Capstone

Internship Host Organizations

The USCB Human Services program works with each student to identify appropriate internship host organizations. Ultimately, the student has the primary responsibility for locating a potential internship location. Typically host organizations have a mission of providing services to individuals, families, groups, or communities. Host agencies can be non-profit, for-profit, or faith-based organizations. Remember, all host agency’s supervisors and the Internship Coordinator must approve intern job descriptions.

While some of the most significant human services providers in any community are faith-based in their mission it is a requirement that the internship be focused on providing services grounded in the academic disciplines of human services, sociology, and psychology. While engaged in an internship in a faith-based organization, students are expected to refrain from inherently religious activities, such as religious worship, instruction, or proselytization. (If a student would like to perform an internship at their personal place of worship they must note this on the Disclosure/Conflict of Interest Form. The Internship Coordinator will discuss such a proposed internship with the student prior to the start of their internship and provide supervision during the course of the internship.)

USCB expects host organizations to provide students with a meaningful professional development experience. Host organizations should provide an orientation to the agency that includes sharing its vision and mission statements, organizational chart, relevant policies and procedures and ongoing supervision of the student. The site supervisor should work with the student to develop a job description of internship responsibilities. The course instructor and Internship Coordinator should be notified if at any time during the internship the student or host organization has concerns about the quality of the internship. The host organization is expected to complete an evaluation of the student at the conclusion of the internship; s upervisors must hold a Bachelor’s degree or higher in Human Services or related field. Here are some examples of possible internship organizations available in most areas of South.Carolina. It is also possible that the Internship Coordinator would be open to considering virtual internship options, along with other special acommodations. The same application process would need to be followed. Please contact the Internship Coordinator for guidance.

Internship Application and Approval Process

**Under no circumstances are students allowed to begin working at a host agency prior to completing the application and having it approved by the Internship Coordinator.**

CHECKLIST

Students must consult their course syllabus and academic calendar for internship start and end dates to complete the required minimum of 120 hours for an internship. Therefore students are strongly advised to begin the application and approval process before the semester begins. Many sites require background checks, medical clearances, and other approvals before the student can begin work; waiting until after the semester starts will likely result in students not finishing the required hours which will adversely affect their grade. Students should contact their instructor via email immediately if they encounter problems during any portion of the internship. This checklist is meant to provide a guide to finding and obtaining approval for an internship.

1. Internship Application: Receive written approval from the Internship Coordinator for the site you selected before completing subsequent steps – this written approval may be provided to you via email. (Please keep in mind that this is not a confirmation that you may begin at your internship site. Additional steps must be completed prior to receiving a final confirmation to begin at your internship site).

2. Complete the Consolidated Internship Forms and submit it to the Internship Coordinator on Blackboard only after you have received approval of the internship site – do not fax or email this form.

3. Engage a representative/potential site supervisor at the agency where you plan to complete your internship and set up an appointment to discuss completion of the Consolidated Application form.

If you go for your agency interview, bring a copy of your resume and references that you prepared in the HMSV B180 course. You might also want to revise the resume specifically for the agency and the applicable position. Remember, the agency interview works both ways – the purpose is for the agency to see if you are a good fit for them and for you to see if they are a good fit for you!

You should also bring with you a copy of the internship form and paperwork that you and your site supervisor will need to sign and use to document and evaluate your internship hours and experience. Included on this consolidated form is :

· _A Job Description

· A Work Plan

· The Hold Harmless/Indemnification and Conflict of Interest Sections

All required forms are listed in the Appendix of this manual and also in the “Documents” section of internship courses on Blackboard. You can share these forms electronically with your site supervisor if they prefer electronic format.

4. Schedule an interview appointment with your course instructor.

Interview appointments are typically scheduled during the first week of the semester. This can be done via telephone, internet, or in person at a seminar Your instructor needs to have your approved Internship Application before the interview or seminar is scheduled so they can review it.

