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Fifth
Edition
The Successful
Internship
Personal, Professional,
and Civic Development
in Experiential Learning
H.Frederick Sweitzer
University of Hartford
Mary A. King
Fitchburg State University
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Praise for The Successful Internship
Just when I thought the fourth edition of The Successful Internship was the absolute best resource possible,
I now discover that Sweitzer and King have outdone themselves. Indeed I think this fifth edition not only helps us create
and instruct excellent internships but it can be argued that this edition actually shapes the nature of the internship
experience in a very important way. It walks a balance between being conceptually thorough while using a much-
appreciated broad and inclusive description of internships and yet is very clear and direct for students in its focus on
learning in internships.
—Dwight E. Giles Jr., Professor Emeritus, Leadership in Education, University of Massachusetts
The Gallup Poll recently did a nation wide polling in the USA of successful professional and commercial leaders
asking them what in their careers had been the greatest help. The most frequent answers were my ‘internship’
and ‘mentors’, often associated with the internships. If you want to help people do well, buy this book and do what
it says!
—John S. Duley, Emeritus, Michigan State University
After decades of trial and error, internship coordinators on campus have become much more professional, and a body of
knowledge and practice has developed to guide those in such a high impact endeavor. This book is thus the internship
professional’s guide to the profession. If there is one book to be read, to be assigned, and to be so fully utilized by the
administrator, the faculty, the student and even the on-site coordinator, it is this one. Essential for the desktop of anyone
involved in this segment of higher education, it is the “bible” of experiential education today. Its greatest strength lies
in providing a perspective of not only what is and how to do an internship, but in developing the person who is doing it.
Learning, not working, is the primary goal and this well-crafted, masterful text clearly sends that important message.
—Eugene J. Alpert, Ph.D., Vice President, Osgood Center for International Studies
Sweitzer and King’s “Developmental Stages of an Internship” have been the foundation of FIE’s academic internship
provision for over ten years. Not only has The Successful Internship been a valuable resource for our professional
practice, but an important tool for our students as they process the exciting, challenging, confusing and surprising
experience of a deep and meaningful internship. Our students recognise themselves in the book’s friendly language
and real examples, taking comfort in the realisation that they are not alone in their challenges. The Successful
Internship is the resource I reference most frequently when teaching the internship course.
—Rebecca Claris, Director of Experiential Education,
Foundation for International Education, London, UK
At Stony Brook University (SUNY) we have been using The Successful Internship as the text for our internship
courses for several years.This new edition is an even better read! It is completely accessible for students who may have
never been exposed to the pedagogy of reflective and experiential learning.The text is organized beautifully; it clearly
maps the process so students know what to expect from an internship, how they might feel before and during, and how
to make sense of their experience.The diverse stories from the field will help every student see something of themselves in
these examples, keeping them engaged throughout. I highly recommend it!
—Marianna Savoca, Ph.D. Director, Career Center @ Stony Brook University - SUNY
In this latest edition, Sweitzer and King continue to refine the earliest form of learning by demonstrating in creative
ways how today’s internships connect with formal, academic learning. In a masterful, constructive manner they show
how to make internships a comprehensive, interdisciplinary, integrated, reflective learning experience.The book, through
theory, specific examples, and programmatic designs, shows how such connections continue to create the most dynamic
and effective ways of engaging students in high quality experiential learning.
—Robert Shumer, Ph.D, University of Minnesota,
Former Director, National Service-Learning Clearinghouse
The 5th edition of Sweitzer & King’s The Successful Internship continues to offer its mix of intellectual
engagement with experiential involvement. Helping students examine how they bring themselves into the internship,
with a keen eye on the developmental changes they are likely to experience, is a key element to this book. Such an
approach helps students understand many of the probable changes they are likely to experience as they transverse this
important milestone in their training. Offering an intellectual framework about the internship is foundational to this
book and comes alive through the numerous experiential exercises and vignettes.This essential guide to the internship
in the helping professions is a vital resource for any student if they are to learn about the internship, learn about
themselves, and become a socially responsible helper.
—Dr. Edward Neukrug, University Professor, Old Dominion University
As a resource for faculty in any discipline, students in any major, and staff in any area of the campus, this book is
indispensable in making the most of an internship experience.This new edition draws on the importance of internships
as a high impact practice for deeper and engaged learning with its introduction of a High-Quality Internship (HQI). It
also, importantly, highlights the significance of attending not only to professional development through internships, but
civic development - that 21st century professional practice in a democracy requires civic competencies, and internships
are a critically important way to develop them.
—John Saltmarsh, Professor of Higher Education
College of Education and Human Development, University of Massachusetts, Boston
Distinguished Engaged Scholar at the Howard R. Swearer Center for Public Service
Brown University (2017–2018)
Visiting Scholar at College Unbound (2017–2018)
Perhaps what’s most outstanding about the book is the way Sweitzer and King synthesize so much of what we have
discovered over the past decades about how we learn and develop personally, professionally, and as civic actors, and
make this knowledge theoretically rich, engagingly accessible, and practically useful.This makes The Successful
Internship one of the most valuable tools we have for both individual and course-based experiential education.
—Timothy K. Stanton, PhD
Senior Scholar, Ravensong Associates
Director Emeritus, Bing Overseas Studies Program, Cape Town
Stanford University
The Successful Internship, © 2019, 2014 Cengage Learning, Inc.
Fifth Edition WCN: 02-300
H. Frederick Sweitzer, Unless otherwise noted, all content is © Cengage.
Mary A. King ALL RIGHTS RESERVED. No part of this work covered

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Printed in the United States of America

Print Number: 01 Print Year: 2018
We dedicate this book with love to the memory of our parents:
From Fred
To my parents: Harry Frederick “Skip” Sweitzer and
Elizabeth “Betty” Sweitzer.
I miss you and carry your love for and pride in me every day.
From Mary
To Charlie and Phyllis King, the provenience of my
strength and perseverance.
And to my son, Patrick Zimmermann, my preceptor of

resilience in the face of adversity.
The Koru
The koru is a symbol used by the Maori culture
in New Zealand to represent new beginnings, growth,
and harmony. This symbol also represents a fern
slowly unfolding toward the light.
Contents
Foreword xv
Preface xvii
About the Co-Authors xxv
section one: Roots 1
CHAPTER ONE The Big Picture 1

Welcome to Your Internship 2
A Few Basic Terms 2
The High Quality Internship: It’s All About the Learning 4
Deep and Lasting Learning 5
Wide Learning: Domains and Dimensions 5
Transformative Learning 10
How in the World Do I Get There? 12
DSI-2: Developmental Stages of an Internship Model 19
Overview of the Text 21
Chapter Organization 21
Chapter Contents 24
End of Chapter Exercises 24
Let the Journey Begin! 25
What Does This Mean to Me? 25
References 26
CHAPTER TWO The Anticipation Stage: Venturing Forth 29

Introduction 30
Beginnings 30
Becoming a More Engaged Learner 33
The Tasks at Hand 34
Examining and Critiquing Assumptions 36
Acknowledging Concerns 36
Clarifying Your Role, Purpose, and Goals 38
Developing Key Relationships 41
Working with Coworkers 41
Making the Commitment 45
Slipping & Sliding …
Through the Trials and Tribulations of Anticipation 47
vii
viii Contents
Conclusion 49
References 51
CHAPTER THREE HQI Essentials

The Learning Contract, Supervision, the Seminar, & Reflection 53
The Learning Contract 55
The Importance of a Learning Contract 55
Get Involved with the Contract! 56
The Timing of the Learning Contract 56
Fundamentals of the Learning Contract 56
The Learning Goals 57
Choosing Activities 60
Assessing Your Progress 62
Safeguards for Safety 63
Making Supervision Work for You 65
The Supervision Plan 66
Your Relationships with the Supervisors 68
The Match Between You and Your Supervisors 72
Your Response to Supervision 75
The Evaluation Process 75
The Campus/Program Supervisor 76
The Internship Seminar 77
The Skills and Habits of Reflection 79
Conclusion 85
References 87
CHAPTER FOUR HQI ToolKit

Being Informed, Staying Engaged, & Becoming Professional 89
Introduction 90
The Informed Intern 90
Encountering Issues 91
Recognizing Internship Role Issues 96
The Engaged Intern 97
Essential Skills 100
Essential Attitudes and Values 102
The Emerging Professional 104
Becoming a Professional 104
Encountering Issues 104
Conclusion 115
Looking for More Tools? 115
References 116
Contents
ix
section TWO: Korus 119

CHAPTER FIVE HQI Essentials
Self-Awareness as an Asset and an Outcome 119
Measuring Up 120
Can You Handle the Demands Ahead? 120
Can You Size Up a Situation Accurately? 121
Can You Deal with the Inevitable Differences? 121
Components of Knowing Yourself 123
Check Your Values 123
Recognize Response Patterns 125
Recognize Your Style of
Communication During Conflict 126
Cultivate Cultural Competence:
Know Yourself, Understand Others 128
Essential Personal Resources 137
Conclusion 142
References 143
CHAPTER Six The Exploration Stage: Branching Out 145

Introduction 146
Focusing on Growth and Development 147
A Time of Adjustment and Change 147
Remaining Engaged 148
Holistic Engagement: Thinking and Feeling 148
Integrative Engagement: Reflecting and Doing 149
Critical Reflection: Thinking and Analyzing 149
Keeping the Focus on Learning 151
Assessing Progress 158
Encountering Challenges, Dealing with Problems 159
Civic Development: The Social Contract 172
Connecting the Stages with Civic Development 173
Slipping & Sliding … While Exploring 174
What Happened? 175
Managing the Feelings 176
What Can I Do? 178
Conclusion 180
References 182
x Contents
CHAPTER Seven HQI Resources

Working with Clients 185
Introduction 186
Recognizing the Traps: Assumptions and Stereotypes 187
Uncovering the Roots 188
Engaging Your Stereotypes: Getting Beyond the Traps 189
Rethinking Client Success 189
Acceptance: The First Step 189
Being Accepted by Clients 190
Tuning into the Clients’ World 190
Meeting with Resistance 191
Considering Cultural Profiles 192
Putting Client Behavior in Context 192
Seeking Common Ground 193
Learning to Accept Clients 193
Cultural Competence: Knowing Your Identities 194
Dealing with Self-Disclosure 195
Managing Value Differences 195
Specific Client Issues 196
Personal Safety and The Helping Professional 198
Assessing and Minimizing Levels of Risk 199
Facing the Fears 201
Conclusion 203
References 205
CHAPTER EIGHT HQI ToolKit

Advanced Strategies for Moving Ahead 207
Introduction 208
Advanced Pathways to Personal Agency 209
Sources of Personal Resolve 210
Sources of Personal Strength 212
Advanced Ways to Think About Challenges 216
Try Another Perspective 216
Try Talking About It Differently 217
Dive Deeper into Reflection 218
Advanced Tools for Meeting Challenges 219
Embrace Positive Expectations 220
Move Beyond Confrontation 220
Frame It Differently 221
Contents
xi
Use a Cultural Lens 221

Purge Patterns, Interrupt Cycles 221
Deal with Conflict … Your Way 222
Advanced Ways of Working the Problem 222
Breaking Through Barriers:
A Metamodel for Creating Change 223
Eight Steps, One at a Time 224
Conclusion 234
References 236
CHAPTER NINE HQI Resources

Widening the Context 237
Introduction 238
Lenses on the Wider Context 238
Systems Concepts 239
Organizational Concepts 239
Considering Your Internship Site as an Organization 240
Basic Information About the Site 241
The Site’s History 241
The Site’s Mission 241
The Site’s Goals and Objectives 242
The Site’s Values 243
The Site’s Funding Sources 244
The Site’s Organizational Structure 246
The Site’s Division of Responsibilities and Tasks 246
The Site’s Approach to Managing the Work 247
Ways of Coordinating and Controlling the Work 248
Human Resources 251
Communication Skills in Organizations 251
Norms 252
Informal Roles 253
Cliques 253
Management Style 254
Staff Development 254
Politics at the Site 255
Power and Influence in an Organization 255
The Site as a Culture 256
External Environment 257
The Site’s Relationships with Other Organizations 258
The Sociopolitical Environment 258
xii Contents
Considering the Community 259

What Is a Community? 259
A Community Inventory 260
How Do You Find This Community Information? 264
Engaged Citizenship 265
The Organization and Your Civic Development 265
The Community Context and the Civic Professional 266
Conclusion 268
References 269
section THREE: Wings 271
CHAPTER TEN The Competence Stage: Soaring Upward 271

Introduction 272
Enjoying the Ride 273
New Perspectives 273
A Time of Transformation and Empowerment 273
Becoming the New Me 273
Redefining Relationships 274
The Tasks You Face 275
Raising the Bar 277
A Commitment to Quality 278
A Commitment to Integrity 278
Feeling Success on the Ride 279
Sources of Fulfillment 279
Wait! Wait! It’s Not Success That I Feel 282
Reclaiming a Balanced Life 283
Feeling the Crunch 285
Managing the Crunch 286
Preparing for the Profession 287
Leaving Your Footprint 287
Moving Beyond the Textbooks 288
Becoming a Civic Professional 289
Slipping & Sliding … In the Midst of the Ride 291
Conclusion 293
References 296
Contents
xiii
CHAPTER ELEVEN HQI Resources

