Child and Adolescent Development

  • Students - CADV

Internship Program Information

APPLICATION NOW AVAILABLE!!  APPLY TODAY!    The direct link to the Moodle Application site is  https://moodle.csun.edu/course/view.php?id=61493. The "enrollment key" is matadors 

WHAT IS THE CADV INTERNSHIP?

We offer a department-sponsored internship program that students typically complete in their junior or senior year. This internship spans a full academic year (begins in Fall semester and concludes at the end of the Spring semester).

We have partnered with a variety of community organizations including schools, youth development, family support agencies, and medical & therapeutic facilities in the San Fernando Valley and Greater Los Angeles area to allow students opportunities to apply theory to practice in professional settings, and to develop professional networks and mentoring relationships with established professional in the field. Information on each of our current community partners is available below.

OVERVIEW OF THE ENTIRE PROCESS
To be considered for an internship placement, students must first complete an application (see details below) in the Spring semester prior to the start of the internship the following Fall. The Department will offer informational sessions and the Internship Fair in the Spring semester so you can learn more about the different sites and ask questions you may have about opportunities at various organizations.

Students apply for the internship the spring semester prior to beginning the internship. The application deadline is typically in mid-April. Sites typically interview students in late April through early May and students find out their internship placement before the end of the Spring semester.  

Once selected as an intern, students enroll in CADV 394 (Internship I) in the Fall semester and in CADV 494 (Internship II) in the Spring semester. During each semester students complete 90 hours at the internship site and complete assignments in the CADV 394 or 494 Internship Seminars meetings identified by the instructor.  Students complete a total of 180 hours at the site across Fall and Spring. 

APPLICATION FAQs FOR SPRING 2014:

What is the application process for the Internship starting in Fall 2014?

The application for the internship will be available Friday March 28th, 2014.  The application process is electronic via Moodle. The priority deadline for application submissions is Tuesday, April 15th.

When is the application due date?

 Tuesday, April 15, 2014

How many sites can I apply to and how do I know which sites I should choose?

Students may apply to three sites. Attending the Internship Fair is the best way to find out which sites match your interests. You may also research the sites independently by reviewing the information posted internship page as well as exploring the website of each organization.  

 What do I have to do for the application?

 The internship application will require you to:

•Identify which site(s) you are applying to (up to 3)

•Upload cover letter(s) for each site(s) you are applying to

•Upload a current resumé or CV

•Upload a current MAP/MyAcademicPlan showing your planned coursework through graduation.

 What happens after I submit my application?

Following the application deadline (April 15th) the department will process applications.  Sites will review the applications and notify students if they wish to invite them for an interview.  Interviews with sites usually occur during the last week of April.  If you have applied to three sites, you may have up to three interviews during this time.  Following interviews, sites make their final selections and the Department Internship Director will notify students which sites they have been hired to intern at (this usually occurs during the first week of May).  If you are selected at multiple sites, you will have a week to decide which site you feel will be the best fit.

If I get an internship will I automatically be enrolled in CADV 394?

Once you accept an internship placement, you will be given a permission number to add the Internship Seminar (CADV 394) for fall. All students completing a department-sponsored internship are required to be enrolled in CADV 394 during fall semester and CADV 494 during spring semester.

I can’t find the new internship sites on the CADV webpage?

The new internship sites for Fall 2014 have been added to the bottom of this webpage.

If I have questions that can't be addressed on this website, who can I contact? 

Dr. Moschetti is the Director of the CADV Internship Program.


REWARDING
Students report that their CADV internship has been one of the most instrumental aspects in deciding on post-graduate plans. Many students create bonds with real children and teens which helps to make the classroom content come alive and relevant. Some students develop important networks with professionals in the field, also aiding their career pathway after graduation. 

Why would someone decide to do the internship?

  • I want to "test out" this type of career/profession.
  • I don't have a lot of experience actually working with youth.
  • I only have experience working with young children; I want to work with older kids.
  • I've never had a job and I need some basic work experience.
  • The graduate program I plan to attend requires that I have a certain number of hours working with youth.
  • I want to better understand how an organization works. 

Why would someone decide NOT to do the internship?

  • I don't need/want additional experience working with youth. I don't plan to pursue a career working directly with youth.
  • I would benefit more from taking other courses listed in the Professional Development section.
  • There isn't a community site that matches my interests.

 

 

AS/CSUN Children's Center

18111 Nordhoff Street

Northridge, CA 91330-8278

(site: 18343 Plummer Street)

818.677.2012 Fax 818.677.6796

Web site: http://www.csun.edu/~childctr/

Contact: Jennifer De La Torre, Assistant Director, at 818-677-2012

Email:

Population Served:   Toddlers and preschool children.

Program Mission:

Provide quality, developmentally appropriate childcare and early education services to children of CSUN student parents so they can graduate and attain their goals.

Learning Opportunities for Students:

Interns work as a member of the teaching team in a classroom of two-year-old through 5 years old preschoolers.  Interns will interact with children, assess informally through observation, plan and implement developmentally appropriate activities/curriculum, address CA Child Development Division standards, engage children in problem solving and conflict resolution, and incorporate health and safety practices.  Interns will experience program administration by attending a Program Advisory Board meeting and will experience a different delivery system of care by visiting a licensed Family Childcare Home in our Family Childcare Network.  Interns are encourages to participate in classroom team meetings and parent programs

Student Learning Objectives:

Learning objectives will be individualized based on each intern’s prior experience and address the following common goal areas.  Interns learn to observe and assess children’s development and to plan for individual children, small groups, and overall classroom experiences based on the results of observation/informal assessment, using the California Department of Education/Child Development Division’s Desired Results for Children and Families system.  Interns also observe this system in practice in our Family Childcare Home Education Network by accompanying our Coordinator on a visit.  Interns refine engagement skills through interactions with children and teaching skills through planning and implementing developmentally appropriate activities.  Interns practice techniques for supporting positive behavior in children and managing a toddler/preschool classroom, from conflict resolution to transitions and environment.  Interns function as part of a classroom/teaching team and are invited to participate in professional development opportunities and program parent activities and an administrative experience.  