5. Receive approval from your internship course instructor.

Once all documents are submitted to your instructor and he or she sends you a written confirmation (this written approval may be provided to you via email or via Blackboard) that all documents have been received and are approved, then you can begin your internship.

Do not begin your internship until all steps are completed and you have written approval from your instructor to start your internship.

Also, please go onto Blackboard and carefully review the syllabus for the internship class you are enrolled in to see the schedule for assignments and access to important documents.

Liability Insurance

All Human Services students enrolled in one of USCB’s internship courses are insured against professional liability under a plan purchased by the University especially for interning students. Thus, by paying tuition and fees, enrolling in an internship course and following the procedures outline in this manual, students are automatically covered by this policy. Specific details of the parameters of the coverage may be obtained from the Human Services Program Coordinator.

THIS POLICY DOES NOT, HOWEVER, COVER STUDENTS TRANSPORTING AGENCY CLIENTS IN THEIR PERSONALLY OWNED VEHICLES. THEREFORE USCB’S POSITION ON THE TRANSPORTATION OF CLIENTS BY INTERNING STUDENTS IS AS FOLLOWS:

STUDENTS ENROLLED IN USCB’S HUMAN SERVICES PROGRAM’S INTERNSHIP COURSES ARE NOT, UNDER ANY CIRCUMSTANCES, ALLOWED TO TRANSPORT AGENCY CLIENTS AS PART OF THEIR INTERNSHIP EXPERIENCE.

Professional Ethics

USCB Human Services students engaged in internships are expected to conduct themselves in accordance with the Ethical Standards for Human Service Professionals.

Ethical Standards for Human Service Professionals

The following outlines key professional ethics for Human Service Professionals taken from the National Organization for Human Services (NOHS) website. In your internships you are expected to practice these standards which have also been covered in your prior course work. You can view the NOHS website at:

Human Services is a profession developing in response to and in anticipation of the direction of human needs and human problems in the late twentieth century. Characterized particularly by an appreciation of human beings in all of their diversity, human services offers assistance to its clients within the context of their community and environment. Human service professionals and those who educate them, regardless of whether they are students, faculty or practitioners, promote and encourage the unique values and characteristics of human services. In so doing human service professionals and educators uphold the integrity and ethics of the profession, partake in constructive criticism of the profession, promote client and community well-being, and enhance their own professional growth.

The ethical guidelines presented are a set of standards of conduct which the human service professionals and educators consider in ethical and professional decision making. It is hoped that these guidelines will be of assistance when human service professionals and educators are challenged by difficult ethical dilemmas. Although ethical codes are not legal documents, they may be used to assist in the adjudication of issues related to ethical human service behavior.

Section I - Standards for Human Service Professionals

Human service professionals function in many ways and carry out many roles. They enter into professional-client relationships with individuals, families, groups and communities who are all referred to as "clients" in these standards. Among their roles are caregiver, case manager, broker, teacher/educator, behavior changer, consultant, outreach professional, mobilizer, advocate, community planner, community change organizer, evaluator and administrator. The following standards are written with these multifaceted roles in mind.

The Human Service Professional's Responsibility to Clients

STATEMENT 1 - Human service professionals negotiate with clients the purpose, goals, and nature of the helping relationship prior to its onset as well as inform clients of the limitations of the proposed relationship.

STATEMENT - 2 Human service professionals respect the integrity and welfare of the client at all times. Each client is treated with respect, acceptance and dignity.

STATEMENT - 3 Human service professionals protect the client's right to privacy and confidentiality except when such confidentiality would cause harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

STATEMENT - 4 If it is suspected that danger or harm may occur to the client or to others as a result of a client's behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

STATEMENT - 5 Human service professionals protect the integrity, safety, and security of client records. All written client information that is shared with other professionals, except in the course of professional supervision, must have the client's prior written consent.