Ethical and Legal Matters:
Being Informed & Making Reasoned Decisions 299
Introduction 300
A Look in the Rear View Mirror 300
Questioning Your Own Professional Conduct 303
Ethical Matters: Codes, Principles, & Issues 305
Talking the Talk 305
Rules of the Trade 306
Ethical Principles and Ethical Values 310
Legal Matters: Laws, Interpretations, & Applications 312
Rules of the Trade 313
Talking the Talk 314
Grappling with Dilemmas 324
Recognizing Dilemmas 324
Walking the Walk 325
Work the Problem! 327
The Ten Reasoned Steps to Resolving Dilemmas 327
Exceptions to Reasoned Decisions 330
Conclusion 331
References 333
CHAPTER TWELVE The Culmination Stage:

Celebrating the Achievements, Embracing the Experience 335
Introduction 336
Making Sense of Endings 336
A Myriad of Feelings 337
Changes and More Changes 337
Making Endings Work 338
Remaining Engaged 341
Handling the Slips and Slides … at Journey’s End 342
Closure with Supervisors 343
The Final Evaluation 344
The Final Conference 344
Feedback to the Supervisors 347
Ending the Supervisory Relationships 348
Closure with the Internship Site 356
Finishing the Work 356
Rituals and Remembrances 356
Your Future at the Site 358
xiv Contents
The Seminar Class 359

Don’t Forget Yourself: Looking Around & Moving On 360
Have You Been “Successful”? 360
Preparing a Professional Portfolio 364
A Fond Farewell 367
References 367
Glossary 369
Index 381
Foreword
A few years after I graduated from college I began to reflect on the two different
worlds I had recently experienced. One, the university, seemed to be a culture of
superbly knowledgeable individuals who never did much with it in any social
realm. The other, the social realm I was then involved in as a youth community
organizer, seemed to be full of highly intelligent, committed, and passionate
souls who did a lot, but rarely sat back and thought about their actions, much
less learned from them in any systematic ways. I further realized two additional
aspects about my young life. First, I was using my first jobs in ways today’s stu-
dents seek and use internships—to learn about the world and my place in it, to
develop skills relevant to the work that called me, and to deepen my sense of
who I was and wanted to be and the values I wanted to express. Second, I was
doing this all by myself with no “curriculum” to follow, no real mentors—no one
other than friends and family members who would ask me what I was doing
and what I was making of it. I was troubled by this and by my observation that
I and the other passionate, committed activists I was associated with were learn-
ing by doing without any sort of deep, critical reflection, which caused much of
what we were doing to be less productive and successful than it might otherwise
have been.
My conclusion was that there must be a better way to do this kind of inde-
pendent, experiential learning; that there could be a supportive curriculum for
doing so; and that I could try to develop such a curriculum to support the expe-
riential learning of the youth I was working with. I’ve been doing this ever since.
This fifth edition of The Successful Internship, like the four editions that preceded
it, would have been invaluable to me back then—just as it can be invaluable to
students undertaking internship and other work-based experiential learning today,
because it provides a comprehensive, interdisciplinary, integrated curriculum
focused on holistic, reflective experiential learning. Sweitzer and King provide an
articulate and accessible theoretical explanation of what can be learned through
an internship, weaving together the personal, professional, and civic dimensions.
They speak to how one learns experientially, noting the importance of critical
reflection, both cognitive and affective. Emphasis is placed on knowledge devel-
opment that is integrated with and produced by self-awareness and clear percep-
tion. These authors uniquely offer a chapter on the ethical and legal dimensions of
internships, with a practical discussion of the kinds of issues and quagmires that
can arise. They include student “voices” and offer reflective “Stories in the Field”
throughout the book, along with reflection-oriented questions following each
chapter to enable interns to digest what they read and connect it to their experi-
ence. In this way, Sweitzer and King provide readers with a “reflective internship
seminar” whether they are students on individual internships or members of an
internship or service-learning class. Through its sequential approach focused on
xv
xvi Foreword
steps to take before, during, and after an internship or service-learning experience,

domestically or overseas, when combined with relevant subject matter material,
this book can also be the foundation of a syllabus for faculty members seeking to
link social or civic action with theoretical course work.
Throughout my work in higher education, I have offered internship or
service-learning courses for which I crafted my own reflective curriculum for my
students. I wish now that I had owned a copy of this book, as it would have saved
me a great deal of time and greatly strengthened the work I was doing. Perhaps
what’s most outstanding about the book is the way Sweitzer and King synthesize
so much of what we have discovered over the past decades about how we learn
and develop personally, professionally, and as civic actors, and make this knowl-
edge theoretically rich, engagingly accessible, and practically useful. This makes
The Successful Internship one of the most valuable tools we have for both individual
and course-based experiential education.
Timothy K. Stanton, PhD
Senior Scholar, Ravensong Associates
Director Emeritus, Bing Overseas Studies Program, Cape Town
Stanford University
October 2017
Preface
Dear Student,
Thank you for using our book!
This is less a book about internships than it is a book for interns. You may
be involved in service-learning, a course practicum, or the internship we had in
mind when we wrote this book. Regardless, “intern” is the term we use through-
out the book for those involved in applied learning beyond the classroom. An
internship (or its equivalent) is an educational experience like no other. Bear-
ing in mind both the diversity and the unique nature of these experiences, we
have created a book that serves as a companion, a guide, and a resource for you
throughout your learning experience.
Fundamental to this book is the idea that a successful internship is a High Qual-
ity Internship (HQI). The HQI has distinctive characteristics, is grounded in par-
ticular theories, and requires a set of knowledge, skills, attitudes, and values. It
yields deep, lasting learning—learning that will stay with you long after the expe-
rience is over. Many interns approach the experience hoping to hone their pro-
fessional skills and advance their career opportunities. But the internship is also
an opportunity for personal and civic development, taking you down the path to
being a responsible professional and citizen. In addition, the full, rich experience
of an HQI will help transform you as a learner. That’s a bold claim—but we stand
by it. Specifically, you will emerge from an HQI a more engaged learner, better
able to integrate multiple sources of wisdom and perspectives, and more confi-
dent and in charge of your own learning. Note that we use the words “more” and
“better.” Being an engaged, integrative, and self-authored learner is not a point
of arrival, but rather a journey in learning you will take during your internship.
Each of you will begin that journey in different places as learners, with room to
grow and develop in these important ways.
Through the chapters of this book, we provide the contexts you need to grow
and develop through this learning experience, grounded in the fundamental con-
cepts of experiential learning, engaged learning, and self-understanding. You will
find access to the knowledge, skills, attitudes, and values you need to develop, as
well as information about the four Developmental Stages of Internship that you
will experience—Anticipation, Exploration, Competence, and Culmination—in
the Stages chapters. You will know what to expect, what is likely to concern you
most, and what specific things you need to do to address your concerns and
grow into the next stage. Other chapters cover the Essentials of an HQI, focusing
on crucial knowledge and skills in topics such as the Learning Contract, super-
vision and self-awareness, as well as important necessities for success, including,
reflection, and the Seminar Class. Finally, the Resources and ToolKit chapters let you
dive deeply into particular areas, including problem solving skills, client rela-
tionships, organizational and community dynamics, fundamental and advanced
xvii
xviii Preface
strategies for a High Quality Internship, legal, ethical matters and strategies to
manage challenges. These chapters have a great deal of content, more than you
will be able to focus on and absorb in one sitting. Our intention is for you to
determine, in collaboration with those guiding your internship, which concepts
in the Resource and ToolKit chapters merit your immediate attention, and then
to return to these chapters throughout the internship—and beyond—as needed.
In closing, let us underscore perhaps the most important idea of all for an
HQI—engaging in the experience. The more fully you are engaged with your
internship, the more likely you are to succeed in having a High Quality Intern-
ship. Whether you are on your own in this learning journey or working with
supervisors and peer interns, it’s up to you to be involved in every phase and
aspect of your internship, which includes meeting the inevitable challenges and
occasional problems head on. Engaging means not waiting for others to solve
those problems or for the problems to resolve on their own. It also means taking
charge of your internship—and it’s time to do just that.
Let your journey in learning begin!
Preface
xix
Dear Instructor,
Thank you for choosing our book to guide you and your students through the
internship experience. If you are a current user of this book, we trust you will
find new and innovative features here to build on. If you are new to our approach,
let us first tell you that the book is written foremost for students, with their expe-
riences in mind. The goal is less for them to learn about internships than to learn
during and from the experience.
We continue to expand our focus in this new edition. We began four
editions ago with a focus on the helping professions. We have developed our
thinking and our book with each edition, responding to the growing popularity
of internships by accommodating interns in other fields and students in other
applied learning experiences who use this book. We know that not all fields use
the term “internship,” as fond as we are of the term. It’s important to say that
this book is designed for students involved in an intensive, sustained, field-based
experience, in which they are spending at least eight hours a week at their field
site and in which they have been provided with opportunities by their campuses
and programs to discuss, reflect, and learn
Our major goal in this edition is to help you understand and establish the
building blocks for what we refer to as a High Quality Internship (HQI): an
internship that involves deep learning in multiple areas (we refer to them as
domains and dimensions) as well as transformative growth as a learner. A second-
ary (but just barely) goal is to provide you and your students with tools to help
them remain engaged in learning—not just doing—throughout the internship. As
we discuss in the book, a growing body of theory, research, and wisdom of prac-
tice indicates that deep, sustained learning is all about making connections. This
process is inherently active. As instructors, we cannot assume that our students
will make connections themselves, nor can we do so for them, tempting as it may
be. We can set the table, give them utensils, and make the meal as appetizing as
possible, but what happens then is up to them.
Our thoughts and advice about High Quality Internships are grounded
in fundamental concepts of experiential learning, engaged learning, and self-
understanding. We spend some time talking about those theories early in the book
(and there are plenty of references for you), but for the most part we empha-
size the application of the theories. Our approach to an HQI is also grounded in
our ideas about developmental stages of an internship (DSI-2). Our experience in
guiding our students through internships and listening to their stories in delib-
erate ways as they progress, and listening to faculty, program staff, and students
across many institutions in many different fields, led us to conceive of a set of
developmental stages. This is a progression of qualitatively experienced concerns
through which interns tend to pass in predictable order, albeit not at a predictable
pace. Recognition of the concerns that drive the learning, and knowledge of that
progression and of the tasks necessary to move through it, will help you facilitate a
High Quality Internship.
We did our best to be as sequential as possible in the chapters of the book
given the nature of the experience. The progression of an internship is very chal-
lenging to capture! It is hard to know exactly what various instructors and students
xx Preface
will need and when, so the chapters in this edition have been prepared for you
and your students to use in whatever order you need them. There are chapters for
each of the four stages (Anticipation, Exploration, Competence, and Culmination),
and we strongly suggest that these be read in order. You may wish to jump ahead
or reach back for chapters in between the stage chapters, but preserving the stage
sequence is critical to the flow of the experience being in sync with what the stu-
dents are reading. Essentials chapters cover critical knowledge and skills in topics such
as the Learning Contract, supervision, reflection, self-awareness and the Seminar
Class. Again, we did our best, based on feedback from our many reviewers, to deter-
mine which of these essential components should appear earlier in the book, but
you may find that you need to address them in a different order. We strongly sug-
gest that you involve students in the chapter on Learning Contracts and supervision
early in their experiences—or even before they begin their internships. Finally, the
Resources and ToolKit chapters let students dive deeply into particular topics, includ-
ing client relationships, organizational and community dynamics, fundamental and
advanced strategies for a High Quality Internship, legal and ethical matters, problem
solving, and strategies for managing change. We consider these chapters to be the
most likely candidates for customization based on your interns’ experience.
For us, it is the koru that most successfully captures in a symbolic way
the full experience of an internship. This symbol, taken from Maori culture,
depicts a fern unfolding toward the light and also folding back into itself. Like
the fern, interns will unfold over time, so long as they have strong founda-
tional knowledge, skills, and values to rely on, and when they intentionally
engage in and learn through their experiences. It is our hope that this edition
will provide you and your students with those sources of light to guide their
journey in learning experientially.
The Fifth Edition

If you have used our past editions, you’ll find changes throughout this edition,
including the blending of two chapters and the blending of the content of another
chapter throughout the stage chapters. Each chapter has been updated, the order
of the chapters has changed, and content has been moved around in the chapters.
Some changes in particular are worth emphasizing:
■■ High Quality Internship: The High Quality Internship (HQI) provides a
framework for the full experience and is a cornerstone of this edition of
the book.
■■ Legal Commentaries: Vignettes are augmented where needed with legal
commentaries by a practicing attorney.
■■ Learning Contract: The supervision plan and safeguards for safety are
integrated into the discussion of the creation of the Learning Contract.
■■ Supervision: A model of stages of supervision is now part of the
supervision materials.
■■ Voices & Vignettes: Interns’ voices and experiences echo throughout the
book through student Reflections, Stories in the Field, Stage Stories, and
What to Do! vignettes.
Preface
xxi
■■ Learning Away: Chapters include material for students learning a distance

from campus or abroad through internships.
■■ Civic Development: In a number of chapters, a spotlight titled A Civic
Commitment focuses on non-profit organizations’ and corporations’
approaches to meeting their social contract with the community. Each
chapter also includes a Civically Speaking exercise that focuses on civic
development.
■■ Categories of Chapters: There are four categories of chapters: Stages,
Essentials, Resources, and ToolKits.
• Stage Chapters: Each of the four stage chapters (2, 6, 10, and 12)
includes a vignette of a student who has successfully navigated
the stage: Anticipation, Exploration, Competence, Culmination.
• Essentials Chapters: There are two Essentials chapters: The Learning
Contract, Supervision,The Seminar, and Reflection (3); and Self-Awareness as an
Asset and an Outcome (5).
• ToolKit Chapters: There are two chapters devoted to tools and
strategies for success: Being Informed, Staying Engaged, and Becoming
Professional (4) and Moving Ahead (8).
• Resource Chapters: There are three Resource chapters: Working with
Clients (7), Widening the Context (9), and Ethical and Legal Matters (11).
■■ New! MindTap® and Instructor Supplements: This edition of The
Successful Internship comes with MindTap® and the following instructor
supplements: PowerPoint® presentations, instructor manual, and assessment
tools, for further exploration resources, and seminar supports.
MindTap®: Empower Your Students