Schedule:

Monday through Friday, usually one day 7:30 am to 1:30 pm.  With approval, it is possible to split, with at least one day’s schedule to include 9:00 – 12:30 and additional hours to be arranged. Six hours per week total is to be scheduled; weekly schedule is consistent through the semester.

Additional Program Requirements for Students:

Interview Procedures:

Attend a group tour/interview. 

                           

Orientation Process and Requirements:

Date(s) of Orientation:  TBD

 

Orientation Description:

We begin with a full day mandatory orientation before the semester begins.  In the morning interns join the classroom team in welcoming new children and families.  The afternoon is for staff meetings and staff development activities.

 

Qualifications Needed To Apply

Must obtain TB and fingerprint clearance, want to interact with  

young children, be open to learning from them, and be dependable

 

A.S. Children's Center – 2 different intern positions being offered 
1. Classroom Intern – UNPAID
Description: assigned mentor teacher, the intern will assist master teachers/teachers and other team members in providing the classroom program for the children.

2. Student Assistant Teacher Intern - 3 different paid positions (level 1, level 2, level 3)- Base rate $9/hr
Description: Designed for the CADV student interested in being an early childhood teacher, specifically preschool or early primary. The intern will be assigned to a preschool classroom and will be supervised by a mentor master teacher. As part of our teaching team, the intern will begin by assisting and progressively take on more responsibility through the year in the role of a teacher. The intern will observe children’s development and complete several children’s Desired Results Developmental Profile 2010 assessments. The intern will use the Early Childhood Environmental Rating Scale-revised to assess classroom environment. Using information gained from these tools, the intern will prepare lesson plans and teaching strategies to implement developmentally appropriate curriculum activities in the classroom, taking an active role in planning as part of the classroom teaching team.
Requirements: 10-15 hours a week
 Level 1- some CD units preferred
 Level 2 - 12 core units completed (permit not required)
 Level 3 - Requires a permit (has its own educational requirements)

 


Chatsworth Park Elementary School

22005 Devonshire St.

Chatsworth, CA 91311

Web site: http://www.lausd.net/chatsworth_park_el

Contact: Bonnie Ramos at 818.341.1371

Email:

Population Served: 3rd grade students

Program Mission:

The mission of Chatsworth Park Elementary is to ensure that all students, including English learners, students with disabilities, and gifted learners, will have equal access to a high quality educational program in a clean and safe environment. Through collaboration, all stakeholders will foster continuous opportunities to positively reinforce the self-esteem of all students, empower all students to improve their academic growth and achievement to become productive lifelong learners to enrich their quality of life, and be able to function as responsible, caring citizens in a democratic and constantly changing global society.

Student Learning Opportunities:

Students will initially engage in a period of observation to become familiar with school policies, classroom routines, building and staff personnel, classroom objectives, procedures and individual students. As students become more comfortable with the classroom setting and functions, they will assume more responsibilities such as routing duties (taking roll, lunch count, checking in homework, etc.) and working with individuals and small groups of students. Once students develop skills and confidence, the intern may teach a group a selected skill or lead a project with a designated group. Students will assist the supervising teacher with project preparation, evaluation of assessments given to drive further instruction or remediation, formation of "fluid" groups based on skill need (not overall ability), and any assigned duty that allows for the classroom to run as smoothly as possible. Students are encouraged to contribute ideas and share their knowledge whenever possible.

Periods of Service:

Chatsworth Park Elementary School is a single track, traditional school setting. The school hours are 8:15 am to 2:34 pm M W TH F. On Tuesday, the hours are 8:15 am to 1:34 pm. Each Tuesday afternoon is set aside for professional development and/or staff meetings.

There is flexibility in the schedule to accommodate the needs of the student intern.

Student Requirements: TB Clearance

Child Care Resource Center- CCRC

20001 Prairie Street

Chatsworth, CA 91311

Web site: http://www.ccrcla.org

Contact:

Susan Montalvo

Phone: (818)717-1032

Email:  SMontalvo@ccrcla.org

 

Cristen Sayegh

Phone: (818)717-1034

E-mail: csayegh@ccrcla.org

Population Served:

CCRC serves the children and families of the San Fernando Valley, Santa Clarita Valley, and Antelope Valley across all demographics and income levels.

Program Mission:

The Child Care Resource Center (CCRC) is a private not-for-profit agency dedicated to the promotion of higher standards in child care and early education through the quality, support, development, and education of children, parents, child care providers, and the community.

For over 30 years, our mission has been guided by our belief that our social and economic future depends on the quality of a young child’s experiences. We encourage the growth and development of children and their families through our creative, informative, and supportive programs and services.

CCRC’s programs and services for both parents and providers continues to grow with our service area currently extending into the communities of the Antelope, San Fernando, and Santa Clarita Valleys, where we strive to meet a diverse multitude of wants and needs. Each month, we provide assistance and services to tens of thousands of children and families in our 2,500-square-mile service area. Although our service area is vast and our clients number in the thousands, we remain a unique and distinctive leader in the child care industry.

