley, Brian J.


Professor and Chair of the Psychology and Sociology Department


B.S. - Psychology - Utah State University
M.S. - Behavior Analysis and Therapy - Southern Illinois University at Carbondale
Ph.D. - Developmental and Child Psychology - University of Kansas

Office Location

Mabee 225B - Parkville Campus

Office Hours

T & R 9:00-10:00 AM & 11:30 AM-12:30  PM

Daytime Phone


Other Phone





Semester Dates

August 16, 2010 to December 10, 2010

Class Days


Class Time




Credit Hours



Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
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Course Description:
PS 407 Field Placement in Psychology: Supervised field placement in an agency specifically concerned with applications of psychology. Variable credit: 3-6 hours. Prerequisites: major in Psychology, permission of the instructor, and junior or senior standing.

Educational Philosophy:
My educational philosophy is based on bringing the student to the table for critical thinking. A variety of teaching methods are employed according to the learning objectives and the available environmental setting. Students will be required to engage, explore, explain, elaborate, and evaluate topics about the history of psychology.

Learning Outcomes:
  Core Learning Outcomes

  1. To examine the role of the student vs. the role of the professional
  2. To conceptualize the opportunities and challenges faced by field placement students.
  3. To discover professional identity in the field through skills and character examination.
  4. To critically analyze field placement roles: the supervisors, the student, and those supporting your field placement.
  5. To apply ethical and legal considerations in the field placement experience which may include but not be limited to: confidentiality, diversity, and assessment
  6. To apply the skills needed to be effective in working with a culturally diverse clientele.
  7. To examine the field placement experience in the context of career/life roles
  8. To demonstrate insight into theoretical understanding vs. applied knowledge in psychology

Core Assessment:
Core Assessment- Reflection Essay Exam

The Core Assessment for the course is a Reflection Essay Exam. This reflection essay exam will be written during your proctored final exam. Students should have filled out the proctor form and made arrangements for testing during Week 8. Students will have 2 ½ hours to complete an open book/open notes (journal notes from course- for example) reflection essay exam.

 The purpose of the summary reflection essay is for students to critically think about their field experience in relation to the core learning outcomes. A reflection essay should take into account their prior educational experiences in psychology, and reflect on each of the eight core learning objectives. The field placement reflection essay exam (core assessment) is worth 31 points distributed as follows (students should examine the full rubric for more clarification/detail on grading criteria):

Reflection Essay Exam: Core Learning Outcomes to be addressed in student’s writing
Points Eligible
Student should competently analyze and Evaluate the following learning outcomes : 1, 4, 3 ,2 ,& 7
Students should competently apply the following learning
outcomes : #5,#6,#8
Students should competently fulfill the technical quality of the paper and apply outcomes: #1 & #8

Reflection Essay Exam General Guidelines:
  • Writing should be a critical analysis of the field experience. Students should not just report issues- but discuss how they relate to their study of psychology over the course of their psychology studies and program.
  • Include an examination of all eight topics approached in the core learning outcomes. Students should identify challenges and opportunities in each core learning objectives (listed above) during the field experience. Students are encouraged to use headings to clearly identify the learning objective areas and their reflections.
  • Students should examine the following: What were areas of personal and professional growth? What insights were gained in terms of the field in relation to your contributions at the field site and sharing with peers online? Reflect upon any lessons learned in relation to the eight learning objective areas in the field and in one’s psychology coursework.
  • See the Grading Rubric for the Reflection Essay Exam (next).

Link to Class Rubric

Class Assessment:

As a part of the degree requirements for a Bachelor of Arts in Psychology our students must complete a field placement. The field placement is a practical work experience to allow psychology majors to gain a better understanding of psychology in the real world, and also to explore career options. The requirements for the students enrolling in PS 407, Field Placement in Psychology, are to:

·         Seek out and contact an organization that provides services in the area of the student’s interests.

·         Meet with the organization and discuss opportunities and responsibilities. These responsibilities should provide practical and relevant experience, i.e., student should not be used for secretarial nor clerical purposes.

·         Have the organization send an acknowledgment letter (on their letterhead) to the supervising professor in the Psychology Department at Park University detailing responsibilities and awareness of field placement requirements, e.g., 135 hours. This should be completed before beginning field placement.

·         Complete 135 hours. Training hours may be included within the 135 hours.

·         Maintain a daily journal providing documentation that the 135 hour requirement has been satisfied and allowing an opportunity to reflect upon the experience.

·         Have the organization send a final letter at the completion of the field placement to verify hours and evaluate the student’s performance.

·         Complete a summary paper (6-8 pages) detailing what was learned during the experience. This will be submitted to the supervising professor along with the daily journal.






Timely submission of: acknowledgment letter, completion letter, supervisor evaluation, journal and summary paper. Strong positive evaluation, summary paper is appropriately done (length, content, format).