MindTap® is a platform that propels students from memorization to mastery. It
gives you complete control of your course, so you can provide engaging con-
tent, challenge every learner, and build student confidence. Customize interactive
syllabi to emphasize priority topics, then add your own material or notes to the
eBook as desired. This outcomes-driven application gives you the tools needed to
empower students and boost both understanding and performance.
Access Everything You Need in One Place

Cut down on prep with the preloaded and organized MindTap® course materials.
Teach more efficiently with interactive multimedia, assignments, quizzes, and
more. Give your students the power to read, listen, and study on their phones, so
they can learn on their terms.
Empower Students to Reach their Potential

Twelve distinct metrics give you actionable insights into student engagement.
Identify topics troubling your entire class and instantly communicate with those
struggling. Students can track their scores to stay motivated towards their goals.
Together, you can be unstoppable.
xxii Preface
Control Your Course—and Your Content

Get the flexibility to reorder textbook chapters, add your own notes, and embed
a variety of content including Open Educational Resources (OER). Personalize
course content to your students’ needs. They can even read your notes, add their
own, and highlight key text to aid their learning.
Get a Dedicated Team, Whenever You Need Them

MindTap® isn’t just a tool, it’s backed by a personalized team eager to support
you. We can help set up your course and tailor it to your specific objectives, so
you’ll be ready to make an impact from day one. Know we’ll be standing by to
help you and your students until the final day of the term.
The following MindTap® activities and resources are available for The Successful
Internship 5th Edition:
Course-level resources:
■■ “Getting Started” video: A guide that shows students how to navigate the
MindTap® platform.
Chapter-level activities:
■■ SAA Polling: Focuses student attention and introduces concepts.
■■ Chapter Quizzes: Practice questions that assess students’ understanding of
each chapter and readiness for upcoming tests.
■■ Chapter Exercises and Chapter Case Studies: Activities that let students
demonstrate what they have learned.
■■ Chapter Reflection Activities: Questions that allow students to reflect on
what they learn and how it relates to them.
Instructor Supplements
The instructor companion website (www.cengage.com/login) contains every-
thing you need for your course in one place. This edition of The Successful Internship
includes the following supplements:
■■ PowerPoint® presentations
■■ Instructor’s manual
■■ Assessment Tools
For more information about MindTap® or the instructor supplements, contact
your Cengage Learning Consultant.
With Special Appreciation

We are honoring our colleagues in this edition of the book, for they have enriched
our professional lives through our associations with them in human services and
counselor education, civic and democratic engagement, experiential education,
and learning abroad. Those spheres overlap, of course, so rather than try to list
Preface
xxiii
individuals by their affiliations, we simply extend our thanks and appreciation to

those scholars whose works have influenced our understanding and perspectives
and whom we may not yet have met! Our very special appreciation and recog-
nition goes to Dwight Giles. His friendship and collegial support, along with
his noteworthy contributions to this field, continue to affect our thinking and
the direction of our work in important ways. We honor the memory of Lynne
Montrose—a leader, pioneer, and activist in experiential education, whose work
continues to inspire us and whose friendship was cherished, and Anita Hotchkiss
and Gin Sgan, whose inspiration and friendships are sorely missed.
We recognize and thank our colleagues who continue to inform our thinking:
Gene Alpert, Richard Battistoni, John Duley, Janet Eyler, Andy Furco, Dwight Giles,
Garry Hesser, Jeff Howard, Mark Homan, Pam Kiser, George Kuh, Tricia McClam,
David Thornton Moore, Kate Moore, Ed Neukrug, Elise Newkirk-Kotfila, Rose-
anna Ross, John Saltmarsh, Marianna Savocca, Rob Shumer, Tim Stanton, Nancy
Thomas, Michael True, Brian Whalen, Marianne Woodside, and our colleagues in
the helping professions on our campuses over the years.
We recognize the contributions to our work of organizations such as the
Association of American Colleges and Universities (AACU), the National Society
for Experiential Learning (NSEE), the National Organization for Human Services
(NOHS), the New England Organization for Human Services (NEOHS), the
International Association for Research on Service-Learning and Community
Engagement (IARSCLE), and the Global Internship Conference (GIC). They
continue to be inspiring academic homes for us and have provided us with
forums in which both to learn and to present and discuss our ideas. We thank
our many colleagues in these organizations whose sessions we have attended and
who have attended our own sessions, shared ideas with us, and reviewed and
published our work.
In addition, our appreciation goes to Professor Steve Eisenstat, Suffolk University
School of Law, and Keren Schlomy, JD, Cambridge, MA for lending their expertise
to the chapter on legal matters; Professor Mark Homan, Pima Community College
for his continuing contributions to our understanding of communities; Gene Alpert,
Osgood Center for International Studies, Washington, DC; Rebecca Claris, FIE,
London; Alan Grose, The Washington Center for Internships and Academic Seminars,
Amy Haraden, TripAdvisor, World Headquarters; Theresa Higgs and Dave Santulli,
United Planet, Boston; and, Marianna Savocca and Urszula Zalewski, SUNY Stony
Brook, for their contributions to the content of this edition. Special appreciation is
extended to the Hypersomnia Foundation, especially Michelle Emrich and Diane
Powell, for their patience and understanding during the production of this edition.
We thank the following reviewers for their contributions of expertise and
time to this edition: Melissa Chachulski, Ronald Grace, Vincent Dwayne Hinton,
Lisa Langford, Patricia Morley, Lindee Petersen Wilson, Deborah Reed, Pamela
Schmidt, Dallas Stout, Debbie Stout, Sheri Strahl, and Carol Zielinski.
Our appreciation goes to the staff at Cengage. Julie Martinez, Jennifer Ziegler,
Seth Schwartz, and Kendra Brown have guided and supported us throughout the
process. In addition, we thank Arul Joseph Raj and Jill Hobbs for their exemplary
work.
xxiv Preface
Our families and friends give meaning and depth to our lives and inspiration
to our work, and they provided much support while putting up with and doing
without us as we wrote this edition. A heartful thank you and love to Sally Sweitzer
and Britt Howe, Phyllis and Dave Agurkis, and the Dalys in The Glen—Jerry, Nuala,
Aine, Sean, Mary, John, and Seamus for providing much-needed respites. Thanks
also go to our dear friends Deb Allen, Jeff and Judy Bauman, Sally Brandon Bemis,
Cynthia Crosson, Mary Ann Hanley, Margot K empers, Diana Kimmel, Susan
Membrino, Regina Miller, Ken Pollak, Bev Roder, Angela Romijn, Kathy Rondeau,
Nancy Thomas, and Mary Jean Zuttermeister. Our partners in marriage, Martha
Sandefer and Peter Zimmermann, and Fred’s nephew Freddie Sweitzer-Howe and
Mary’s son, Patrick Zimmermann, as well as Max, Ravi, and Scruffy, are among the
most special blessings in our lives.
About the Co-Authors
Mary A. King, Professor Emerita, Fitchburg State University,
and NSEE Distinguished Scholar of experiential education,
has more than 30 years’ experience working with interns and
brings a background in public education, juvenile justice,
and clinical practice to her academic work. Mary instructed
courses in professional and ethical issues, taught service-
learning classes, and developed and coordinated the field
placement office and supervised graduate and undergraduate
internships in the Behavioral Sciences. She publishes in human
services and experiential education and has held leadership positions on regional
and national education boards, including the National Society for Experiential
Education. Mary is a member of the Academic Advisory Group of United Planet
and serves on the Board of Directors of the Hypersomnia Foundation.
H. Frederick Sweitzer is Provost and Professor of Educational

Leadership at the University of Hartford in Connecticut.
Fred has more than 30 years’ experience in human services
as a social worker, administrator, teacher, and consultant. He
placed and supervised undergraduate interns for 20 years
and developed the internship seminar at the University of
Hartford. Fred brings to his work a strong background in
self-understanding, human development, experiential edu-
cation, service-learning, civic engagement, professional
education, and group dynamics. He is on the editorial boards for the journals
Human Service Education and Human Services Today, and has published widely in the field.
xxv
CHAPTER ONE
LEARNING OBJECTIVES
The Big Picture
1.1 Describe the components of
a High Quality Internship
Education is revelation that affects the 1.2 Give personal illustrations of
deep vs. surface learning
individual.
—gotthold ephraim lessing, 1780 1.3 Articulate personal examples
of the domains and dimen-
sions of learning
1.4 Use Kolb’s or Shulman’s
I’ve never learned as much as I did in this model to describe an
internship. experience
1.5 Demonstrate how
self-understanding may be
...was more than I ever could have hoped for… valuable to you as an intern
it was amazing. 1.6 Explain the usefulness of the
—student reflections developmental stages of an
internship
2 Section one • Roots
Welcome to Your Internship

You are beginning what is, for most students, the most exciting experience of your
education. Chances are you have looked forward to an internship for a long time.
You’ve probably heard your share of stories—both good and bad—from other, more
experienced students. And while you may be in the minority on your campus, you
join thousands of students all over the country and abroad who are beginning an
internship. Internships are growing in popularity on college campuses and have
been recognized as a “high-impact practice (HIP),” something that, when done well,
promotes high levels of engagement, learning, and development (Kuh, 2008; Kuh &
O’Donnell, 2013). This experience is captured in these interns' voices: I’ve never learned
as much as I did in this internship and I learned more in one semester that I did in all my years of classes.
An internship is an intensive field experience and a critical component of
many academic programs. Internships are conducted in social services and corpo-
rations, government offices, the high-tech industry, and research laboratories, to
name a few settings. It’s important to know that there are other types of field-based
learning experiences, including co-op education, service-learning, and course-
related practica. Note that an internship may also be called “fieldwork” or “field
education.” Increasingly, internships are global in scope, with students interning
in another state or another country as part of study-away experiences. We will
use the term internship in this book to refer to those learning experiences that
involve receiving academic credit for intentional learning at an approved site, under
approved supervision, for at least 8 hours per week over the course of a semester.
A Few Basic Terms

There are several ways to describe an internship; we lean toward that offered by
the National Associations of Colleges and Employers (NACE) in its Position Statement:
US Internships (2011). NACE proposes the following:
An internship is a form of experiential learning that integrates knowledge and theory learned
in the classroom with practical application and skills development in a professional setting…a
legitimate learning experience benefitting the student and not simply an operational work
experience that just happens to be conducted by a student.
(Reprinted with permission of the National Association of Colleges and Employers,
Copyright holder. All rights reserved. Source: http://www.naceweb.org/about-us/
advocacy/position-statements/position-statement-us-internships. July 2011.)
NACE’s Legitimate Internship