Student Internship Opportunities:

Students will have the opportunity to participate in a variety of CCRC programs areas. Program areas include: Resource & Referral, Head Start, Financial Assistance Programs, or with support groups such as the Communications Department. Internships will often focus on a specific child development project or effort such as encouraging school readiness or learning state and county subsidized child care rules and procedures or quality assurance practices; working with Family Advocates or alongside a Head Start teacher; assisting in the continued growth, delivery, and integration of our Head Start programs; researching resources for families. These are a few of the opportunities available through CCRC.

Service Locations:

CCRC Chatsworth Headquarters

CCRC Antelope Valley Office

Head Start locations throughout the San Fernando Valley

Periods of Service: CCRC is open 12 months of the year, Monday thru Friday

We are flexible in working with intern schedules as well as the CSUN academic calendar

Student Requirements: Fingerprinting is required (expense incurred by Agency); TB clearance

 

Child & Family Studies Center

18330 Halstead St.

Northridge, CA 91330-8292

818.677.3131 Fax 818.677.6004

Contact: Jerry Ann Harrel-Smith, Ph.D., Program Coordinator at 818.677.3131

Email:

Population served:  Preschool-ages 2.9 years through Kindergarten

Program Mission:

The Child and Family Studies Center at CSUN is dedicated to fostering continued growth and development of the "whole" child as well as forming a partnership with the family.

Our preschool/kindergarten programs are accredited by the National Academy of Early Childhood Programs and by the American Association of Family and Consumer Sciences, as a high quality instructional site for fieldwork, internships, and research. Well qualified Master Teachers provide academic guidance and professional mentoring for field students and interns working in the CFSC classrooms with young children.

Our active learning approach, based on developmentally appropriate practices, encourages children to explore and interact with their environment. Our classrooms appreciate the diversity of our modern society. We have been an inclusion program since 1965 and have worked in sensitive collaboration with the CHIME Institute since 1990.

Student Learning Opportunities:

Students will have the opportunity to work with preschool and kindergarten aged children. Preschool programs emphasize the child's active participation and opportunities to explore a wide variety of ideas and materials in a home-like atmosphere. The kindergarten program uses an integrated curriculum that offers challenging experiences, materials, and interactions in four key areas: intellectual, social-emotional, physical, and language.

Periods of Service: Follows the CSUN Academic Calendar

Days and Hours of Service Available:

Kindergarten: 2 days each week for 3 hour shifts, no 2 consecutive days

Monday through Friday 9:00 to 12:00 pm or 12:00 to 3:00 pm

Preschool: 2 days each week for 3 hour shifts, no 2 consecutive days

Monday through Friday, 3:00 to 6:00 pm

Wednesday and Friday, 1:30 to 4:30 pm

Additional hours available for CADV interns

Student Requirements: TB Clearance

Child Development Institute

6340 Variel Avenue, Suite A

Woodland Hills, CA 91367

Contact: Jackie Ramuno or Wendy Lara

Telephone: 818-888-4559

 

E-mail:

jramuno@childdevelopmentinstitute.org;

wlara@childdevelopmentinstitute.org

Web site: www.cdikids.org

 

Preferred Method for Contact: Via email

 

Days and Hours of Service: Flexible, Monday through Saturday, except for a mandatory hour of group supervision per week (day and time to be determined).

 

Period of Service: Follows CSUN academic calendar

 

Mission of Organization:

 

The mission of the Child Development Institute (CDI) is to help all children reach their full potential by supporting the relationships and environments that shape early development.

Population and/or Ages Served:   Children ages 0-6 and their families.

Roles and Responsibilities of Interns:

  • Curriculum planning and implementation at the CDI Early Learning Center
  • Observe and assist lead therapist providing early intervention services
  • Video tape therapeutic sessions as needed
  • Support general office duties; filing, copying and data entry, etc.
  • Attend and support activities community outing activities (may involve some weekends)
  • Other duties as needed

 

Student Learning Objectives:

  • Understand and be knowledgeable about typical and atypical development in children,  birth through six years of age
  • Create and implement developmentally and age appropriate activities for children
  • Understand range of individual differences that exist in children and how these differences influence behavior and learning
  • Understand and be sensitive to social, cultural, and societal contexts and diversity within which children develop
  • Communicate and interact effectively and appropriately with children and families at sites

 

Number of Hours of Supervision per Week:

1 hour of Group Supervision weekly

Quarterly One-to-One Supervision and as needed

 

Additional Program Requirements for Students:

Interview Process and Requirements:

Date(s) of Interviewing: late April, date to be determined

Interview Procedures: Group interview

Orientation Process and Requirements:

Date(s) of Orientation: First Friday of the semester, 2:00p.m. – 5:00p.m.

Orientation Description:

  • Agency – HIPPA policy and procedures
  • Overview of syllabus
  • Training on ELC Curriculum Planning and Strengthening Families

 

Student Requirements: Fingerprint clearance and TB Clearance (cost is student’s responsibility); name badge provided by CDI

Children's Hospital Los Angeles

Child Life Program

4650 Sunset Blvd. MS#28

Los Angeles, CA 90027

323.361-3420

Web site: http://www.childrenshospitalla.org

Contact: Arlene Juarez, MS, CCLS

EmailAMJuarez@chla.usc.edu

Phone: (323)361-1860

Population Served: Hospitalized patients ages birth - 21 years old and their families

Mission of Organization:

Child Life services in healthcare settings strive to promote optimum development of children and their families, to maintain normal living patterns and to minimize psychological trauma. As integral members of the healthcare team in both the ambulatory care and inpatient settings, Child Life staff provide children with opportunities for gaining a sense of mastery, for play, for learning, for self-expression, for family involvement and for peer interaction (Child Life Council, 2004).