Timely submission of: acknowledgment letter, completion letter, supervisor evaluation, journal and summary paper. Positive evaluation, summary paper is appropriately done (length, content, format). Reductions may be due to issues of timeliness, professionalism, quality of submitted items.


Timely submission of: acknowledgment letter, completion letter, supervisor evaluation, journal and summary paper. Fair evaluation, summary paper is appropriately done (length, content, format). Reductions may be due to a combination of issues of timeliness, professionalism, quality of submitted items.


Deficiencies, e.g., missing assignments, or minor violations of professional behavior.


Deficiencies, e.g., missing assignments, or major violations of professional behavior.

Late Submission of Course Materials:

Any assignment turned in after the date it is due can be given up to half credit for that assignment. No course materials will be accepted after the last class meeting.

Classroom Rules of Conduct:

  • Attend class and be prompt. Roll will be checked during each class period. It is your responsibility to make up anything missed in class and that your scheduled assignments are submitted on time.
  • Be prepared for class. This means that you have read the assigned readings and are prepared to discuss them. This course will consist of class discussion, small group discussion, service learning, lecture, and outside of class experiences. You are expected to take part in the discussions and group work. Also, assigned readings will not always be reviewed in class, but examinations will be from both assigned readings and class discussions.
  • Computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems. Printers run out of ink and hard drives crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to a CD, a hard drive, or flash drive and print out paper copies for backup purposes.
  • The student is expected to have a copy of all written assignments on computer disk, flash drive, or in a hard copy form. You will also be expected to retain all graded and returned assignments and examinations.

E-Mail Procedures: General e-mail: When sending an e-mail, you must identify yourself by:

PS 407

Purpose of the e-mail

Full Name

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty ( or Park University 2010-2011 Undergraduate Catalog Page 92
I take academic honesty seriously.  I will actively monitor student work to assure that it is indeed the student's work.  If I discover any academic dishonesty, at the very least the assignment in question will be given no credit.  If it appears that the academic dishonesty in question is part of a larger pattern of dishonesty, I will pursue more severe measures that include the possibility of expulsion from class and from the university.  I welcome any discussion or question about academic dishonesty.

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93
When a student comes to me with questions about plagiarism before an assignment is turned in it will not be dishonest.  If I discover plagiarism and then the student asks questions about it, the student will still have engaged in plagiarism which is one form of academic dishonesty.  If this occurs, I will proceed as I would in any case of academic dishonesty.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2010-2011 Undergraduate Catalog Page 95-96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis & Evaluation                                                                                                                                                                                                                                      
Outcomes #  1, 4,3  2 & 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Several roles of the student versus a professional and two other roles in the field experience were identified, critiqued  and evaluated in relation to the field placement experience
(5 pts)-------------
Identifies 3 or more key characteristics of the helping relationship  or discussed in a field experience
(4 pts)------------
The reflection contains an exceptional integrative application of the challenges and opportunities of the field placement Conceptualizes these in relation to their own current or prospective career/life roles is evident.  
(5 pts)
Roles of the student versus professional identified and one other role in the field but lacks a rationale and coherence /relationship to the field placement experience
(4-2 pts)-----------
Identifies 2 characteristics of the helping relationship involved in a field experience (3-2 pts)
T________The reflection contains a satisfactory integrative application of a challenge or opportunity but doesn't adequately address them fully with detail Conceptualization of career/life roles is lacking and/or lacks analysis
Only one role identified in critiquing and evaluated in the field placement --lack critical thinking- merely describes these roles(1 pt)-----
Identifies one characteristic of the helping relationship in a field experience but with little detail/depth of synthesis (1pt)__________ The reflection lacked an integrative application of opportunities and/or challenges. Conceptualization of career/life role connection is not evident anywhere in the essay or seems random.(1pt)
Outcomes  #5,#6,#8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
The reflection presented was exceptional in applying and identifying ethical dimensions/
considerations and articulating theoretical understanding vs. applied knowledge in a prospective field situation.
(10 pts)
The reflection was satisfactory in identifying ethical dimensions/ diversity /considerations and articulating theoretical understanding vs. applied knowledge in a prospective field situation.  (9-2pts) The reflection lacked   appropriate identification of ethical dimensions/diversity/considerations and clear articulation of theoretical understanding vs. applied knowledge in a prospective field situation. (1pt)  
Whole Artifact:                                                                                                                                                                                                                                            
Outcome #1 &  #8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
There is not more than 1 mistake related to mechanics (proper grammar, punctuation, and spelling) and not more than 1 error related to APA format
(7 pts)
There are fewer than 2 mistakes related to mechanics (proper grammar, punctuation, and spelling) and fewer than 2 mistakes related to APA format (6-2pts) There are 3 or more mistakes related to mechanics (proper grammar, punctuation, and spelling) or 3 or more mistakes related to APA format.( 1 pt)  


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Last Updated:8/17/2010 3:26:51 PM