To ensure that an experience—whether a traditional internship or one conducted
remotely or virtually (emphases ours)—is educational and thus eligible to be
considered a legitimate internship by the NACE definition, all the following crite-
ria must be met:
• The experience must be an extension of the classroom: a learning expe-
rience that provides for applying the knowledge gained in the classroom.
chapter one • The Big Picture 3
It must not be simply to advance the operations of the employer or be the

work that a regular employee would routinely perform.
• The skills or knowledge learned must be transferable to other employment
settings.
• The experience has a defined beginning and end and a job description with
desired qualifications.
• There are clearly defined learning objectives/goals related to the profes-
sional goals of the student’s academic coursework.
• There is supervision by a professional with expertise and educational and/
or professional background in the field of the experience.
• There is routine feedback by the experienced supervisor.
• There are resources, equipment, and facilities provided by the host
employer that support learning objectives/goals.
(Reprinted with permission of the National Association of Colleges and Employers,
Copyright holder. All rights reserved. http://www.naceweb.org/about-us/advocacy/
position-statements/position-statement-us-internships. July 2011.)
Frequently referenced sources for definitions of internship-related terms

include the Glossary of terms formulated by subscribers to the Internship-Net
Listserv (May 2010; INTERNSHIP-NET@LISTSERV.MESSIAH.EDU), Mike True’s
books, InternQube: Professional Skills for the Workplace(v. 2) and InternQube.com, a
free hub of varied resources including virtual internship guidelines (Elements of a
Successful Virtual Internship). There also is the Applied Learning Common Definitions (www.
suny.applied-learning/resources). For interns learning abroad, we suggest you
also consider the Education Abroad Glossary published by the Forum on Education
Abroad (2011).
Although internships exist at many colleges and universities, different
language can be used to describe the various aspects of the experience and the
people associated with it. For example, the term supervisor may refer to a person
employed by the internship site or placement contractor or sometimes refers to
a faculty or professional staff member on campus. At the risk of boring those of
you who have a working understanding of these terms and to be clear about what
we mean when using them in this book, we offer the following descriptions:
■ Intern You, the student at the site to learn through an internship, even
though you may not be called an “intern” on your campus or at the site.
■ Experienced Intern Those of you who bring considerable life experience
or prior internship experience to the current internship. If the former, you
also may be considered a nontraditional college student—one who works
full time or has dependents other than a spouse or partner or is a part-time
student (NCES, https://nces.ed.gov) or faces situational (employment, fam-
ily, social, and civic commitments), dispositional (interpersonal relation-
ships), or institutional challenges (Odom & Rowland, 2016).
■ Placement, Internship, or Field Site The place where you are con-
ducting your internship. Sites can vary quite a bit. For example, it could
be an art museum, a K–12 school or university, a social service agency, a
large or small business, or a courthouse. Through the process of finding a
placement, you probably are aware of the incredible variety of opportuni-
ties that exist in the community.
■ Program Supervisors/Campus Supervisor(s)/Instructors/Third-Party
Providers/Facilitators The faculty or professional staff member(s) on
your campus or in your program who oversees your field placement. These
are the people who may have helped you find the placement, meet with you
individually during the semester, visit you at the site, hold conferences with
you and your supervisor, conduct a seminar class for you and your peers,
evaluate your performance, or do all of the above. It is possible for more
than one person to fill these roles. Even though they may go by different
titles on various campuses (internship coordinator, seminar leader, supervis-
ing professor, facilitator, third-party provider), for simplicity’s sake, we will
use the term campus/program supervisor to refer to all of those roles.
■ Site Supervisor The person assigned by the internship site to help ensure
your learning. This person meets regularly with you, answers your ques-
tions, guides you in your work, and gives you feedback on your progress.
Most internships assign one site supervisor to one student, although in
some cases, there may be more than one person fulfilling these functions.
Some programs use the term field instructor to describe this person in order to
emphasize the educational (as opposed to managerial) nature of the role.
■ Coworker The people who work at your internship site, regardless of
their title, status, or how much you interact with them. If there are other
students at the site from your school or some other school, they are
functioning in the role of coworker when you are at the internship site.
■ Clients, Customers, and Populations The people who are served by
your internship site or with whom the site does business. Given the vari-
ety of types of internships, it is not possible to use one term that works
in all settings. For example, in the helping professions’ settings, the
term clients is commonly used; however, the people served may also be
referred to as customers, consumers, residents, students, or patients, depending in
part on the philosophy and mission of the site and the nature of the work.
Other organizations, such as advertising agencies or public relations firms,
have clients as well, although of a different nature and with different
needs. Still other settings, such as business or retail, use the terms customer
or consumer more commonly.
The High Quality Internship:

It’s All About the Learning LO 1.1
Success means many things to different people. Of course, you want your intern-
ship to be successful, as do all the other people involved, but what does that really
mean? First of all, success in this context is not an absolute term; some internships
are more successful than others, and there is always room for improvement. For
us, a successful internship is a High Quality Internship (HQI), and this book
is all about helping you make your internship the highest quality, most success-
ful learning experience. The key to an HQI lies in the focus on learning (King &
Sweitzer, 2018). We will spend some time now discussing the kinds of learn-
ing involved in an HQI and then explore the key approaches to facilitating that
learning.
You have had a variety of learning experiences throughout your life, both in
and out of the classroom. Some of that learning didn’t last very long: You passed
the test, or passed the course, and as time went by the learning faded. Some
of that learning was pretty narrow in focus (which doesn’t make it bad) and
some was broader. But some of your learning experiences made you feel differ-
ent: The learning stayed with you. More than that, you felt somehow changed
as a person by the experience. What we want for you, and what this book is
designed to help with, is learning that is deep and lasting, wide, and transformative.
Deep and Lasting Learning LO 1.2

Consider for a moment the process of cooking pasta. Gallons of water boil on
the stove and are then poured into a strainer. Most of what was in the pot is gone
now; only the pasta remains. Some learning experiences are a lot like cooking
pasta: Much gets poured into the pot, some gets boiled off, much of the rest gets
poured out, and not that much remains at the bottom. You have had these expe-
riences in the classroom; we all have. You have probably had them outside the
classroom, when someone has tried to explain something, shown you a complex
task, or told you a long and involved story. You understood at the time, but later
can’t remember. This kind of learning is sometimes referred to as surface learning
(Ewell, 1999; Weimer, 2012). Deep, meaningful learning, on the other hand, not
only lasts but also is something you can call on in settings other than the one in
which you learned it. For example, deeply learned quantitative skills not only
enable you to perform calculations on a test but also help you solve real problems
in other classes and in your daily life.
Wide Learning: Domains and Dimensions LO 1.3

In our experience, most interns approach their internship excited about what they
are going to do and what they hope to learn. And yet, paradoxically, they also typ-
ically underestimate the learning potential of the internship because they don’t
yet know all that there is to learn. They may be excited about honing professional
skills, developing career opportunities, or trying out theories they have studied.
An internship can do any or all of those things, and so much more. As is sug-
gested by the title of this book, we view a successful internship as one in which
the learning facilitates three significant dimensions of your development: per-
sonal, professional, and civic. You enter the internship at different points in your
development in these three dimensions based on life and work experience; with
care and focus, you can enhance growth in the domains of learning—knowledge,
skills, attitudes, and values—in all three dimensions (See Figure 1.1).
Dimensions of Learning
Domains of Learning Personal Professional Civic
Knowledge
Skills
Attitudes/Values
FIGURE 1.1 Domains and Dimensions of Learning
Personal Development
Personal growth and development is a lifelong journey that usually involves numer-
ous challenges and crises along the way that can give your life new meaning. This
journey includes relationships with significant others, one’s communities, and the
world-at-large. It is through our engagement with other people that we grow; to
continue growing we must “be willing to let go of the old ways of thinking and
acting so new dimensions can develop” (Corey, Corey, & Muratori, 2018).
You have an opportunity for intellectual and emotional development that will
be important for your internship and perhaps for life beyond it, but also for let-
ting go of “old” ways of being and allowing new ways to develop. For one thing,
the internship offers an opportunity to develop qualities such as flexibility, sensi-
tivity, and openness to diversity that are critical to your success as a professional,
a family member, and a citizen. For another thing, if you give yourself a chance,
you can learn a tremendous amount about yourself during this internship. The
experience can be a powerful catalyst for personal growth, providing opportuni-
ties to develop a sense of your potential through work under the supervision of
experienced and qualified supervisors. There will be opportunities to accomplish
tasks independently and test your creative capacities while doing so. In Chapter 5,
we will elaborate on the dimensions of self-understanding that are available to
you in an internship; and you will learn more about what makes an internship
fulfilling when reading about the Competence Stage (Chapter 10).
Professional Development
Some students enter an internship primarily for career exploration. They may be
studying a traditional liberal arts discipline such as sociology, history, political sci-
ence, or psychology, and want to see some ways in which those disciplines are put
into practice. For other students, the internship is the culminating academic experi-
ence in a highly structured and sequenced set of courses and field experiences and
can be a chance to pull together and apply much of what they have learned. And of
course, there are internships whose purpose falls somewhere in between these two.
For everyone, though, the internship is a chance to take the next step: to acquire
more of the knowledge, skills, attitudes, and values of a profession or an academic
discipline and to explore how well they fit with personal interests and strengths.
An internship also affords you the opportunity to understand the world of
work in a more complete way. It is an opportunity to become socialized into
the norms and values of a profession (Royse, Dhooper, & Rompf, 2018). Even
if you have had full-time jobs or careers, presumably your internship is taking
you into an area in which you have little professional experience at this level.
Internships are often described as a time when theory is applied to real-life
settings; we believe that the relationship between theory and practice is more
complex than that. The internship is a chance to develop the relationship between
theory and practice, for each should inform the other (Sgroi & Ryniker, 2002).
According to Sullivan (2005), professionals excel at the art of Practical
Reasoning, which literally means reasoning in and about practice. In other
words, you are making sense of what you are doing while you are doing it
and making sense of the work as you reflect on it afterward. Practical Reason-
ing means moving between your understanding of theory and the real human
situations that you face in your work (which do not always quite conform to
the predictions of that theory!). Your experience will help you see where the
theories do not quite apply or where you need to search for a new theoretical
model to help you.
Many internship programs also emphasize academic learning, that is, the
applied learning of a particular academic discipline. Internships are a wonderful
opportunity for this sort of learning; in some internships, it is the primary pur-
pose. Whether your primary goal is to enter a profession or to explore a discipline
as deeply as you can, there is an academic component to your learning. There are
also important essential abilities that can be strengthened in an internship that
go beyond or cut across professions and academic disciplines. The ability to look
critically at information, think creatively, and look at issues from multiple view-
points are essential abilities. So is the ability to communicate clearly both verbally
and in writing. Solving problems and working in teams are abilities that will serve
you at home, at work, and in the community. Many of these abilities are tradi-
tional outcomes of what is referred to as a liberal education (Crutcher, Corrigan,
O’Brien, & Schneider, 2007); they are also critical components of many profes-
sions (Lemann, 2004). You may have studied some of them in your undergradu-
ate general education courses; indeed, this is often where important foundations
are laid. But if they also are not encouraged and developed in the context of your
major area of study, they will have far less impact on you (Crutcher et al., 2007).
Civic Development
To neglect formation in the meaning of community, and the larger public purposes for which the
profession stands, is to risk educating mere technicians for hire in place of genuine professionals.
—william sullivan (2005, p. 254)

In our experience, students approach the internship with a wide range of expo-
sure to and understanding of the term civic. For some, the term conjures up topics
such as the branches of government and the legislative process and seem largely
irrelevant to college, not to mention an internship. For others, depending on
their life experiences, choice of majors, or the colleges they attend, the notion
of civic is more robust and exciting. Even so, this aspect of an internship may
be overshadowed by the expected personal and professional dimensions. Also,

internship sites vary in their explicit emphasis on the civic dimension of their
work—and yours.
We invite you to consider civic development as the development of the per-
sonal and professional capacity for participation in a healthy democracy (Colby,
Erlich, Beaumont, & Stephens, 2003; Howard, 2001). For many, this capacity
is the essence of an engaged citizen. The need for college students to acquire
knowledge, skills, attitudes, and values that will allow them to enter the work-
force and function as productive citizens in a democratic society has drawn a
good deal of attention on college campuses across this country (National Task
Force on Civic Learning and Democratic Engagement, 2012). It is important that
these essential abilities be cultivated early and often and in active engagement
with communities.
Civic Development in an Internship An internship can help you develop the

domains of learning that will make you become a more responsible and contrib-
uting member of your community and society—an engaged citizen—regardless
of where you live and what you choose to do for your life’s work. Several
authors have written about the various aspects of civic learning (Battistoni,
2006; Colby et al., 2003; Howard, 2001; Saltmarsh & Hartley, 2011; Taskforce,
2012). We will address them in more detail when we discuss your Learning
Contract; however, here are a few examples:
■ Civic Knowledge might mean learning not just about the challenges faced by
the people your profession serves, but about some of the historical and
current social forces that bring about those challenges. It might mean, for
example, learning that people who are hungry, poor, or underemployed
are not necessarily lazy or unintelligent, but that their condition results
at least in part from social conditions over which they have no control
(Godfrey, 2000).
■ Civic Skills might mean learning how to advocate successfully for change
in a workplace, a neighborhood, or a community to make conditions
there more equitable.
■ Civic Attitudes and Values might include the belief that understanding
social issues is an obligation for everyone, not just those in politics or
journalism.
An internship can also help you become what William Sullivan (2005) calls a
Civic Professional—someone who embraces and intentionally attempts to
understand the human context of the work. For some professions, such as the help-
ing professions, this context begins with the individual. For all professions, how-
ever, it includes a broad and complex social context of families, diverse cultures,
communities, and political dynamics. A civic professional or engaged citizen is
also someone who understands the public relevance of the profession. Each profes-
sion has an implicit contract with society. Some professions exist only to serve
society; they are funded largely by society because of the public value placed on
that service. Even those professions, however, must grapple with the nature of
their social mission or contract. For example, there is a history of debate within
the field of criminal justice about whether its primary purpose is to protect soci-
ety in the short term by incarcerating, monitoring, and/or punishing those who
have committed crimes or to try and rehabilitate those who have committed
crimes so that they may become productive, contributing citizens in the long
term. Regardless of what you believe about that issue, an internship in criminal
justice is an opportunity to explore it.
All professions also have ethical and moral obligations to the society in which
they function, and the work of each professional is by definition connected to a
larger social purpose. Journalism should be about more than entertainment; a free
press should be an anchor of a healthy democracy. Even the intensely private domain
of business can be seen as a public good as well as a private benefit (Colby, Erlich,
Sullivan, & Dolle, 2011; Waddock & Post, 2000). Business educators have argued that
those entering the business world need to understand that business is about more
than maximizing profits and creating wealth: Corporations ought to contribute to
community issues, such as social justice and ecological stability (Godfrey, 2000).
Some internship sites expect their interns and employees to be civically
involved on a regular basis; for other sites, the involvement is voluntary. That
involvement may be to the immediate community or to a community of their
choice, on-site or otherwise. Either way, expected or voluntary, civic involvement
is a thread that runs through the culture of the organization.
The internship is a unique chance for you to learn about the public relevance
and social obligations of a profession—perhaps one that you plan to be part of
in a short time—and about how those obligations are (or are not) carried out at
your internship site (King, Sweitzer, & Giles, 2017). You will learn more about
these responsibilities of a profession through this book’s approach to civic devel-
opment, which also guides the High Quality Internship.
A Civic Commitment
United Planet
United Planet is a nonprofit organization based in Boston, MA, USA, with a

mission to create a global community, one relationship at a time. Its pro-
grams enable this by connecting volunteers who want to make a difference
with communities in 30 countries, where they learn, teach, work, engage, and
immerse themselves in a culture outside their comfort zone. At United Planet,
civic involvement by volunteers, interns, and staff is voluntary. Two ways the
site introduces its civic involvement is through Service Days in the communi-
ties around Boston and Lunch & Learns. The latter are activities of interest
identified by the staff and interns and for which training and development are
provided beyond the technical and field focus of their work through readings
and experiences to inform discussions regarding civic issues. Examples include
discussion series on diversity, race, and inclusion; team volunteer activities in
Boston; and emotional intelligence.
T. Higgs, personal communication, March 9, 2017, www.unitedplanet.org
Transformative Learning
An internship is about much more than acquiring knowledge, skills, and values.
It is about your development and transformation as a learner. While many kinds
of transformations can occur in an internship, there are three learning transfor-
mations that we think are especially significant for your internships, your subse-
quent learning, and your life experiences. We want you to become a more engaged,
more integrative, and more self-authored learner.
A More Engaged Learner