STATEMENT -6 Human service professionals are aware that in their relationships with clients power and status are unequal. Therefore they recognize that dual or multiple relationships may increase the risk of harm to, or exploitation of, clients, and may impair their professional judgment. However, in some communities and situations it may not be feasible to avoid social or other nonprofessional contact with clients. Human service professionals support the trust implicit

in the helping relationship by avoiding dual relationships that may impair professional judgment, increase the risk of harm to clients or lead to exploitation.

STATEMENT - 7 Sexual relationships with current clients are not considered to be in the best interest of the client and are prohibited. Sexual relationships with previous clients are considered dual relationships and are addressed in STATEMENT 6 (above).

STATEMENT - 8 The client's right to self-determination is protected by human service professionals. They recognize the client's right to receive or refuse services.

STATEMENT - 9 Human service professionals recognize and build on client strengths.

The Human Service Professional's Responsibility to the Community and Society

STATEMENT - 10 Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

STATEMENT - 11 Human service professionals keep informed about current social issues as they affect the client and the community. They share that information with clients, groups and community as part of their work.

STATEMENT - 12 Human service professionals understand the complex interaction between individuals, their families, the communities in which they live, and society.

STATEMENT - 13 Human service professionals act as advocates in addressing unmet client and community needs. Human service professionals provide a mechanism for identifying unmet client needs, calling attention to these needs, and assisting in planning and mobilizing to advocate for those needs at the local community level.

STATEMENT - 14 Human service professionals represent their qualifications to the public accurately.

STATEMENT - 15 Human service professionals describe the effectiveness of programs, treatments, and/or techniques accurately.

STATEMENT - 16 Human service professionals advocate for the rights of all members of society, particularly those who are members of minorities and groups at which discriminatory practices have historically been directed.

STATEMENT - 17 Human service professionals provide services without discrimination or preference based on age, ethnicity, culture, race, disability, gender, religion, sexual orientation or socioeconomic status.

STATEMENT - 18 Human service professionals are knowledgeable about the cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect individuals and groups, their cultures and beliefs.

STATEMENT - 19 Human service professionals are aware of their own cultural backgrounds, beliefs, and values, recognizing the potential for impact on their relationships with others.

STATEMENT - 20 Human service professionals are aware of sociopolitical issues that differentially affect clients from diverse backgrounds.

The Human Service Professional's Responsibility to Colleagues

STATEMENT - 22 Human service professionals avoid duplicating another professional's helping relationship with a client They consult with other professionals who are assisting the client in a different type of relationship when it is in the best interest of the client to do so.

STATEMENT - 23 When a human service professional has a conflict with a colleague, he or she first seeks out the colleague in an attempt to manage the problem. If necessary, the professional then seeks the assistance of supervisors, consultants or other professionals in efforts to manage the problem.

STATEMENT - 24 Human service professionals respond appropriately to unethical behavior of colleagues. Usually this means initially talking directly with the colleague and, if no resolution is forthcoming, reporting the colleague's behavior to supervisory or administrative staff and/or to the Professional organization(s) to which the colleague belongs.

STATEMENT - 25 All consultations between human service professionals are kept confidential unless to do so would result in harm to clients or communities.

The Human Service Professional's Responsibility to the Profession

STATEMENT - 26 Human service professionals know the limit and scope of their professional knowledge and offer services only within their knowledge and skill base.

STATEMENT - 27 Human service professionals seek appropriate consultation and supervision to assist in decision-making when there are legal, ethical or other dilemmas.

STATEMENT - 28 Human service professionals act with integrity, honesty, genuineness, and objectivity.

STATEMENT - 29 Human service professionals promote cooperation among related disciplines (e.g., psychology, counseling, social work, nursing, family and consumer sciences, medicine, education) to foster professional growth and interests within the various fields.

STATEMENT - 30 Human service professionals promote the continuing development of their profession. They encourage membership in professional associations, support research endeavors, foster educational advancement, advocate for appropriate legislative actions, and participate in other related professional activities.

STATEMENT - 31 Human service professionals continually seek out new and effective approaches to enhance their professional abilities.

T he Human Service Professional's Responsibility to Employers

STATEMENT - 32 Human service professionals adhere to commitments made to their employers.