Philosophy/Mission of Student Programs at CHLA:

The Child Life Program is in alignment with the standards, philosophy, and mission of the Child Life Council including the Standards for Academic and Clinical Preparation. The Child Life Program values the reflective and critical process that is integral to helping students learn about Child Life. We strongly believe it is one of the ways students learn best. Through this experience, students will engage in enriching and thought provoking learning opportunities, which link theory to actual "hands-on" practices with children, youth and families (Chase Child Life Internship, 1999).

Description of Placement:

This community service experience was created in collaboration with CSUN Department of Child and Adolescent Development and CHLA Child Life Program. The focus of this experience is to promote learning in the field of child and adolescent development by linking theory to hands on practical opportunities in the health care setting. This community setting is a place that will support students interested in pursuing a career in Child Life, as well as increase students’ overall skills in working with children, youth and families.

WHY CHOOSE Children’s Hospital Los Angeles? WHY CHILD LIFE?

  • You have an interest in exploring Child Life as a career option
  • To expand your hands-on experiences with children and families in a unique health care setting
  • To gain professional skills for supporting the overall development, especially the social/emotional needs, of children and families that can be used across settings
  • Be in a fast paced environment where multitasking and flexibility is key
  • To expand your knowledge of child and adolescent development theories and put it into practice with children and families
  • To enhance your critical and reflective thinking skills
  • To support your overall professional growth and development
  • To work with children and families from culturally diverse backgrounds

 

Period of Service: Follows CSUN Academic Calendar

Days/Hours of Service: Primarily Monday-Friday 9:00 am to 12:00 pm and 1:30 pm to 4:30 pm

Limited evening and weekend hours are available. If an intern is placed in an evening or weekend shift one semester the intern needs to be available during the weekdays the following semester.

Students Requirements:

Interns need to have taken CADV 450 or be enrolled in course for the fall or spring semester during their internship, name badge, background check, TB test, Child Life Orientation.

 

Pre-K/Kinder CHIME Institute

Preschool and Kindergarten

Inclusion Program

Located at the CSUN Child and Family Studies Center

18330 Halsted St

Northridge, CA

818.677.2922

Web site: http://www.chimeinstitute.org

Contact: Annie Cox at 818.677.2922

Emailannie.r.cox@csun.edu

Population Served:  Children ages 3-6 years

Program Mission:

The CHIME Institute develops and implements model programs that support all children to achieve their maximum potential and that provide dynamic research and training environments to disseminate best educational practices. The CHIME Institute provides model educational programs in family, school, and community centered environments that support all children including those who are typically developing, gifted, or have special needs to achieve their maximum intellectual, social, emotional, and physical potential. CHIME provides dynamic research and training environments for the development, implementation and dissemination of best practices for educating a diverse learning community from birth on.

Student Learning Opportunities:

  • Learn more about preschool inclusion: how to plan and modify curriculum to support individualized education program
  • Develop formal assessment skills
  • Plan and implement lesson plans with specific objectives in a developmental area

Overview

  • Supports inclusion in early childhood classes at the CSUN Child and Family Studies Center.
  • Serves children with disabilities, ages 3-6 years and their families.
  • Credentialed Inclusion Specialist and Speech Pathologist collaborate with classroom teachers and parents.
  • Paraprofessionals provide focused support and foster independence.

Approach

  • Developmentally appropriate interventions and therapies embedded within typical early childhood classroom settings and activities.
  • Emphasis on natural social and communication skills practice with peers.
  • Individualized approach to classroom modifications

Enrollment

  • Space is limited. Families enroll through the IEP process in their local public schools.
  • Children from all cultural, linguistic, religious, and economic backgrounds are welcome.

Certified California State Department of Education Nonpublic Agency.

Approved as a vendor for the North Los Angeles County Regional Center.

Days/Hours of Service:  Mondays - Fridays 9:00 am - 12:00 noon or

Mondays - Fridays 1:00 pm - 4:00 pm

Student Requirements: Fingerprinting clearance; TB Clearance

 

CHIME Institute’s Schwarzenegger Community School

19722 Collier St.

Woodland Hills, CA 91364

818.346.5100

Web site: http://www.chimeinstitute.org/charterElementarySchool.htm

Contact: Amy Hanreddy, Interim Executive Director of Charter School and Interim Principal

Emailamy.hanreddy@chimeinstitute.org

Population Served: Kindergarten through eighth grade

Program Mission:

The CHIME Institute develops and implements model programs that support all children to achieve their maximum potential, and that provide dynamic research and training environments to disseminate best educational practices. CHIME emphasizes:

  • caring, nurturing, intellectually challenging, community centered environments
  • collaboration between families and educational teams
  • individualized education appropriate to each child and family's unique strengths and needs
  • an appreciation of diversity including culture, background, ability, preferences, and learning style
  • an inclusive learning community, with some children in each class receiving special education services alongside their gifted and typically developing peers
  • embedded supports within natural learning environments
  • a commitment to innovation

Student Learning Opportunities:

Students will provide support to all children in the areas of curriculum, academics, recreation and socialization. Students will provide instructional support in the classroom under teacher direction and provide supervision and leadership in facilitating play and socialization on the playground.

Students will:

  • work as a team member to support the education of all children
  • support instruction in small group center based format
  • provide leadership in recreation and facilitation of social supports to students with and without disabilities

Periods of Service: Check with site.

Days and Hours of Service Available: Monday through Friday 8:00 a.m. to 3:15 p.m.