Engaged learners become involved with their learning. They look for opportuni-
ties to learn and recognize the opportunities when they see them. When learning
is difficult, they see it as a challenge and make every effort to rise to it. They do
not just accept what is written in a book, journal, or blog, or even what a pro-
fessor says; they ask intelligent, probing questions and think both critically and
creatively. And when they experience difficulty or even failure, they hang in there
and keep trying. Later in the book, we will be discussing the typical challenges
that interns face—and some extraordinary ones—and recommending specific
responses to help you meet them. The more you take an engaged approach to
these challenges and tasks, the more successful your internship will be and the
more you will emerge having adopted habits of learning that will serve you well for
years to come.
The following THINK About It box lists some common characteristics of
engaged learners (Swaner, 2012; Sweitzer & King, 2013).
THINK About It…

The Engaged Learner
The engaged learner has what it takes to be successful in an internship. The

skills and qualities that are relevant to the internship experience are listed
below. In many ways, this list serves as a practical guide for the intern, ensur-
ing that the intern stays on the path to success—both in the internship and in
the careers that follow.
Engaged learners invest in learning when they …
• Take responsibility to seek out knowledge and understanding

• Take charge of pace, direction, and shape of what they learn
• Desire to be successful in learning
• Are excited about learning and welcome learning opportunities
• Ask intelligent and probing questions
• Self-motivate
• Think critically
• Self-direct through tasks

• Are intellectually curious
• Commit themselves to meaningful work
• Solve problems strategically and effectively
• Have a sense of personal agency
• Self-initiate direction and tasks
• Are proactive in the face of challenges
• Seek connections between what they learn from various sources
• Seek to understand the wider context of their learning
• Take pride and delight in knowledge and in work
• Persist in the face adversity and challenge
• Work independently, as well as collaboratively, in productive ways
A Word of Caution… The over-engaged learner may be overdoing it! Burnout

may be inevitable if this engaged learner doesn’t take stock of all the com-
mitments that are being made and take action to prevent being over-engaged
(Swaner, 2012).
As you look over the list, make note of those qualities or skills that you already
have. If you do not recognize many of the characteristics as yours, there is a good
chance that you are not yet a fully engaged learner. Even so, you might well be
on the path to becoming one. On the other hand, if most of the characteristics
do not describe your ways of learning, there is a chance that you are entering the
internship as a disengaged learner. If so, you have a decision to make about how you
want to invest in your internship going forward. Choosing to become an engaged
learner puts you on the path to a successful internship. Fortunately, your supervi-
sors are prepared to work with you in developing the skills of the engaged learner.
A More Integrative Learner

Deep learning also results when the knowledge, skills, and competencies across
a variety of academic and social activities are integrated into a meaningful whole
(Kinzie, 2013). In the course of your internship, your work, and your life, you
will receive information, analyses, and opinions from many sources, and some
of them will conflict with one another. Even when they don’t, it is a challenge to
bring those perspectives together in your mind. Integration does not mean choos-
ing among the perspectives; it means taking what is useful from each and blending
them into a perspective that is yours. For example, you may have taken courses in
psychology, communication, sociology, and business that all deal with how people
behave in groups. When you are faced with a group situation, you will need to
blend those perspectives to help you decide what makes sense and what to do. In
your professional work you may be dealing with problems in the community or
the world, such as poverty, economic development, or protecting the environment,
and your profession will have an important perspective on those issues. However,
important issues are rarely addressed successfully by one profession alone; other
professions have valuable perspectives and you will be more successful if you can
examine the issues and work from those different professional perspectives.
One of the most important kinds of integration you will face in an internship
is integrating the cognitive and affective realms of your experience. Your intellect
(cognitive realm) will be a great asset to you in navigating the internship and
achieving your learning goals. However, for most interns, the internship leads to
some strong emotions and feelings; this is the affective realm of the internship.
Some of the feelings will be positive and pleasant while others will be upsetting
and disturbing. The strength and balance of the positive and disturbing feelings
depend on the kind of work you are doing, your personality, and what events
unfold during the internship. If you ignore this aspect of the internship, you may
have a hard time succeeding. At the very least, you are leaving opportunities for
learning on the table. At most, your emotional reactions can interfere with learn-
ing and success. On the other hand, you don’t want to become too focused on
your feelings and fail to draw on other things you have learned to help you make
sense of them and move through them. This integration and balance of the cog-
nitive and affective is something everyone needs to deal with, and this is a great
opportunity to get better at developing it.
Keep in mind that an internship is not just an intellectual experience. It is a
human experience, full of all the wonderful and less-than-wonderful feelings that
people bring to their interactions and struggles. This emotional, human side of
the internship is more than a backdrop to the real work and the real learning: It is
every bit as real and important.
A More Empowered, Self-Authored Learner

The term self-authored may seem like jargon, but it describes an invaluable constella-
tion of beliefs about and stances toward learning (Baxter Magolda, 2001; Hodge,
Baxter Magolda, & Haynes, 2009). You have no doubt heard the term empowerment.
This word is used to mean many different things; however, we believe from our
experiences that becoming a more self-authored learner is a tremendous source
of empowerment. As you grow into this kind of learner, you begin to see that
not all the answers lie in books, lectures, podcasts, or any other source beyond
yourself. Some of the answers, some of the wisdom, lies inside of you. When
you are not sure what to do, you will consider your beliefs, values, and accumu-
lated experience and try to act in ways that are consistent with those sources of
wisdom. The more you are able to take this perspective, the more you can nego-
tiate with others and engage in genuine, interdependent relationships (Belenky,
Clinchy, Goldberger, & Tarule, 1986; Perry, 1970).
How in the World Do I Get There?

Deep learning in multiple domains and dimensions is quite a challenge. Trans-
forming yourself as a learner is an even bigger challenge. You may be feeling a
little intimidated by all these possibilities and challenges. To help you meet your
goal of a High Quality Internship (HQI), we’ve designed the book so that chap-
ters are replete with knowledge, ideas, strategies, guidance, and practical sugges-
tions. These chapters rest on four big ideas, which we turn to now.
Big Idea #1: Experiential Learning LO 1.4

An internship, like other kinds of field instruction, is a form of experiential edu-
cation. Although this approach to learning may not be well understood in many
places on your campus, it comes out of a long theoretical and practical tradition,
as discussed in the box below.
Consider This:
The Foundations of Experiential Learning
Experiential learning has philosophical roots dating back to the guild and
apprenticeship systems of medieval times through the Industrial Revolution.
Toward the end of the 19th century, professional schools required direct and
practical experiences as integral components of the academic programs, such
as medical school and hospital internships; law school, moot courts and clerk-
ships; normal school and practice teaching; forestry/agriculture and field work
(Chickering, 1977). The National Society for Experiential Education (2006)
describes experiential education as learning activities that involve the learner in
the process of active engagement with and critical reflection about phenomena
being studied.
Perhaps the best-known proponent of experiential education was the edu-
cational philosopher John Dewey (1916/1944, 1933, 1938, 1940). Dewey
believed strongly that “an ounce of experience is better than a ton of theory
simply because it is only in experience that any theory has vital and verifiable
significance” (1916/1944, p. 144). Although Dewey’s work is decades old, his
ideas are still valuable to you as an intern. He was convinced that even though
all real education comes through experience, not all experience is necessarily
educative. For important learning to take place, Dewey (1933, 1938) believed
that the educational environment needs to actively stimulate the student’s
development through genuine, solvable problems that the student must con-
front with active thinking. He also believed that the experience must go on for
a sustained amount of time and foster development—intellectually and morally.
The experience itself must be both interesting and worthwhile and lead to fur-
ther growth, and the larger community must benefit over time. We will return to
some of these ideas in upcoming chapters.
Later theorists in experiential education echo Dewey’s belief in active think-

ing and the notion that experience has to be processed in some way to create learn-
ing. David Kolb (1984) originally set forth a cycle of four phases (Experiential
Learning Cycle) that people go through to benefit from learning in experien-
tial ways, as illustrated in Figure 1.2. In the first phase, concrete experience (CE),
students have a specific experience in the classroom, at home, in a field placement,

or in some other context. They then reflect on that experience from a variety of
perspectives (reflective observation, or RO). During the abstract conceptualization (AC)
phase, they try to form generalizations or principles based on their experience and
reflection. Finally, they test that theory or idea in a new situation (active exper-
imentation, or AE), and the cycle begins again, since this is another concrete
experience.
Concrete
Experience
Active Reflective
Experimentation Observation
Abstract
Conceptualization
FIGURE 1.2 Kolb’s Experiential Learning Cycle
You may recognize this cycle from your internship (if you’ve already
begun) or from a previous field or work experience. For example, suppose
you observe a customer arguing with one of your coworkers. You could draw
on several theories or ideas you have studied to try to understand what was
happening or might seek out some new information from staff. You then begin
to form your own ideas about what happened and why and might use this
knowledge to guide your own interactions with that or another customer.
Once you do that, the interaction is itself a new concrete experience, and the
cycle begins again.
The process described by Kolb is largely a cognitive process. You will remem-
ber that we emphasized that you need to attend to both the cognitive and affec-
tive realms of the internship. Lee Shulman (2002) proposed a process (A Table of
Learning, Figure 1.3) that is similar to Kolb’s but includes more of the language
of feelings and experiences associated with the affective realm.
Engagement
Knowledge and
and Motivation Understanding
Commitment and Performance

Identity and Action
Judgment and Reflection and

Design Critique
FIGURE 1.3 Shulman’s Table of Learning
As you may have noticed, fundamental to both Kolb and Shulman and a key
component to experiential education is reflection. Dwight E. Giles, Jr., who has
written extensively about service-learning and internships, reminds us that reflec-
tion is what connects and integrates the work in the field to the learning. Oth-
erwise, whatever theory you study can be emphasized in your classes but is not
necessarily integrated with practical experience. At the other extreme, practical
experience is left to stand on its own. Reflection is the connection and is a power-
ful key to your success, growth, learning, and development (Eyler & Giles, 1999;
D. E. Giles, Jr., 1990, 2002). One intern captures its meaning in this way: I believe
that in reading, reviewing, and of course, reflecting on something, someone can learn more about themselves
and how they really feel about certain issues. Some of you have experience with reflection
already; others will need to work harder to develop the habit. Chapter 3 will help
you with the basics of reflection. Chapters 6 and 8 will encourage you to expand
your reflective repertoire to include critical reflection. If you are experienced with
reflection, you may want to turn to those chapters and read ahead.
Learning Abroad An international internship does not ensure that an educative

experience occurs or responsible global citizenship develops (e.g., mutual under-
standing and reciprocity, global awareness). Both can be learning outcomes when
guided by skilled, knowledgeable facilitators using problem-based content. Such
is the experiential pedagogy model of Lutterman-Aguilar and Gingerich (2002). Its ten
“strongly interconnected principles” (p. 49) guide learning to include but not
be limited to openness to change personally and globally; awareness of how one
learns; capacity for authentic thinking, intercultural communication, collaboration,
and dialogue; a healthy learning community of diversity, mutuality, and reciprocity;

and effective critical reflection, evaluation, and assessment.
Transformational Model for Interns Learning Abroad*

One model of learning used by students interning abroad encourages interns to
think about and engage with complex global issues, which is expected of quality
internships conducted abroad (Benham Rennick, 2015). Using the four stages
described below, this transformational model guides interns to have meaningful,
well-informed opportunities to engage critically with global perspectives, reflect
on those perspectives, and respond to the issues (p. 71). The potential for a
transformative learning experience and a sense of agency occurring when doing
so is enhanced when you reflect in critical ways and are engaged in
real-world problem solving that benefit all partners in your internship abroad—
so long as it is culturally relevant to and socially situated in the host community
and is collaborative in nature (p. 83). The model is represented in four stages
and spans the experience from preparation for the host community to return to
the home campus.
Four Points of Praxis for Learning Abroad
• Intentional, guided inquiry: focus on pre-departure preparation with the goal

of critical self-reflection
• Critically reflexive interaction: focus on understanding immersion and
effects of self in the host culture
• Pursuit of understanding: focus on analyzing personal changes
• Action-oriented reframing: focus on post-internship assessments of identi-
fied changes
*Excerpted from King and Sweitzer (2018).
Big Idea #2: Engaged Approaches to Learning