STATEMENT - 33 Human service professionals participate in efforts to establish and maintain employment conditions which are conducive to high quality client services. They assist in evaluating the effectiveness of the agency through reliable and valid assessment measures.

STATEMENT - 34 When a conflict arises between fulfilling the responsibility to the employer and the responsibility to the client, human service professionals advise both of the conflict and work conjointly with all involved to manage the conflict.

The Human Service Professional's Responsibility to Self

STATEMENT - 35 Human service professionals strive to personify those characteristics typically associated with the profession (e.g., accountability, respect for others, genuineness, empathy, pragmatism).

STATEMENT - 36 Human service professionals foster self-awareness and personal growth in themselves. They recognize that when professionals are aware of their own values, attitudes, cultural background, and personal needs, the process of helping others is less likely to be negatively impacted by those factors .

STATEMENT - 37 Human service professionals recognize a commitment to lifelong learning and continually upgrade knowledge and skills to serve the populations better.

1. What are the prerequisite courses I need before I can take an internship class?

The University’s Bulletin outlines the prerequisites needed for each internship course.

For Internship I (HMSV B290) you need to have taken SOCY B101, PSYC B101, HMSV B180, B190, and B280 or permission of instructor.

For Internship II (HMSV B298) you need to have taken all the above and HMSV B290 or permission of instructor.

For Internship III (HMSV B490) you need to have taken all the above and HMSV B298, 300, and 302, or permission of instructor.

For Internship IV (HMSV B492) you need to have taken all the above and HMSV B490 or permission of the instructor.

2. I have taken an internship or practicum courses in Human Services or a related discipline (such as education or nursing) in the past at an accredited college, can I count them as an Internship at USCB?

USCB does accept Human Services Internships or Field Experiences from other CSHSE-accredited colleges as long as they meet the 120 hour minimum requirement, counted for at least 3 academic credits, and the student received a grade of C or better in the course Please consult with the Internship Coordinator regarding non-CSHSE accredited schools.

If the internship was taken in an academic program besides Human Services then the Human Services Internship Coordinator and USCB Registrar need to review your

transcript to assess its transferability and equivalency. We typically allow students to use one internship or practicum from another related discipline if the student can document

the hours and has a grade of C or better. Contact the Internship Coordinator for more information.

3. While I have not taken a practicum or internship course in a college I have worked in the field of Human Services for quite some time. Can I use this past experience and receive credit for one or more internships?

No. Remember, the purpose of the internship is to allow the student to apply the theories, concepts, and research they are learning in their course work to the experience they are having in the field.

4. I am currently working at a human services agency. Can I use my job as my internship?

Yes, if the Internship Coordinator agrees that it is an appropriate placement, the required paper work is submitted, and the site supervisor has at least a bachelor’s degree in Human Services or a related field. However, remember you can only have two internships at any one site.

5. Can I take more than one internship course in the same semester?

No.

6. How many internships can I do at the same site?

Students may do two internships at the same site if the duties and responsibilities are significantly different for each internship. The Internship Coordinator determines if this scenario is approved.

7. Can I do more than the three required internships?

Yes. Students can choose to enroll in a fourth internship by registering for HMSV B492. A fourth internship is not required but can be taken for elective credit.

8. How can I find an internship site in my community that works with the population or issue I am interested in?

One of the best sources to find agency information is by contacting the United Way that works in the community in which you wish to do your internship. . They typically have directories of local member agencies.

Your course instructor and Internship Coordinator may also help you find potential agencies which work in your area of interest. During the required interview with your instructor you can discuss this.

9. What if I am having problems at my internship site? What should I do?

First and foremost, discuss the issues with your site supervisor and see if an agreeable solution can be worked out. You can also seek advice from your course instructor. The instructor can provide guidance and support and mediate disputes if necessary. (Please review the Ethical Standards from the National Organization for Human Services above, particularly Statements 22-25 about Responsibility to Colleagues and Statement 35 about Responsibility to Employers.)