Student Requirements: Fingerprinting is required; TB Clearance

 

Child and Family Guidance Center: Balboa

Child and Family Guidance Center

16861 Parthenia Street

North Hills, CA 91343

Telephone: 818.830.0200

Web sitehttp://www.childguidance.org

Contact: Dr. Adriana Trent

Phone: 818.830.0200

Fax: 818.830.0206

Program Mission:

The Child and Family Guidance Center is a non-profit community service organization providing mental health treatment for emotionally troubled and abused children and their families.

Organized in 1962, the Center's mission is to promote children's mental health by assisting and strengthening the family through education, early intervention and treatment. The goals of our program are to prevent family violence, ensure the safety of children, keep the families together, if appropriate, and to promote the emotional, social and academic development of our youth.

Population Served:

The Child and Family Guidance Center is an outpatient mental health center providing services to children and their families of mixed cultural and socio-economic backgrounds. We provide specialized treatment of childhood physical, emotional and sexual abuse, neglect and maltreatment. Our emphasis is on providing outpatient mental health services, including but not limited to, evidence-based practices and interventions. We also offer psychiatric services, forensic evaluations (i.e., Assessment of Sexual Knowledge), school-based treatments, family advocates, and other community outreach services.

Evidence-Base Practices:

We provide many evidence-based practices (EBP) including, but not limited to, Child and Parent Psychotherapy (CPP), Parent-Child Interaction Therapy (PCIT), and Trauma-Focused Cognitive Behavior Therapy (TF-CBT). Each EBP has its specific treatment focus. CPP is a treatment for trauma-exposed children aged 0-5. Typically, the child is seen with his or her primary caregiver, and the dyad is the unit of treatment. PCIT is an empirically-supported treatment for conduct-disordered young children that places emphasis on improving the quality of the parent-child relationship and changing parent-child interaction patterns. TF-CBTis a conjoint child and parent psychotherapy approach for children and adolescents who are experiencing significant emotional and behavioral difficulties related to traumatic life events.

Student Learning Opportunities:

Upon completion of their internship at the Child and Family Guidance Center: North Hills, CSUN students will have developed a professional understanding of trauma; how to assess, identify and report child abuse; and how trauma and abuse impact normal childhood development. In addition, students will have developed beginning counseling and therapy skills, participated in one or more EBP and respective clinical supervision group, scored and interpreted standardized measures (such as the UCLA PTSD Index and the Youth Outcome Questionnaire), and developed and implemented creative therapeutic projects for children in the waiting room. Students will acquire knowledge in various content areas described above in the weekly training seminars. Students will also develop a broad understanding of the field of mental health, including various theories, approaches, careers, and professional development.

Period of Service:  Mondays - Thursdays, mid-August through the last week of May

Vacation/Holidays- Clinic is closed between Christmas and New Year and closed on all major holidays.

Late afternoon to evening hours available. Must have at least two afternoons free (one preferably being Wednesdays).

Days and Hours Available:

Students will be at the clinic two afternoons/early evenings per week and commit 6 hours per week. This program does NOT follow the CSUN calendar and students are expected to continue working during their holiday and spring breaks, unless prior arrangements have been made.

Student Requirements: Fingerprinting is required (program pays costs); TB clearance (program pays costs)

James Jordan Middle School

20040 Parthenia St.

Northridge, CA 91324

818.882-2496

Web site: http://www.jamesjordanms.com

Principal Dr. Myranda Marsh, at 818.882-2496

Assitant Principal: Maria Alvarado,

Contact: Rachael Compoos

email:

Population Served:

200 students in grades 6-8

60% Latino, 20% African American, 15% White, 3% Asian, 2% Native American. 60% of our students are from low-income homes.

Program Mission:

To prepare a diverse group of middle school students to succeed at a four-year university. We provide a wide range of remedial, enrichment and support services to families to insure the academic success and character development of our students.

Student Learning Opportunities:

We hope to attract interns who have an interest that could be developed into a project at the school. For example, some interns might take on a cluster of 2-3 kids and mentor them throughout the year. Another intern might be interested in providing enrichment activities for gifted students during the after-school program. Someone might want to coach a sports team at lunch or after-school and organize games against other local charter schools. An intern might be interested in having a weekly discussion group with adolescent boys about issues in their lives. A pair or small group of interns may want to take chard of parent engagement and create meaningful communication and volunteer opportunities. Some interns who are considering a teaching career may be assigned to help a classroom teacher. We also need interns to provide small group tutoring in the after-school program. Interns contemplating a career in non-profit organizations may choose to work on grant-writing activities. We have a very flexible schedule and open minds.

Period of Service:

September to December

January to June

Days/Hours of Service:

Monday through Friday 8 am to 6pm

Saturday 12-4pm

Student Requirements:

Fingerprinting is Required

TB Clearance

Name Badge


Jumpstart

California State University, Northridge

Department of Child and Adolescent Development

Sequoia Hall 280-D

818.677.7249

website: http://www.jstart.org

Contact: Danielle Watson at 818.677.4717

email:

Population Served:

Preschool children ages 3-5. We work with children who are most likely to enter kindergarten significantly less prepared than their peers.

Program Mission:

Jumpstart's work is simple yet significant: to engage caring, civic minded individuals in service to work toward the day every child in America enters school prepared to succeed. Through an innovative program that features intensive one-to-one adult child interaction, and which consistently produces demonstrable positive results, Jumpstart helps preschool children build language and literacy, social, and initiative skills- skills that provide the necessary groundwork for later academic and social success.

Student Learning Opportunities:

Students will have the opportunity to learn about the mission, history, philosophy, and implementation of the Jumpstart program.