If you are going to become an engaged, self-authored learner, you need to expe-
rience engaged approaches to learning. In general, engaged learning refers to
methods of learning where you are an active partner in learning as opposed to
a passive recipient. Hodge, Baxter Magolda, and Haynes (2009) refer to engaged
learning as an approach that encourages students to seek and discover new knowl-
edge by exploring authentic questions and problems. Such approaches have been
shown to lead to deep learning. When learning is a passive process, teachers are
the centers of energy and tell you the information that they think you need to
know. But when learning is an active process, students are the centers of energy
and the teacher’s role is to guide or facilitate your learning by taking an interest in
your work and coaching you through the experience (Garvin, 1991). As an active
participant in the learning process, you play the central role in shaping the content,
direction, and pace of your learning.
THINK About It…

Make It High-Impact!
George Kuh and his colleagues have changed the landscape of higher education
in the United States with their work on engagement in higher education and the
practices that promote it (2003, 2008, 2009). You even may have completed
one of their surveys about the classes in which you believe you learned most
profoundly (National Survey of Student Engagement (NSSE), 2009). A number
of practices have been identified that can lead to student engagement and high-
quality learning, and the internship is one of those practices when implemented
effectively. These practices can foster complexity in your thinking, feeling, relating,
and acting and create connections between your learning and social contexts and
communities. Kuh and O’Donnell with Reed (2013) have identified eight key char-
acteristics that are found in high-impact practices. Collaboration between you
and your partners in learning is necessary in order to create and maintain these
conditions. As you make your way through this book, focusing on each characteris-
tic, you are on your way to creating a high-quality, high-impact internship!
• Performance expectations set at appropriately high levels
• Significant investment of time and effort by students over an extended
period of time
• Interactions with faculty and peers about substantive matters
• Experiences with diversity, wherein students are exposed to and must
contend with people and circumstances that differ from those with which
students are familiar
• Frequent, timely, and constructive feedback
• Periodic, structured opportunities to reflect and integrate learning
• Opportunities to discover relevance of learning through real-world applications
• Public demonstration of competence
While being engaged is important in any learning process, it is especially

so in an internship. Engagement as a stance toward or way of interacting is the
lever for getting the most from an internship by turning experience into learning,
empowering yourself as a learner, and having a High Quality Internship.
Forms of Engagement
Lynn Swaner (2012) discusses three forms of engagement that we consider
especially important for internships:
• Holistic Engagement—Engaged learning is more than using your brain to
think (the cognitive domain). Engaged learning is an affective experience
(continued)
Forms of Engagement (continued)

as well; it draws on your “heart” as well as your “head.” The integration of
the cognitive and affective domains is one of the challenges and opportuni-
ties of an internship.
• Integrative Engagement—This form of engagement focuses on combin-
ing various learning experiences toward a common goal. Throughout this
book, we encourage you to reflect on your experience from multiple per-
spectives, including those you bring, those you encounter along the way,
and those that others may suggest to you. Completing the learning cycles
(discussed earlier in this chapter) means considering the implications of
all your reflections, drawing some conclusions from them, and (most impor-
tantly) taking some action as a result of your conclusions.
• Contextual Engagement—An engaged learner is able to place learning in
a broader context. Throughout this book, we will encourage you to consider
the social, political, and civic contexts of your work and your learning as
well as the contexts of your personal and professional aspirations in rela-
tion to the internship.
Big Idea #3: Self-Understanding LO 1.5

To make sense of your internship, you need to understand more than a stage theory
and the experiential nature of learning in the field; you need to understand yourself in
the context of learning-while-doing beyond the classroom and in the field. No two
students have the same experience even if they are working at the same site, because
any internship experience is the result of a complex interaction between the individ-
uals and groups that comprise the internship site and each individual intern.You are a
unique individual, and that uniqueness influences both how people react to you and
how you react to people and situations. You view the world through a set of lenses
that are yours alone. Therefore, each of you will go through these stages at your own
pace and in your own way. Events that trouble you may not trouble your peers, and
vice versa. Some of you will be very visible and dramatic in both your trials and your
tribulations. Others will experience changes more subtly and express them more qui-
etly. We want to help you think about yourself throughout your internship in ways
that we believe will lead you to important insights about yourself in the workplace
and to a smoother journey in your personal, professional, and civic development.
Big Idea #4: Predictable Stages
Each intern’s experience is unique, and yours will be, too. You may have a dif-
ferent experience from other interns at the same site or from any previous field
experiences you have had. Internship sites differ, too, and you may be in a sem-
inar with peers who are doing very different work with very different groups of
people. We continue to be amazed and enriched by the diversity of experiences
that interns have as well as the diversity of their personal, professional, and civic
development; it is one of the factors that makes working with interns gratifying,
even after many years.
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Sunnuntai
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.
Title: Sunnuntai
Romaani
Author: Ester Ståhlberg
Release date: October 8, 2023 [eBook #71834]
Language: Finnish
Original publication: Porvoo: WSOY, 1922
Credits: Juhani Kärkkäinen and Tapio Riikonen
*** START OF THE PROJECT GUTENBERG EBOOK SUNNUNTAI

***
SUNNUNTAI
Romaani
Kirj.
Ester Ståhlberg
Porvoossa, Werner Söderström Osakeyhtiö, 1922.
Äidilleni.
1.
Ilta hämärtää. Koivut ikkunani ulkopuolella ovat paksussa

huurteessa, ja tuulen henki huojuttaa hiljaa niiden valkoisia oksia. On
syvä rauha ja hiljaisuus. Viereisestä huoneesta kuuluu yksinäisen
keinutuolin natinaa, muuten ei napsahdustakaan koko talossa.
Siellä istuu isä, hitaasti kiikuttaen keinutuolia, pää kätensä
varassa. On sunnuntai-ilta. Koko päivä on ollut samaa äänetöntä
sunnuntaita, samaa pyhien pyhää. Olemme yhdessä katselleet
valokuviasi, yhdessä entisiä kirjeitäsi. Talo on ollut sinua täynnä, ja
jokainen soppi ja jokainen esine on kertonut sinusta.
Olen joskus tarkannut isää, kun hän siinä kumarassa istuu sinun
kirjeesi hyppysissään. Olen tarkannut hänen raukeata ilmettänsä,
hänen laihtuneita kasvojansa. Hän ei saa öisin unta. Hänen kätensä
ovat entistä kalpeammat, hänen huulensa väräjävät, kun hän
kuvaasi katselee. Ja kun luen kirjeistäsi jonkun kuvauksen entisestä
kesäelämästämme tai mistä tahansa, mihin mielesi on ollut kiintynyt,
sulkee hän silmänsä ja hänen rinnastaan nousee raskas huokaus
ikäänkuin jostakin syvältä, hänen olemuksensa pohjimmaisesta
pohjukasta.
Nyt on ilta. Kuuntelen tuota keinutuolin natinaa ja tiedän varsin

hyvin missä hänen mielensä vaeltaa. Hän soudattaa siinä esille
kuvan toisensa jälkeen murheellisen sydämensä lohdutukseksi. Hän
muistaa niitä äskeisiä päiviämme, jolloin sinä muutamalla
harppauksella juosten portaat saavuit koulusta ja kerroit illan suussa
hänelle juttujasi. Silloin oli vielä viihtymisemme häiriintymätön
yhteisen kotilieden ympärillä. Ja karhuntaljalla isän jalkojen juuressa
nukahti joka ilta pieni liinatukkainen tyttölapsi.
Kaikki on siitä muuttunut. Nyt on maailma äänetön ja elämämme

kulku on pysähtynyt. Arki touhuineen on poissa, ja meillä on
sunnuntai. Yhtämittainen, salaperäinen sunnuntai. Tuulen suhina on
toisenlainen kuin ennen, junan vihellys kuuluu kuin toisesta, meille
vieraasta maailmasta. Huomaan usein isän silmistä, että hän
katselee jotakin, jota eivät muut näe, ja kuuntelee jotakin, jota eivät
muut kuule. Meille on avattu salattu tie, jota kulkiessamme entisten
näköalojen takaa avautuvat uudet, jonka varsilla oudot kukkaset
loistavat ja vieraat linnut meille visertävät. Kuitenkin se on oman
elämämme polku. Astumme tätä polkua poispäin nykyisyydestämme,
mutta on kuin emme olisi siitä ennen mitään aavistaneet.
Pelkään pahoin, ettei isän silmä koskaan enää käänny siitä

maailmasta pois edes sen verran, että hän jaksaisi nykypäivän
kutsua seurata. Pelkään, että hän on menneen ajan lumoissa niin
kokonaan, ettei hän tule mitään tulevaisuutta enää tavoitelleeksi.
Uskon oi jospa voisin olla sitä uskomatta! — mutta uskon joskus,
ettei hänen katseensa enää koskaan palaja siltä veräjältä, jonka
taakse sinä hävisit.
Menen hiljaa hänen huoneeseensa. Hän ei nosta päätään. Lasken

käteni hellävaroin hänen olkapäällensä. Hän ei näy huomaavan
tuloani. Otsa on uurtunut, suupielissä on syvät vaot. Annan katseeni
liukua ulos ikkunasta huurteisten oksien lomitse yli hämärtävien
lumikenttien. Miten kutsun hänet takaisin elämään?
Kaareutuuhan täällä vielä taivas ja paistaahan joskus taas aurinko.

Onhan tässä vielä koti tallella, on pieni tyttönen vuoteessansa, ovat
tuossa ruohokentät lumen alla, ja ensi keväänä ne taas viheriöinä
helottavat. Olethan täällä sinäkin, Yrjö. Olet — vaikka oletkin poissa,
olet kuitenkin luonamme pysyväisemmin, muuttumattomammin kuin
koskaan ennen.
— Onhan hän kuitenkin luonamme — sanon ääneen.
Valkotukkainen mies katsahtaa minuun ja nyökkää päätään. Sitä

katsetta en unohda. Siinä ei ollut sillä hetkellä kaipauksen
katkeruutta. Siinä on varmuutta jostakin. Mistä?
— Muistellaan yhdessä! — sanon taasen ääneen. — Kaivataan
yhdessä! Sillä lailla on helpompi kantaa kuormaa, ja yhteinen kaipuu
muuttuu elämän voimaksi. Se, mikä meillä on yhteistä, ei ole
kenenkään muun omaa kuin meidän kahden, ja meillä on suuret
aarteet. Yrjö on avannut meille portin omaan elämäämme ja
elämään yleensä. Hän tulee itse meitä vastaan kaikkialla. Nyt vasta
näemme silmillämme, tajuamme toisin kuin ennen oman
kohtalomme ja muittenkin kohtaloita. Ja kaiken takana ovat
loppumattomat avaruudet.
Hän sulkee käteni omaansa ja minä istuudun tuolille hänen

viereensä.
Tuossa ovat mahonkituolit molemmin puolin pöytää ja sohva

pöydän takana. Yrjö! Niissä istuimme ennen iltaisin. Tule! Istuudu
tuohon isän tyhjään nojatuoliin kuten muinoin! Jutelkaamme
keskenämme kuin ennen, ja antakaamme tuon väsyneen miehen
lämmetä ääntemme kuulemisesta. Suokaamme hänelle nykyhetken
unohduksen lepo ja menneitten päivien lohdutus. Yrjö, auttakaamme
häntä, rohkaiskaamme häntä, niin että hän entisyyden muistoista
saa voimaa elämään uutta elämää. Aika ei todellisuudessa pysähdy,
ihmisen on riennettävä eteenpäin, sillä yksin kohtalo asettaa hänelle
hänen matkansa päämäärän. Mutta hän jaksaa paremmin kestää
kovat kaudet, kun hän saa rauhassa muistella ja niistä
muisteloistaan koota itsellensä uutta tarmoa. Niinpä tehkäämme
hänelle tämä ilta leppoisaksi ja rauhan täyttä suloa uhkuvaksi.
Kulukoon lohdullisesti tämä pyhäinen sunnuntai loppuansa kohti,
lampun hauskasti valaistessa hänen kirjoituspöytäänsä ja hämärän
kurkistaessa sisään punaviiruisten uutimien lomitse.
*****
Kerro, poikaseni, tulimmeko sinulle koskaan sanoneeksi, miten
paljon me sinua rakastimme? Emme suinkaan. Sillä emmehän
tulleet vakuuttaneeksi sinulle päivänselvää asiaa. Emmekä
kiittäneeksi sinua siitä, että olit olemassa. Emme siitäkään, että olit
meille olemassa, sillä niin oli kohtalomme säätänyt.
Jospa voisin puhua sinulle sanattomasti! Sanat eivät kuitenkaan

ilmaise sitä mitä tunnen. Niillä on ahtaat rajansa, mutta en tule ilman
niitä toimeen. Kun vaivun sinun kanssasi muistelemaan entistä
elämäämme, olen riippuvainen rajoista, muodoista ja väreistä Ja
kuitenkin on kaiken takana jotakin rannatonta, jotakin sanoin
sanomatonta.
2.
Ajattelen sitä hetkeä, jolloin kohtalomme langat yhtyivät. Et voi sitä