10. How can I and my site supervisor sign required forms and get them to my instructor?

Forms can be completed, printed, then signed in writing and scanned electronically. These can be uploaded to your course instructor and Internship Coordinator on blackboard. All forms must be submitted through the Blackboard site for your specific internship course. The instructor will not accept forms that are submitted by email.

FORMS CENTRAL

Required Forms at beginning of semester:

· InternshipApplication

· Consolidated Forms (which includes): Job Description, Work Plan, Indemnification/Hold Harmless, Disclosure/Conflict of Interest Form which is submitted at the beginning of the semester.

At the end of the semester, these forms are submitted:

· Completed and Signed Time Sheet

· Agency Evaluation of Intern

· Intern Evaluation of Agency

UNIVERSITY OF SOUTH CAROLINA BEAUFORT

HUMAN SERVICES PROGRAM

Fitness for the Profession Policy

POLICY BACKGROUND

The Human Services (HMSV) program at the University of South Carolina Beaufort (USCB) is an interdisciplinary liberal arts degree that draws heavily from the disciplines of psychology and sociology. The HMSV program at USCB is guided by the principles of the national Council on Standards for Human Services Education (CSHSE).

As our society has transitioned from the industrial to the post-industrial we have witnessed a decline of offered informal networks of care. With this diminishing of previous support networks, new professional care givers are required who need broader education and specific skill training. The emerging profession of human services and the Human Services degree program at USCB is part of this new art and science of care. At the core of our program is a major commitment to the asset approach. This approach can be simply and succinctly summarized in these two maxims that permeate our curriculum: everyone is a gift, and everyone is gifted. “Everyone is a gift” refers to the intrinsic value that every human being has is the essence of human dignity and equality. “Everyone is gifted” refers to the idea that each person has a set of personal qualities, skills, and abilities that they can utilize and enhance to improve their own life, the lives of those they love and of the communities they hold dear.

Undergraduate students in the Human Services program at USCB are expected to gain and demonstrate the attitudes, values, knowledge, and skills for employment or advanced study in the art and science of care. We believe that every student who selects this program should be able to meet or exceed these skills and abilities, upon successful completion of the program. This policy outlines broad expectations related to preparation and entering the Human Services profession for all program majors.

POLICY STATEMENTS

Understanding why students select the Human Services program

It is the position of this program, and to articulate through this policy, the ‘field’s values of diversity, access, rehabilitation and belief in the capacity to change’ (Kerewsky, 2016). The USCB Human Services program faculty, staff and advisory council are aware of and sensitive to the myriad reasons why students may choose to major in human service. For example, individual and or family experiences related to crisis or traumatic events often motivate a person to seek a profession in the helping field. In many cases, first-hand experience overcoming challenges and barriers provides a valuable point of reference and foundation of empathy for working with participants facing similar circumstances.

Program approaches to identifying student needs

Every student in the Human Services program brings a unique set of characteristics, talents, and opportunities for improvement to the learning environment. Human Services program faculty

and staff will employ a variety of approaches and strategies to identify barriers that may prevent attainment of optimal learning outcomes for all students.

Student ability to identify and deploy resources

Self-awareness, self-direction, and self-advocacy are essential skills for success as a Human Services professional. The USCB Human Services program faculty, staff and advisory council members expect majors in this program to develop and continuously improve the skills needed to identify resources to meet a variety of personal and professional needs, as well as to demonstrate the propensity to actively seek out and take advantage of those resources. A brief list of examples of resources include:

· Faculty and Staff Advisors – seek out advising appointments early and routinely each semester

· Office of Career Services – make appointments with career service representatives, attend career and professional development workshops, and participate in Career and Graduate School Fairs on campus

· Human Services Student Organization (HSSO) – connect with peers and other program majors/minors through the student-led club

· Disability Services – as needed, seek accommodations from USCB Disability Services, and schedule appointments to discuss needs with faculty members at the beginning of each semester

· Counseling Services – as needed, utilize USCB’s cost-free counseling (licensed therapists)

Student ability to effectively complete internship requirements

A critical factor in students gaining and demonstrating the attitudes, values, knowledge, and skills for employment or advanced study in the art and science of care is the completion of three internships at progressively higher levels of responsibility. The USCB Human Services program faculty, staff and advisory council members are aware that initial internship placements may or may not proceed as expected in many instances. In circumstances where a student is unable to effectively complete an internship placement, it is incumbent upon the student to meet with the Internship Coordinator and discuss strategies for proceeding successfully.

