Field Study Course (Psych 455)  Fall 2024

Overview

Field Study in Psychology offers junior and senior students an immersive opportunity to translate academic learning into meaningful vocational impact. Through structured placements in local agencies and schools, students engage directly in psychological, educational, and applied service settings, deepening their understanding of how theory informs practice — and how practice refines theory. Students complete approximately nine hours per week in their placement during general business hours (8:00 a.m.–5:00 p.m. M-F). Because field work requires sustained engagement, students are encouraged to arrange their schedules to allow for larger blocks of availability. The seminar component meets Tuesdays at 6:30 p.m. for one to one-and-a-half hours, depending on enrollment and discussion needs. Course discussions focus on what students are actually seeing in their placements — how services are delivered, how professionals make decisions in complex situations, what ethical dilemmas look like in real time, and how to navigate the realities of working in helping professions. Students complete a substantial final written project, class presentation, and agency presentation integrating theoretical frameworks, ethical considerations, and applied observations from their field experience. The course is designed not only to enhance academic learning, but also to support informed decisions about graduate training, research, and professional pathways.

Placement availability varies each year based on agency capacity and supervision resources. Not all sites are available annually. Sites that consistently provide placement opportunities are indicated in italics on the placement list. Placements are assigned thoughtfully, based on student interests, preparation, availability, and alignment between student strengths and agency needs. Supervision is provided by both a designated field instructor at the placement site and the course instructor to ensure a high-quality, developmentally supportive experience. Students may use their own vehicle or arrange transportation through the College’s Transportation Department.

Students interested in participating should submit an application and resume to Professor Jacobson no later than April 3rd at ejacobso@hamilton.edu.

Placement Options

Center for Family Life and Recovery: services designed to provide prevention and treatment programs to individuals and families experiencing substance abuse and addiction. Opportunities may include developing educational materials, shadowing staff who provide groups or those who provide outreach and referrals for individuals and families.

Clinton Early Learning Center: work with infants – preschoolers and staff development initiatives. Work directly in the classrooms as an aide. Amazing opportunity get exposed to different developmental ages within the semester.

Emmaus House: shelter for homeless women and children and hospitality house for families of patients hospitalized or in treatment in the Utica area. Opportunities may include assisting with intakes and house operations, interacting with residents, and specialty projects. Consistent opportunities each year.

House of the Good Shepherd: residential and community based treatment programs for emotionally disabled children and adolescents.  Students may work in the school, cottages of residence, Residential Treatment Facility (RTF), the diagnostic residential program (MACS) or the community as part of an interdisciplinary team.  There are also opportunities in development and public relations. 

Kelberman Center:  work within specialized preschool or clinic programs with children and/or adults with autism spectrum disorders. 

Mohawk Valley Health Systems: community hospital. opportunities to gain experience as a patient advocate, case manager, or therapy aide.  

The Root Farm: opportunities to work with educational and therapeutic services for people of all ages needing healing from traumatic injury, illness or developmental disabilities. Consistent opportunities each year.

School Settings: elementary, middle, high school and alternative schools in Oneida County.  Students may work with counselors, psychologists, social workers, speech therapists or teachers.  Responsibilities may include working with individuals or groups of students with behavioral or developmental challenges and participating in classroom activities, parent meetings, child study teams and Committee on Special Education meetings. Consistent opportunities each year.

Thea Bowman House: pre-school and daycare program for inner city children, including a large refugee population.  Students may work in classrooms and participate in interagency meetings addressing the needs of these children and families.

Upstate Caring Partners:  opportunities to work within specialized preschool, school-age, or adult programs with children and/or adults with intellectual disabilities with and without autism spectrum disorders. Consistent opportunities each year.

**Please note:  Additional placements may be developed based on student interest and experience**