muistaa, mutta olen usein kertonut siitä sinulle. Se oli se hetki, jolloin
näimme toisemme ensi kerran. Synnyit silloin toistamiseen, sillä
synnyit silloin meille.
Siinä huoneessa ei kuulunut kiirehtiviä askelia, ei valituksia, ei

huudahduksia. Et tervehtinyt minua kirkunalla enkä minä lähestynyt
sinua tyydyttääkseni alkuperäisintä vaistoasi. Siinä huoneessa
vallitsi äänettömyys. Ja me kohtasimme toisemme ainoastaan
viipyvässä ihmettelevässä katseessa, ikäänkuin olisimme jonkin
kadonneen jälleen nähneet.
Eikä ollut silloin muuta olemassa kuin tämä lapsi, joka oli äitinsä
löytänyt, ja tämä äiti, joka oli löytänyt lapsensa.
Varmaan sinäkin vaistomaisesti tunsit, että se päivä oli ratkaiseva.
Sillä sinä olit siitä asti toisessa suhteessa minuun kuin olit
kehenkään muuhun tutussa ympäristössäsi. Enkä koskaan unohda
sitä onnen hymyä, joka aina levisi kasvoillesi myöhemmin joskus
puhuessamme tästä yhtymisestämme ja lapsuutesi varhaisimmista
muistoista.
Sinä päivänä istuit valkoisen jakkarapöydän ääressä, edessäsi

kulunut kuvakirja. Huoneen muusta sisustuksesta minulla ei ole
aavistustakaan. Sen vain tiedän, että siinä oli pieniä lastenvuoteita ja
niissä nukkuvia pikkulapsia, ja meidät saattoi sinne laitoksen
johtajatar, diakonissanpuku yllään. Hän oli korkeasukuinen nainen,
hienopiirteinen ja komearyhtinen, tottunut käskemään, mutta sinä olit
hänen silmäteränsä, ja hän valvoi tarkasti tulevaisuutesi
kaikinpuolista turvaamista. Meihin hän oli jostakin syystä saanut
ehdottoman luottamuksen. Ja sen takia hän seisoi syrjässä odottaen
kohtalomme kehitystä.
Isä jäi äänetönnä sinua katselemaan. Minä lähestyin sinua ja

kyykistyin viereesi lattialle. Sinä vain suurilla silmilläsi minua katsoit
ja katsoit. Sydämeni oli kuin vellova vesi, toivon ja pelon vaiheilla
läikkyvä. Uskaltaisinko koskettaa noita pehmeitä kämmeniä sinun
siitä säikkymättä? Otin kätesi omaani ja sinä annoit sen silmiä
räpäyttämättä tapahtua. Tunsin silkkisen hipiäsi kosketuksen ja suljin
molemmat kätesi omiini. Silloin irroitit ne otteestani ja kiersit hennot
käsivartesi kaulaani.
Silmistäni valahtivat kyyneleet ja minä nostin sinut käsivarsilleni.

Suljin sinut syliini ja painoin otsani karkean mekkosi poimuihin.
Ja minusta tuntui kuin olisi jossain ajan kello lyönyt, erottaen

ajanjakson edellisestä. Se löi sinulle ja minulle. Ja sinä olit kuitenkin
vasta pieni lapsi, joka sopertelit ensimäisiä sanojasi.
Minä nousin ja käännyin isään päin. Näin, että asia hänenkin

puoleltaan oli ratkaistu. Huoneen kynnyksellä seisoi johtajatar-
diakonissa, eikä hänkään selvityksiä kaivannut. Mitään sanomatta
läksimme huoneesta pois, sillä tavanmukaiset kysymykset ja
vastaukset olivat tässä tarpeettomat.
Tuosta hetkestä tuli elämämme rajapyykki. Monet muut ovat

vähitellen häipyneet tietoisuudestamme, mutta se on aina loistanut
vastaamme yhtä kirkkaana muistojemme kätköistä.
3.
Niin se tapahtui. Mutta kesti kauan ennenkuin saimme ottaa sinut

mukaamme kotiin, sillä olimme vieraassa maassa, jolla oli omat
lakinsa. Odottaessamme asian laillista järjestelyä meidän oli pakko
pysyä kärsivällisinä kauankin, ja tämän ajan kestäessä oli aina
mahdollista, että jotakin arvaamatonta voisi tapahtua.
Vihdoin isä ei enää voinut aikaansa hukata, hänen täytyi, jos kohta
vastahakoisesti, matkustaa kotimaahamme. Minä jäin. Ja olin valmis
odottamaan sinua vaikka vuosia, jos sikseen tulisi.
Päivästä päivään elin vain sitä hetkeä varten, jolloin sain sinut
nähdä. Sinä tähystelit tuloani ikkunasta ja tallustelit minua vastaan.
En tahtonut tavata sinua muitten läsnäollessa, ja siksi vein sinut aina
ulos. Pistin yllesi päällystakkisi, jos oli sateista, muuten sait tulla
kanssani kävelylle hoitolapuvussasi. Sinä astua tepastelit vieressäni
paksut villasukat jalassasi kesähelteestä huolimatta ja punaruutuinen
esiliina peittämässä harmaata mekkoasi. Mutta mitäpä minä
tamineistasi! Olit silmissäni maailman herttaisin lapsi, ja vieläkin olen
varmasti vakuutettu, että todella olitkin. Ja sitäpaitsi, kukapa siinä
suurkaupungin vilinässä olisi ennättänyt kiinnittää huomiotaan
nuoreen naiseen, joka talutti pientä palleroistaan!
Ne kävelyt olivat minulle elämän puhtainta onnea. Pojan pieni käsi

omassani tunsin hänen rajattoman luottamuksensa virtaavan
lävitseni ja oman sydämeni sykkivän rakkautta häntä kohtaan.
Löytäessäni tyhjän istuimen puistossa nostin hänet syliini ja hän
nojasi minuun. Hän istui siinä kuin varmimmassa turvassaan, hän
nukkui siihen kuin lintunen pesäänsä. Ja hänen herätessään laulelin
hänelle outoja lauluja omalla kielelläni, katsoen hänen ihmetteleviin
silmiinsä hänen siinä polvellani kiikkuessaan, rusopintaiset kasvot
minuun käännettyinä.
Silloin tunsin, ettei mikään mahti voisi erottaa minua sinusta. Että
kaikki äidinvaistoni olivat kasvamassa voimaksi, joka voisi siirtää
vuoria sinun tähtesi.
Ja kuitenkin oli vielä mahdollista, että hän, joka oli sinut niin
vähäiseksi arvioinut, että miltei synnyinhetkenäsi oli sinut hylännyt,
voisi sinut minulta riistää.
Mutta en sitä mahdollisuutta muuta kuin ohimennen pelännyt. Sillä

en voinut uskoa hänen vaativan sinua takaisin. Hän oli luopunut
sinusta vapaaehtoisesti, jättäen sinut elämän purteen satunnaisen
kohtalon varaan. Olit kyllä ollut hyvissä käsissä tähän asti, mutta
tällä suojelijallasi oli lupa siirtää sinut eteenpäin muitten huomaan.
Synnyttäjäsi oli enää vain nimellisesti äitisi. Sillä elämän laki on
lahjomaton.
Eikä tässä ollut muusta kysymystäkään kuin hänen valkoisen
kätensä allekirjoituksesta. Uusi sormus välkkyi hänen sormessaan,
tiesin sen. Se kiiltäisi siinä hänen piirtäessään nimensä paperille,
joka ratkaisisi elämäsi kohtalon.
Vapaaksi hän oli tahtonut tulla — siis olkoon hän vapaa ainiaaksi.
Pukekoon hän yllensä nuoruutensa ja kauneutensa hulmuavat
vaatteet ja käyköön elämän karkeloon! Huuhdelkoon kulmiltaan
öitten salaiset murheet ja rientäköön onnen tanhuville! Tulkoon
maailman loisto ja upeus hänen osakseen, jos hän sitä haluaa,
mutta älköön hän koskaan vaipuko muistelemaan varhaisimman
nuoruutensa haaveita! Silloin hiipii ehkä hänen sydämeensä avuton
autiuden tunne, joka hiljaa hänen elinlankaansa jäytää.
Nyt hän ei halunnut menneestä ajasta mitään tietää. Hän tahtoi

unohtaa nuo keväiset yöt, jolloin satakielet lehdoissa lauloivat ja
kastehelmet ruohonkorsissa hohtivat. Hän heitti ne hetket unholan
hämärään, sillä hän ei voinut sitoa itseään siihen, joka oli vain
virvatulen leikkiä. Eikä siihenkään, joka teki tämän haihtuvan kuplan
todelliseksi hänen silmissään. Hän ei ollut niitä, jotka ottavat
lapsensa käsivarrelleen astuaksensa ulos elämään sen kanssa.
Hän siis pakeni, koska hän ei muuta voinut. Hän heitti kaikki
luotansa ja sulki portin takanansa, koska hän ei tahtonut mistään
vastata. Silloin tulin minä kulkien tietä pitkin ja löysin luomakunnan
aarteen hylättynä. Jouduttakoon hän askeleitansa, häntä ei enää
tarvittu. Suljin tämän hyljätyn olennon syliini ja kannoin sen ilosta
laulahtaen oman kotini kynnyksen yli.
Niin. Minä tunsin, että tämän lapsen takia olin valmis tekemään
mahdottomiakin. Nouskoon vaikka koko maailma sanomaan, ettei
hän ole omani! Uhmailisin maailmaa vastaten, että se tuomitsi
harhaan. Kukaan ei tule äidiksi synnyttämällä lapsen, jota hän ei ole
voinut olla synnyttämättä ja jonka hän sitten hylkää. Mutta äidiksi
tulee se, joka lasta rakastaen vaalii sitä omana sielunaan, oman
elämänsä kukkana.
Mutta ainoastaan harvoin ja sivumennen ajattelin niitä, jotka olivat

antaneet sinulle elämän lahjan. Useimmiten unohdin ne tykkänään,
eivätkä ne koskaan tulleetkaan tajunnassani täysin eläviksi. Olin
ihmeteltävän huoleton. Todella tuntui sieltä, kuin olisit syntynyt sinä
hetkenä, jolloin sinut ensi kerran näin. He olivat vain kangastuksia,
jotka häipyivät olemattomiin, he olivat vain harhailevaa sumua, joka
utupilvinä pakenee päivän kehrän ensimmäisiä valoenteitä.
Mutta sinä — sinä olit kastehelminen kukkaiskupu, jonka yksin

meidän silmämme oli nähnyt. Sinä olit kaukaisessa vuoristossa
säteilevä hohtokivi, joka meidän yksin oli sallittu löytää. Tai olitko
linnunpoikanen, joka oli pudonnut pesästään ja jonka piipitystä me
yksin kuulimme? Jonka pelastin käteeni hoitaakseni sydänkäpynäni.
Ja elämä sulki meidät sykähtävään helmaansa, ja tuuli riemuitsi ohi
liitäessään. Sillä itse pyhä kohtalo oli tarttunut käteemme ohjaten
meidät sinne, missä sinä varroit. Se oli meidät vihkinyt löytämään
sinut ja ilolla ja ylpeydellä omistamaan sinut Jumalan ja ihmisten
edessä.
4.
Kävelyiltämme palattuamme tuli joskus diakonissa-täti vastaamme

käytävässä. Ja jos silloin kysäisin ratkaisun päivää tai hetkeä, kohotti
hän vain olkapäitään merkiksi siitä, ettei hän mitään tiennyt.
— Ei syytä pelkoon — sanoi hän. — Kukaan ei teiltä lastanne vie.
Olen kokenut tarpeeksi tietääkseni sen. On vain yhtä ja toista
huolehdittavaa, ennenkuin asiat ovat laillisessa järjestyksessä.
Hän oli oikeassa.
Koitti vihdoin se päivä, jolloin sain noutaa sinut luokseni

viedäkseni sinut mukaani merten ja mantereitten taakse omaan
kotiimme.
Niinpä tulit omaksemme. Ja se päivä on ollut elämämme

kohtalokkaimpia.
Viimeisen kerran tullessani laitokseen juoksit vastaani ilosta

kirkuen ja polviini kiinni tarrautuen. Nostin sinut korkealle ilmaan,
jolloin sinulta pääsi helähtävä nauru, ja olkapäilläni kieppuen ja
käsiäsi huitoen riensit kanssani käytävää pitkin huoneeseesi. Oivalsit
heti, että tänään sinua odotti jokin tavallista hauskempi, ja melkein
vapisit kuumeisesta malttamattomuudesta. Meillä oli molemmilla
tulinen kiire saada päällystakki yllesi ja lakki päähäsi. Ja sitten
kiertää laitosta sanoaksemme hyvästit kilteille tädeille.
Hyvästi ja kiitos kaikesta!
Ja sitten seisoimme yhdessä portaitten alla katukäytävällä, sinä ja

minä! Muistatko sinä sen — sinä ja minä!
Eikä meitä enää mikään eroittaisi!
Tartuit heti käteeni ja aloit epävakaisilla jaloillasi tarmokkaasti

