For my scholars practicum project, I was an intern at the Baltimore Laboratory School in Maryland. The Baltimore Lab school is a k-12 school for students with developmental and intellectual differences. It focuses on teaching students through the use of art application and other hands-on activities.
I found this site by reaching out to a neighbor who I knew held a position at this school. My parents helped me to get this neighbor's contact information and I texted with her until we found a supervisor and a place that worked for me within the school. I would recommend starting with reaching out to people that you already know to find a supervisor. I know that I am privileged to have had this connection but in my experience, adults and even professors are very willing to help students find opportunities for academic growth. My advice is that it can never hurt to ask for help or express interest in an opportunity.
During my internship at the Baltimore Lab School, I shadowed the school's therapist and school psychologist. I spent most of the time with the school therapist, Christine Burchett. As a therapist, Christine hosts one-on-one and group therapy sessions with most of the students at the school. During these appointments, she documents their progress toward their personal learning plans based on exercises that focus on each student’s individual goals. I sat in on most of these appointments and participated in talking activities and other therapy methods. Some appointments consisted of more sensitive conversations that I was not permitted to listen to due to FERPA regulations. During these appointments, I spent time assisting teachers in math and science classes. Many of these students need extra attention in order to focus and work through their assignments so I was able to provide one-on-one support to these students. Additionally, I learned about the use of animal contact as a tool for therapy. Christine chose to use a rabbit as a therapy bunny to help her patients. This rabbit named Walter, lives in Christine’s office space and helps the students to feel excited about attending their therapy appointments. Walter also helps the students to practice monitoring their body language. The students learn quickly that Walter will not pay attention to them if they display anxious body language such as shaking or sudden movements. Because of this, students practice deep breathing and stillness when spending time in therapy. I found it fascinating to observe the impact that this therapy strategy had on almost every student.
Although psychology is a social science, I learned a great deal about the impacts of therapy and emotional support on learning. I noticed the changes in temperament in children as a result of spending time discussing their feelings and thoughts. This was especially evident when I assisted students with math before and after a therapy session. I was able to see a clear difference in students’ focus and mood during classes when they returned to class after therapy. I learned that attention to emotional needs is imperative for the most effective learning, especially in children with special needs. Previous to this experience I thought I might be interested in therapy or psychology as a future career. This experience helped to confirm this belief. I found that I enjoyed therapy however I do not think I would enjoy working in a school environment. Going into my internship I was also very nervous that I would not have the patience or energy that is sometimes needed to work with special needs students. I found that I did actually enjoy working with this group of students and even formed close relationships with some of them. Based on these experiences I will continue to pursue therapy and my major in psychology while being open to working in special education. Overall, I am very grateful that I had this experience. I never would have taken the initiative to embark on this internship without the push from my Science and Global Change Scholars program.