Identify and discuss the foundations of child development through course assignments, observation, and participation at assigned program sites

Increase knowledge of quality and responsive practices to children representing high-risk and diverse backgrounds

Explore and expand upon planning practices as well as instructional and environmental approaches to supporting young children's development

Recognize that families are powerfully influenced by and reflective of their families, cultural heritage, communities, and of society

Learn and identify the psychological, physical, and emotional meanings of "community" through personal reflection and theoretical perspectives

Build on leadership skills, as community service learners through critical reflections, analysis, evaluation, and collaborative problem-solving

Positively impact the life of a child

Period of Service:

Students must complete 300 hours during the academic year.Students who are eligible for federal work study can be paid for their services.

Days/Hours of Service:

Varies according to student and preschool schedules.

Student Requirements:

Students must go through background clearance and must be eligible to work in the U.S.

NOTE: Corps members are eligible for a $1175 AmeriCorps education award upon completion of 300 hours. Students who are work study eligible may earn $10 to $12 dollars per hour.

 

Limerick Elementary School

8530 Limerick Ave.

Canoga Park, CA 91306

818.341.1730

web site: http://lausd.k12.ca.us/limerick_el

Contact: Mary Ann 818 -341- 1730

Population Served:

This school serves children from pre-K through 5th grade. Limerick has a student population of about 1,050 students, with approximately one-half of those identified as English learners.

Program Mission:

To provide meaningful learning opportunities to prepare students to adapt and compete in a rapidly changing world.

Student Learning Opportunities:

The focus of the internship will be direct interaction with students. Interns will assist classroom teachers with students by working with individuals or in a small group setting. Interns also will have the opportunity to observe and interact with student during outside play periods and assist with normal, minimal clerical duties. They will participate in a regular supervision meeting.

Other opportunities available to interns at this site include:

Possible attending weekly staff development meetings, which often focus on professional development.

Participating in group meetings of teachers within a grade to plan the curriculum.

Attending IEP conferences (with appropriate permission)

Work with the Parent Center, a computer lab, a math lab, and with a literacy coach

Monthly Title I parent meetings

Period of Service:

September through June.

Days/Hours of Service:

Monday through Friday 8:00 am to 2:00 pm (1:00 pm on Tuesday)

Student Requirements:

TB Clearance

The Multicultural Learning Center

7510 DeSoto Ave.

Canoga Park, CA 91307

818.716.5783

web site: http://www.mlccharter.org

Contact: Gayle Nadler, Director of School Partnerships at 818.716.5783

email:

Population Served:

The Multicultural Learning Center (MLC) is a K-6 dual language public charter school. MLC's vision is to bring together a diverse community of learners where cultural and individual differences are the building blocks of academic, social, and interpersonal success.

Program Mission:

The Multicultural Learning Center (MLC) brings together a diverse community of learners where cultural and individual differences are the building blocks of academic, social, and interpersonal success. MLC is a K-5 charter school with the goal of bilingualism and biliteracy in Spanish and English for all students through a dual language program. Children build literacy in two languages by engaging in hands-on learning activities and student-directed research through a thematic curriculum in addition to daily experiences in the arts. MLC teachers are responsible and accountable for meeting these educational program goals as well as professional and school-wide goals. MLC parents and community partners are actively engaged through a strong parent volunteer program, parent education programs, school governance, and student community service projects to support the educational goals of the MLC

Student Learning Opportunities:

Interns will serve as teaching assistants in the dual language program and support students' biliteracy goals in English and Spanish across all subject areas. Interns will work with one teacher for the entire year, and develop relationships with your teacher and a class of students. Interns will work directly with students, providing whole group and small group instruction, and provide instructional support for the teacher. There are opportunities to participate in professional development and Family Nights as well as staff meetings. Interns must commit to the times and days they are scheduled to attend and maintain ongoing communication with their teacher/supervisor.

Period of Service:

September - January

February - June

Days and Hours of Service:

Monday - Friday, 8:30 to 3:15 pm

Student Requirements:

Fingerprinting is Required

TB Clearance

MLC achieves these goals through three educational objectives: 1) A dual language education program in Spanish and English; 2) A thematic social studies core curriculum that integrates learning in math, science, language arts and utilizes the visual and performing arts as tools for developing literacy; 3) Accelerated School Governance Model that includes all members of school community in decision-making processes.

Interns at MLC work in the classroom with an assigned teacher for the entire year. This year-long experience allows interns to gain experience in classroom instruction and assessment, lesson-planning and curriculum, professional development, and school governance. Students must be bilingual in English and Spanish to intern at MLC, and complete a background check and TB tests. Interns must also have the desire to work in a school setting and learn from teachers who are experts in constructivist teaching, bilingual education, arts integration, and differentiated instruction.


North Point School

Child and Family Guidance Center

9650 Zelzah Avenue

Northridge, Ca 91325

818.993.9311

web site: http://www.childguidance.org

Contact: Kathy Le Breton at 818.993.9311

email:

Population Served:

Northpoint is a nonpublic school/intensive treatment program at the Center's Northridge facility for children ages 6 to 18 with emotional or behavioral problems whose needs cannot be met in a public school.

Program Mission:

The mission of the Child and Family Guidance Center is to promote mental health for children and their families in response to individual and community needs, and in coordination with community resources.

Learning Opportunities for Students:

Students will have the opportunity to:

Observe academic instruction in the classroom in order to create, with supervision, an academic plan and follow through with instructing the plan in a small classroom. To provide 1:1 tutoring for learning disabled students.

To understand the role each team member plays in the success of students within the school and therapeutic setting. To become a member of a multi-disciplinary team, which includes clinicians, administrators, teachers, teacher assistants, nurse, psychiatrist, and recreational therapists. To attend group meetings as a member of the multi-disciplinary team.