taivaltaa eteenpäin ikäänkuin arvaten, että nyt oli kysymyksessä
pitempiaikainen matka. Sinä pieni veijari olit niin sanomattoman
tyytyväisen näköinen. Lyhyet jalantypykkäsi ponnistelivat
urhoollisesti ja syrjäsilmin kurkistit minuun ikäänkuin urkkien, mihin
maailmanmatkojen päähän nyt oli tarkoitus vaeltaa. Sinä et
rahtuakaan epäröinyt, sinä olit varma, että siellä paratiisin ovi meille
avautuisi. Enkä minäkään sitä epäillyt.
Asfaltti huokui lämpöä allamme, ja raitiovaunut kilisivät. Pikkupojat

nappipelineen unohtivat koko muun olevaisuuden, katukaupustelijat
huusivat hajamielisesti sanomalehtiänsä, banaanejansa,
kengänmustettansa kaupaksi. Avopäälapset tirkistelivät
portinpielistä, härnäsivät toisiansa ja tömistivät sitten yhtenä vilinänä
pakoon rotevaa poikaa, joka silmät vilkkuen ajoi heitä takaa.
Meitä ei mikään liikuttanut emmekä mitään huomanneet. Me

kuljimme käsi kädessä ja katse katseessa kohti yhteistä
tulevaisuuttamme.
*****
Millaisia päiviä sitten seurasikaan! Jos voisi niin varhaisista ajoista

ammentaa esille unholan pimentoon vajonneita kuvia, muistaisit sinä
kuten minäkin ennen kaikkea sen hämyhohteisen iltapäivän, jolloin
yhdessä liikuskelimme pauhaavan kaupungin keskuksessa. Oli
ainoastaan vuorokausi kulunut siitä, kun ensi kerran omana
lapsenani olit käsivarrelleni nukkunut. Seuraavana päivänä
lähdimme ulos heti päivällisen jälkeen, sillä en kärsinyt nähdä sinua
hoitolavaatteissasi. Pois siis kaikki vanha ja kuta pikemmin sitä
parempi! Pojallani tuli olla omat somat vaatteensa eikä rihmaakaan
entisyydestään.
Tuo menneisyys oli kuitattu ja ainiaaksi lopussa, ja mikä sitä

muistutti, oli karkotettava pois tietoisuudestamme. Tule siis,
mennään hakemaan pikkumiehelle sellaiset vaatteet, jotka hänen
arvolleen sopivat!
Tuolla jo raitiovaunu tulla hurisi, ja saimme paikan siinä. Matka

syrjäkaupungilta keskikaupungille kesti kauan, ja minusta tuntui, että
noitten vieraitten vaunussa istujien huomio kiintyi meihin. Enkä sitä
ensinkään ihmetellyt. Sillä kukapa ei olisi sellaista lasta ihaillut ja
hänen äitiään kadehtinut! Tunsin arvoni monin verroin kohonneen.
Olimme siis nyt niin pitkällä, että istuit polvellani kenen tahansa
nähden ja olit omanani kaikkien näitten ihmisten edessä. Se oli
meille suuri-arvoinen ja merkillinen päivä.
Katsokaa te vain! Kyllä kannattaa!
Sinä et hiiskunut halaistua sanaa koko matkalla, mutta silmäsi

seisoivat tarkkaavaisina päässäsi ja korvasi olivat pystyssä. Sinä
sirkeäsilmäinen matkamies! Mistä minä silloin arvasin, että luontaiset
harrastuksesi sinä hetkenä saivat ensimmäisen vaistomaisen
herätteen, että sinussa paloi väkevä intohimo kaikkeen, mikä
puhkuen, säikkyen, sihisten tai ulisten liikkui tai pani liikkeelle. Sitten
sen selvästi huomasin myöhemmin, kun jouduit tavalla tai toisella
tekemiseen koneellisten ilmiöiden kanssa. Nyt katsoin vain hymyillen
vaaksanpituiseen mieheen ja hänen tutkivaan ilmeeseensä, jättäen
hänet omaan rauhaansa maailman ilmiöitä havaitsemaan.
Astuimme alas jonkin lasten vaatetusliikkeen kohdalla, ja aloin

tarkastaa sen varastoja. Seisoit tuolilla lampun alla hiukan ymmällä
kaikesta tuosta kääntämisestä ja koettelemisesta, pyörittelemisestä
ja mittaamisesta, jonka alaiseksi käsittämättömästä syystä olit
joutunut. Mutta koska täällä emme saaneet kaikkia tarpeitamme
tyydytetyksi, jatkoimme retkeämme seuraavaan ja sitä seuraavaan
liikkeeseen, ja kun nämäkin sijaitsivat keskikaupungilla, kannoin
sinut toisesta toiseen niiden välisen lyhyen matkan. Ensimmäiset
valot sytytettiin katujen kulmauksissa, sanomalehtipoikain kiljunta
kävi yhä äänekkäämmäksi, polkupyöräilijäin tiu'ut helisivät yhä
tiheämmin, ja poika painoi yhä enemmän käsivarsillani. Hänen
päänsä lämmitti kosteana olkapäätäni, hänen hengityksensä kävi
tasaiseksi ja syväksi, hänen jäsenensä raukenivat rennoiksi. Hän
nukkui. Jo olin lysähtää kokoon uupumuksesta, ennenkuin tapasin
auton ja pääsin ystäviemme kotiin, jossa asuimme ja jossa suurella
myötätunnolla seurattiin tarinamme kehitystä.
Mutta tämä ensimmäinen uupumukseni sinun tähtesi värisi

ruumiissani niin suloisena raukeutena, että mieltäni vieläkin huumaa
sen muisto. Tunnen vieläkin pääsi painon rinnoillani ja käsivartesi
kiinteän puristuksen kaulani ympäri. Suu on puoliraollaan ja
valkoisten helmirivien lomitse hivelee poskeani hengityksesi keveä
kosketus. Ja minusta tuntuu kuin kaikella tällä minut olisi kultaisin
kirjaimin kirjoitettu onnellisten ihmisten kirjaan, ja kuin iloni
yltäkylläisyydessä tahtoisin jakaa omaa saamaani hyvää koko
maailmalle, siunaten kaikkia ja kaikkea.
Siunattu olkoon tämä hämärikkö ahtaitten katujen melussa!

Siunattu olkoon grammofoonien laulu avatuista kahvila-ikkunoista,
rattaiden räminä ja kellojen kilinä, raitiovaunujen vauhti ja
näyteikkunoitten silmiä hivelevä komeus! Siunattu olkoon tuokin
ihmismeri, joka hyväntahtoisesti sulki meidät hyrskivään helmaansa,
kieltämättä meiltä osuuttamme elämän onneen!
Siunattu olkoon tuo rauhaa henkivä päivänlaskun hetki, jolloin olin

vaipua maahan väsymyksestä sinua hoivatessani! Olisin iloiten
ponnistellut voimiani sinun tähtesi vielä tänäänkin ja joka päivä
tämän päivän maille mentyä. Ja tiedäthän, mikä onni minulle olisi
ollut, jos olisit pysynyt vanhuuteni huolenpidon esineenä ja päivieni
valona myöhäiseen iltaan asti.
*****
Vihdoin olimme valmiit matkustamaan kotiin.
Teit sen matkan kerran myöhemmin edestakaisin. Tiedät,

minkälainen on meri, kun se kirkkaina elokuun päivinä
auringonpaisteessa kimmeltää. Silloin se oli kuin peili, ja kalalokit
kiersivät laivaamme tehden pitkiä, loivia kaaria.
Sinä peräkannella katselit potkurin kiertämää ryöppyävää vaahtoa

tai paistattelit päivää polvellani istuen valkoisessa korituolissa
naisten salongin ikkunan alla. Se oli toinen esittelysi maailmalle,
paljon tärkeämpi kuin ensimmäinen. Mutta hauskinta meistä oli
piiloutua hyttiimme, jossa saimme leikkiä ja jutella mielinmäärin
kahden kesken. Siellä kenkäsi purjehtivat edestakaisin sohvalla, ja
sinä asuit milloin matkalaukussa, milloin sohvatyynyn takana. Ja
samallahan sinun oli opittava ensimmäiset suomalaiset sanasi —
minkä niminen oli oma paitasi, mitä rannukkaat puolisukkasi ja nuo
muutkin tavarat, jotka olimme yhdessä ostaneet tuona
puolihämyisenä iltapäivänä pauhaavassa suurkaupungissa.
Näihin ensimmäisiin tavaroihin on liittynyt niin paljon muistoja,

etten koskaan ole hennonut luopua niistä kaikista. Tiedät, että
minulla on niitä vieläkin joitakuita piironginlaatikossani, ja olet joskus
nauraen levittänyt ne polvellesi tai vetänyt lastensukat suurille
kämmenillesi. Lapselliseksi olet minua silloin sanonut ja olkapäitäsi
kohottaen minulle naurahdellut, mutta uskon sentään, että olet salaa
siitä pitänytkin. Aina, kun sattumalta olemme tulleet niitä yhdessä
katselleeksi tai edes vilaukseltakaan nähneeksi, on edessämme ollut
hohtava meren pinta, kone on kumeasti jyskyttänyt lattian alla ja
olemme häiritsemättä omistaneet toisemme ja aarteemme
ihastuttavassa kammiossamme.
Oli ainoastaan pari tuttavaa laivassa, ja muistan vielä, miten

eräänä päivänä toinen heistä ihmetellen sanoi minulle:
3°
— Sinähän jumaloit häntä!
Totta hän puhui. Minä jumaloin sinua, Yrjö.
*****
Kun kallioinen saaristomme lähestyi, nousimme kannelle. Siellä

näkyi — Suomi! Sitä sanaa olimme hartaasti harjoittaneet pitkin
matkaa, ja sinä lausuit sen jo miltei suomalaisesti ääntäen. Suomi oli
jotakin suunnattomasti hauskaa. Kaikki oli Suomea. Metsäiset
saaret, vaaleaksi maalatut huvilat, veneet laivasiltojen kupeella, uivat
lapset rannoilla, haukkuvat koirat kallioilla. Jo näkyivät Viaporin
linnoitukset ja vallit, kirkot ja sipulinmuotoiset kupukatot. Molemmin
puolin kapeata väylää laivat ja moottoriveneet jyskyttivät ja
täksyttivät, ja vihdoin sukelsi meren helmasta esille valkoisen
hohtava kaupunki torneineen ja huippuineen.
Näin tuon venäläisen lipun Viaporin valleilla ikäänkuin olisin

nähnyt sen ensi kerran. Ja nuo venäläiset sotamiehet, jotka siinä
vahtia pitivät pyssyt olallaan. Selkääni karmi ja melkein häpesin.
Sellaisen orjuutetun kansan jäseneksi hänet tuon! Vapaasta
kansasta sorron alaisuuteen! Mutta olkoon, se on sittenkin kunniakas
maa, tämä maamme. Emme ole koskaan sisäisesti taipuneet, ja kai

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The Successful Internship 5th Edition

Business Process Management Practical Guidelines to

Successful Event Management: A Practical Handbook, 5th

Experience Psychology 5th Edition Laura A. King

Occupational Therapy Examination Review Guide 5th

Sorrentino's Canadian Textbook for the Support Worker

Raising Boys With ADHD Secrets for Parenting Successful

Business Process Management Practical Guidelines to

Cambridge International AS A Level Biology Coursebook

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

H. Frederick Sweitzer, Unless otherwise noted, all content is © Cengage.

Mary A. King ALL RIGHTS RESERVED. No part of this work covered

Cengage products are represented in Canada by

To learn more about Cengage platforms and services,

Printed in the United States of America

And to my son, Patrick Zimmermann, my preceptor of

section one: Roots 1

CHAPTER ONE The Big Picture 1

CHAPTER TWO The Anticipation Stage: Venturing Forth 29

CHAPTER THREE HQI Essentials

CHAPTER FOUR HQI ToolKit

section TWO: Korus 119

CHAPTER Six The Exploration Stage: Branching Out 145

CHAPTER Seven HQI Resources

CHAPTER EIGHT HQI ToolKit

Use a Cultural Lens 221

CHAPTER NINE HQI Resources

Considering the Community 259

section THREE: Wings 271

CHAPTER TEN The Competence Stage: Soaring Upward 271

CHAPTER ELEVEN HQI Resources

CHAPTER TWELVE The Culmination Stage:

The Seminar Class 359

steps to take before, during, and after an internship or service-learning experience,

Let your journey in learning begin!

The Fifth Edition

■■ Learning Away: Chapters include material for students learning a distance

MindTap®: Empower Your Students

Access Everything You Need in One Place

Empower Students to Reach their Potential

Control Your Course—and Your Content

Get a Dedicated Team, Whenever You Need Them

With Special Appreciation

individuals by their affiliations, we simply extend our thanks and appreciation to

H. Frederick Sweitzer is Provost and Professor of Educational

Welcome to Your Internship

A Few Basic Terms

NACE’s Legitimate Internship

It must not be simply to advance the operations of the employer or be the

Frequently referenced sources for definitions of internship-related terms

The High Quality Internship:

Deep and Lasting Learning LO 1.2

Wide Learning: Domains and Dimensions LO 1.3

FIGURE 1.1 Domains and Dimensions of Learning

—william sullivan (2005, p. 254)

be overshadowed by the expected personal and professional dimensions. Also,

Civic Development in an Internship An internship can help you develop the

United Planet is a nonprofit organization based in Boston, MA, USA, with a