Approval required to proceed with internship placement

This policy is based CSHSE standards-based indicators of fitness for the profession. Students enrolled in the Human Services Program at USCB will be evaluated on an ongoing basis (in-class performance, internship outcomes, etc.) according to the indicators of fitness for the Human Services profession outlined in Table 1. Prior to a student receiving approval to proceed with any of the 3 required internship courses, the Program Coordinator, with the assistance of advisors and other faculty members, will evaluate the student’s progress towards attaining the indicators as outlined in Table 1. Students not demonstrating satisfactory progress will be required to complete a written professional improvement plan and attain satisfactory progress before they can receive approval to proceed with the internship component of this program. Students who do

not attain satisfactory progress will be required to withdraw from the USCB Human Services program. Students have the right to file a grievance if the student disagrees with the Department’s decision regarding satisfactory progress and program withdrawal.

Table 1

Table adapted from Kincaid and Andresen, 2016

Policy Approved: September 28, 2018

INTERNSHIP SITE HARASSMENT POLICY BACKGROUND The Human Services (HMSV) program at the University of South Carolina Beaufort (USCB) is an interdisciplinary liberal arts degree that draws heavily from the disciplines of psychology and sociology. The HMSV program at USCB is guided by the principles of the national Council on Standards for Human Services Education (CSHSE). As our society has transitioned from the industrial to the post-industrial we have witnessed a decline of offered informal networks of care. With this diminishing of previous support networks, new professional care givers are required who need broader education and specific skill training. The emerging profession of human services and the Human Services degree program at USCB is part of this new art and science of care. At the core of our program is a major commitment to the asset approach. This approach can be simply and succinctly summarized in these two maxims that permeate our curriculum: everyone is a gift, and everyone is gifted. “Everyone is a gift” refers to the intrinsic value that every human being has is the essence of human dignity and equality. “Everyone is gifted” refers to the idea that each person has a set of personal qualities, skills, and abilities that they can utilize and enhance to improve their own life, the lives of those they love and of the communities they hold dear. Undergraduate students in the Human Services program at USCB are expected to gain and demonstrate the attitudes, values, knowledge, and skills for employment or advanced study in the art and science of care through a minimum of 360 hours of progressive internship experiences. While working in their roles as interns at approved internship sites, undergraduate students should be treated as valued members of the internship site team, and like all employees, should not be subject to harassment during the performance of their professional tasks. This document outlines our program’s policy regarding prevention of harassment and responding to incidents of reported harassment. POLICY STATEMENTS Human Services Program internship site requirements The USCB Human Services Program (including our internship/field placement component) is accredited by the national Council for Standards in Human Services Education (CSHSE). As a condition of our program’s accreditation, CSHSE requires documentation of written learning agreements with field agencies that specify the student's role, activities, anticipated learning outcomes, supervision, and field instruction. The agreement must be signed by the appropriate agency director, fieldwork supervisor, program instructor, and student. CSHSE also requires written policies and procedures describing the due process for probation, dismissal, appeal, and grievance procedures affecting students, as well as routine assessment of approved internship sites. Our program team assesses each internship site on a semester-by-semester basis. This assessment includes the Internship Program Coordinator’s observations and notes, reviews of student evaluations of the internship site, and reviews of internship site evaluations of the intern. HMSV Advisory Council Internship Site Harassment Policy Page 2 of 3 Preventing harassment at internship sites Internship sites are responsible for developing, implementing and reviewing appropriate policies and practices to ensure the prevention of harassment. Forms of harassment can include Sexual, Gender, Disability or Genetics, Age, Race or Color, Religion, National Origin, Social Class, or Weight and Height (see Appendix I for broad descriptions). These policies and practices should, at a minimum: Provide for routine training of all staff members, volunteers and participants/clients on harassment prevention; Include a nepotism policy that provides for an alternative chain of command when an individual in a supervisory role is related (married/partner or other immediate family member) to individuals in a subordinate role; and Include an accountability process for staff members, volunteers and participants/clients who do not adhere to the stated harassment prevention policies and practices. Reporting and responding to intern claims of harassment Any incident of harassment involving an internship site that is reported both verbally and in writing to the Human Services Internship Program