To learn the foundation, theory, and understanding of group therapy. To participate, as co-leader, in a small group within the Northpoint setting.

Period of Service:

Fall semester- in accordance with the CSUN academic calendar

Spring semester- attendance for the internship for Spring semester will begin prior to the start of the CSUN Spring semester. Due to school setting, it is important for interns to be available for Northpoint students. A schedule will be created between intern and CFGC to accommodate the intern returning to internship early (examples: Northpoint spring break off, termination from internship early).

Days/Hours of Service:

Monday - Friday 8:00 am to 3:30 pm.

Please note that students may be required to work additional hours to participate in training and supervision.

Student Requirements:

Fingerprinting is Required

TB Clearance


Santa Susana Elementary School

4300 Apricot Rd.

Simi Valley, CA 93063

805.520.6765

web site: http://www.santasusana.simi.k12.ca.us

Contact: Cherise Bonsell at 805.520.6765

email:

Population Served:

Our educational site serves students in special education and general education in a low socioeconomic level. We have preschool to 6th grade. We also have and ELD program (English language learners).

Program Mission:

We are a learning community that supports the success of each child. We believe in working together with families and community towards successful partnerships.

Learning Opportunities for Students:

Students will work with children and assist teachers in facilitating learning. Students will assist families to participate in their child's educational programs. Students will organize special projects to promote student learning. Students will assist with art, reading program, and music program.

Student learning objectives include:

Create an environment for themselves and the site that recognizes the importance of life-long learning

Become critical and creative thinkers who use multiple strategies to solve problems.

Enhance interaction with others and promote mutual respect.

Period of Service:

August 29, 2006 to December 22, 2006

January 8, 2007 to June 2007

Days/Hours of Service:

Monday- Friday 8:15am to 3:30pm

Student Requirements:

TB Clearance

Sepulveda Middle School

Content about this internship site will be added soon.

YouthSpeak Collective

YouthSpeak Collective http://www.youthspeakcollective.org/

444 South Brand Blvd. Suite #201, San Fernando, CA 91340

(Headquarters) 818.890.2928 (Organizing Office) 818-890-8033

Kidspace Children's Museum

Kidspace http://www.kidspacemuseum.org/

*Interested students can/should apply to this site. Final placements, however, will not be made until the CSUN Office of Risk Management has entered into a contractual agreement with this site.

North Valley YMCA

North Valley YMCA https://www.ymcala.org/north-valley

*Interested students can/should apply to this site. Final placements, however, will not be made until the CSUN Office of Risk Management has entered into a contractual agreement with this site.

Helpgroup

Helpgroup http://www.thehelpgroup.org/

5 different intern positions being offered (UNPAID)
1. After School Teacher's Assistant
o Description: The Help Group’s Kids Like Me program is recruiting part time staff to serve as instructors and/or aides for after school enrichment classes at our ShermanOaks campus. Classes typically run once a week from 4pm – 5:15pm for 8 sessions. Please note that this is very part time work. Instructors will have the skills and experience to develop and lead a fun, exciting, skill-building curriculum for a population of children with autism spectrumdisorder and other developmental challenges.
o Requirements: Students preferably have experience working with this population and have strong skills/expertise inorder to teach, or serve as a class assistant, in the following area(s): Bowling, soccer, basketball, karate, yoga, art, music (instruments, chorale music, song writing, drumming, etc.), computers – keyboarding, web design, animation, graphics programs; film-making, dance, gardening, cooking, drama/improv, chess, photography, robotics, cartooning, and American Sign Language.
2. Classroom Assistant
o Description: Sit with the children during activities to help them focus on the task at hand (at circle time on the carpet and on the activity tables). Read, play, interact with the children on a daily basis. Work as a team with the existing classroom staff members. Provide positive reinforcement (i.e. – give coins for positive behaviors). Develop and implement activities for the children with the classroom staff. Clean, organize and prep the classroom. Help decorate the classrooms with children’s art projects. Shadow children who have a difficult time concentrating. Modeling appropriate social skills such: as taking turns, sharing, using your words and asking for help. Help with projects and other programmatic duties, as they arise.
3. Speech or Occupational Therapist Assistant
o Description: Assist with planning and implementing individual and group therapy sessions for students ranging from 3 to 9 years of age, with autism spectrum disorder, Down syndrome, PANDAS, dysarthria, apraxia, articulation/phonological disorders, specific learning disabilities, socio-emotional disorders, receptive and expressive language delays/disorders, sensory processing disorder, gross and fine motor delays. Implement augmentative alternative communication (AAC) systems, including AAC electronic devices and picture exchange communication system (PECS) for students with limited verbal expression to facilitate communicative attempts. Conduct data analysis on a weekly basis to determine student’s progress, assess generalization of skills and identify target areas for intervention. Participate in transdisciplinary approach to treatment by conducting in-class group therapy sessions with occupational therapists and teachers to address each student’s goals and foster a more naturalistic learning environment. Prepare necessary materials for treatment sessions. Attend monthly team meetings with speech-language pathologist, occupational therapist, teachers and support staff to discuss the progress and future recommendations for students.
4. Teacher's Assistant
o Description: We are seeking teaching assistants/ behavior intervention implementers (BII) to work in our early education program. Small class sizes. Supportive staff & coworkers.
Typical Duties:
- Assist the classroom teacher with all aspects of instruction in a special education classroom.
- Instruct individual & small group lessons as directed by the classroom teacher.
- Assist as needed during class lessons with behavior control, prompting, reinforcement, etc.
- Supervise student arrival and departure according to school policy.
- Assist with paperwork and record keeping as needed.
- Additional duties as assigned.
5. Vocational Skills Intern
o Description: Assist staff with the assessment process for youth and young adults that are receiving vocational assessment service. Assist staff with life skills/vocational skill training group. Work with teens with mental health challenges to access community based services. Collect data from various school based programs to track client progress

*Interested students can/should apply to this site. Final placements, however, will not be made until the CSUN Office of Risk Management has entered into a contractual agreement with this site.

