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National College Credit Recommendation Service
Camphill Academy | Evaluated Learning Experience
Home Life and Care Practicum II
Curative Education Program, Glenmoore, PA; Social Therapy Program, Copake, NY; Soquel, CA; N. Vancouver, BC; and instructor-led individual study at various locations across North America.
Minimum 600 hours of guided practicum (30 weeks), 15 hours of mentor meetings, and 30 hours of house team meetings.
September 2004 - Present.
Instructional delivery format:
Traditional classroom model
Upon successful completion, students will be able to: reliably assist children and/or adults in their care with basic personal hygiene; notice and report to house parent any physical or emotional abnormalities; show awareness of the dignity and individuality of each child/adult; show flexibility, creativity, and imagination in dealing with others; show initiative in recognition of what is needed; attend to the details in all areas of life and work; show awareness of the importance of self-education and personal development for the curative educator/social therapist; carry out specific curative exercises and therapeutic activities with children/adults in their care, as assigned by the house parent or recommended in child conferences or therapeutic consultations; develop a positive outlook towards a life with children and/or adults with disabilities; express questions and concerns about those in their care; develop appropriate learning processes for individuals in their care; practice and teach given tasks on a daily basis with individuals in their care and new coworkers; show openness and willingness to explore and use different teaching approaches suggested by more experienced staff; explain the purpose of any medication, supplements, and remedies taken by the individuals in their care; recognize and deal with common minor illnesses of individuals in their care under the guidance of the house parent; be actively involved in preparing community festivals; accompany individuals to religious events in the community in an active and supportive way; assume responsibility for all aspects of daily life; develop awareness of their own dormitory or small group of designated individuals; show a sense of responsibility for their own area of work; help orient new coworkers to work and routines in the house; show openness and willingness to work as a team member under the guidance of house parents; show willingness to work through and resolve social difficulties with others; show willingness to meet the extraordinary or non-routine needs of children, adults or the house community; develop the ability to listen to children, adults and other coworkers; cook for a large number of people in a given time span; understand the importance of a balanced diet; expand their repertoire of cooking skills and learn to prepare a wide variety of different meals; reliably clean and care for designated household areas; effectively assist house parents with shopping; responsibly administer personal spending money for/with the children in their care; give verbal reports to house parents on the general well-being and progress of those in their care; explain relevant policies to newcomers and uphold them in their own conduct; recognize the limits of their competency and capacity to deal with a situation and ask for help, guidance, and support; develop a clear understanding of the scope and limits of their responsibility in communication with their house parents.
This second-year experience is a ten-month hands-on practicum in life sharing with children and/or adults with developmental disabilities. Students become members of a house community and are assigned a group of individuals in need of support and take responsibility for this group under the supervision of the house parents. Students are expected to approach the various tasks of the homemaker with an open mind, and show enthusiasm for participation in the life and tasks of the house community. The mentor supports the student in finding different approaches and strategies to deal with the rigors of home life, and to gain the capacity of a responsible dormitory parent and house community member. A written learning agreement is made between student, mentor, and the course coordinator, which specifies the respective roles and responsibilities of student and mentor in relation to the pursuit of the course objectives. In addition to ongoing task-oriented instruction and advice, students are provided with weekly mentoring sessions, weekly home team meetings, mid-year review, and end-of-year review.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours as Guided Practice in Curative Education, Social Therapy, Residential Care and Management, Human Services, Social Work, and any discipline that could benefit from such a complementary learning experience (9/05) (10/10 revalidation) (11/15 revalidation).