Coordinator, Internship Faculty Member, or Human Services Program Coordinator will result in automatic and immediate removal of the intern from the internship site. The USCB Human Services Program does not have adjudicative scope or responsibility for determining the veracity of harassment claims. In recognition of the Carolinian Creed regarding fraudulent behavior, our position is to take Human Services Program majors at their written and verbal word regarding reports of harassment. The Human Services Internship Program Coordinator will notify the internship site of the reported incident and intern removal via email within one (1) week of the action. Compliance required to proceed with internship placements Further approval of internship placements at sites that have a reported incident of harassment will be suspended. The Human Services Program team will conduct a review of the internship site for compliance with this internship site harassment policy within four (4) months of the reported incident. The review may include on-site observations, virtual or in-person meetings, or desk reviews of internship site policies and procedures. A formal decision regarding future internship placements at the site will be made no later than eight (8) months following the reported incident. Grievance procedure for internship sites Internship sites have the right to file a written grievance if the site disagrees with the Program’s decision regarding satisfactory compliance with this harassment policy. This grievance may be sent via email or mailed letter, and must be submitted within one (1) month of receipt of the Program’s formal compliance decision. HMSV Advisory Council Internship Site Harassment Policy Page 3 of 3 Appendix I - Identifying Types of Harassment Sexual This includes unwelcome sexual advances, requests for sexual favors, retaliating (or threatening to retaliate) for refusing sexual advances, negative comments about pregnancy or working mothers, sexually suggestive jokes and comments, displaying pornography, inappropriate touch, or sexual assault. Gender This includes negative behavior directed at individuals based on their transgender status, sexual orientation, gender identity, gender expression, or any other stereotypical assumptions about gender. The target can be any gender; the person who harasses them can also be any gender. Disability or Genetics This can include questions about a person’s disability or genetic information, posting stigmatizing images, putting someone’s aids or adaptations out of their reach, or making disparaging comments about their capabilities. Age This includes stereotyping and harassment based on a person's age, age-related jokes or nicknames, making hostile remarks or assumptions about a person’s competence, capabilities, or commitment to their work based on their age, and offensive comments about someone’s appearance as it relates to their age. Race or Color Can include racial slurs, putting up offensive images or symbols, touching someone’s hair, invasive questioning, or inappropriate and offensive comments about someone’s appearance based on their race or the color of their skin. Religion This can include unwelcome attempts to convert people or mocking someone’s religion. It can also involve invasive questioning or insensitivity to religious observances like holidays, prayer time, or religious dress. National Origin Making jokes about a person’s country of origin or ethnicity, making offensive comments about someone's accent, or teasing someone about their “weird” name are examples of harassment based on someone's ethnicity or national origin. Can also involve insisting that they “speak English!” or telling someone to “go back where you came from.” Social Class This includes biased comments about someone’s income level, the neighborhood in which they live (“you make it to work without getting shot?”), or their educational background are examples of harassing behavior toward someone based on their socioeconomic status. Weight and Height This can include making jokes and offensive remarks or weight-shaming. It may also involve making unwelcome remarks about someone’s size as it pertains to their dating life, eating habits, or health. Source: University of South Carolina – October 2021