Valley Trauma Center

Valley Trauma Center http://www.csun.edu/eisner-education/valley-trauma-center

*Interested students can/should apply to this site. Final placements, however, will not be made until the CSUN Office of Risk Management has entered into a contractual agreement with this site.

Autism Behavior Intervention

Autism Behavior Intervention  http://www.teamabi.com/

*Interested students can/should apply to this site. Final placements, however, will not be made until the CSUN Office of Risk Management has entered into a contractual agreement with this site.

Autism Spectrum Therapies

Autism Spectrum Therapies http://www.autismtherapies.com/

*Interested students can/should apply to this site. Final placements, however, will not be made until the CSUN Office of Risk Management has entered into a contractual agreement with this site.

CADV Peer Mentor

Serve as a mentor to your peers in the Department's Peer Mentor Program. Peer mentors are paired with a faculty member and a specific CADV course for the Fall and Spring semesters. Peer mentors receive guidance, support, and training from multiple department faculty and gain valuable leadership skills and mentoring skills.

The following courses and faculty members are currently recruiting peer mentors:

Dr. David Wakefield -- CADV 150 (Foundations of Child and Adolescent Development)

    • Description: Serve as an energetic & enthusiastic mentor and facilitate a positive and supportive learning environment for Dr. Wakefield's CADV 150 large lecture-format class over 235 students enrolled. Develop and maintain relationships with, and provide assistance & support for first- and second-year college students (focus on a smooth transition, acclimation and a sense of belonging). Serve as a resource for students new to the campus and/or CADV major.
    • Participate in training, programs and campus activities outside of class meeting times. Attend peer mentor group meetings Serve as a positive role model. Peer Mentors will be expected to organize out-of-class co-curricular experiences (e.g., inviting student to participate in Career Center events) including academic support activities (e.g., review sessions, study groups)

    Dr. April Taylor -- CADV 250 (Careers in Child and Adolescent Development)

      • Description: Serve as an energetic & enthusiastic mentor and facilitate a positive and supportive learning environment for Dr. Taylor's large lecture-format class over 120 students enrolled. Develop and maintain relationships with, and provide assistance & support for first- and second-year college students (focus on a smooth transition, acclimation and a sense of belonging). Serve as a resource for students new to the campus and/or CADV major.
      • Participate in training, programs and campus activities outside of class meeting times. Attend peer mentor group meetings Serve as a positive role model. Peer Mentors will be expected to organize out-of-class co-curricular experiences (e.g., inviting student to participate in Career Center events) including academic support activities (e.g., review sessions, study groups)

    Dr. Virginia Huynh -- CADV 352 (Applied Social Development)

      • Description:  Your job as a peer mentor is to tackle two issues with online classes that may affect student success. One issue is time management. Many students think online = easy, and think they can do all the work at once and still pass the class; this will not  be the case for our class. Another issue is that students don't feel connected to the instructor because often the class involves only multiple choice quizzes or exams. With these issues in mind, I believe your role as a peer mentor can have a very important impact. You are expected to be very visible and involved every week through videos and forum posts. Sample activities include the following:
      • become proficient in Moodle and know where to go to find information and resolve issues
      • create a short 1-2 minute video introducing yourself and sharing your experiences with an online class, if any
      • share your tips for approaching textbook/reading effectively
      • track students’ completion of tasks/assignments
      • create a video lecture on the topic of your choice
      • do monthly "check ins" with mentees

    Dr. Nancy Miodrag -- CADV 470 (Advanced Theories)

      • Description: Peer Mentors serve fellow CADV peers by providing resources and activities around topicssuch as: effective study habits, how to successfully navigate the CADV major, advising resources, available campus resources and/or events that augment college success.  Peer Mentors will gain professional skills including how to develop quality interpersonal interactions, provide guidance in navigating the MAP/DPR, further develop effective presentation and public speaking skills, and enhance technology skills.

    Dr. Whitney Scott -- Department Peer Advisor Program

    Peer Advisors help design and facilitate advising workshops and activities designed to promote the academic and professional preparation of CADV majors. The Peer Advisors work closely with Drs. Scott and Wakefield in developing department-level programs.  

     

    CADV Research Assistant

    Serve as an undergraduate research assistant on a faculty member's research project. Learn valuable skills in conducting research while being mentored by faculty member. Research assistants often have opportunities to travel to national conferences to present research. Some of this year's current research assistants have traveled to Austin, TX for the Society for Research on Adolescence biennial meeting and to Philadelphia, PA for the American Educational Research Association annual meeting.

    The following faculty members are currently recruiting research assistants:

    Dr. Virginia Huynh

    Dr. April Taylor

    Dr. Emily Thom

    Dr. Nancy Miodrag

    Dr. Roxanne Moschetti

    Dr. Huynh's Research Assistant (4-5 positions being offered)
    o Description: As part of this position, you will participate in the following tasks:
     Complete human subjects certification
     Attend weekly meetings, times TBD
     Practice and memorize research protocol
     Recruit participants and run an experiment on stress and health
     Update and manage documents and databases
    o Requirements: Only White experimenters needed. Sophomores and juniors preferred.