Internship Report

Khanak Tyagi
Roll no. D189
SAP Id 40322220018

Department of Psychology, SVKM’s Mithibai College, Mumbai-56

T.Y.B.Sc. Psychology (Honors) - Sem V

August 30th, 2024

Acknowledgement
I would like to express my sincere gratitude to Jinisha Chheda for providing me with

the opportunity to undertake an internship at Jinshiksha as part of my T.Y.B.Sc. Psychology

(Hons) program. I am thankful for her guidance, support, and valuable insights throughout

this internship journey. I would like to express my gratitude to Madhuri Pawar Rane for being

my mentor at the organization and for her efforts to help me learn and grow. Additionally, I

want to express my gratitude towards Kranti Sihotra Momin for being my mentor at Mithibai

College and for encouraging me to undertake an internship that helped me expand my

horizon of knowledge. I sincerely thank SVKM's Mithibai College of Arts, Chauhan Institute

of Science & Amrutben Jivanlal College of Commerce and Economics for facilitating this

internship opportunity and supporting my academic endeavours.

Introduction

An internship is an indispensable part of building a career. Especially in a field like

psychology, it is a vital step that hones the skills of students and trainees in various ways. The

most important reason of doing an internship is that it provides the opportunity to apply

theoretical knowledge to real world settings. This practical application helps solidify

understanding and enhance learning. Internships provide hands-on experience in various

skills such as assessment, therapy techniques, and research methods, which are crucial for a

successful career in psychology. It is easy to understand the concept and practices of Waldorf

Education, but to see the techniques being used in a classroom setting is just as important.

Additionally, an internship gives you the chance to evaluate your knowledge, strengths, and

weakness. Exposure to a variety of settings and everyday obstacles aids in the development

of problem-solving abilities and enhances higher order thinking.

Further, it supports you in choosing a career with consideration and rationality.

Students may discover, for instance, that clinical psychology is not their area of interest or

skill and that they are more likely to burn out in such environments after interning at a

hospital.

Students can work under experts and professionals through internships. They benefit

from this in two significant ways. Students can locate mentors and supervisors, to acquire

new skills and boost their confidence in the workplace. Second, because they expose you to

more industry experts, they help you develop your network.

This report aims to outline my internship experience, including the importance of

internships, industry needs, the internship requirements, and the outcomes achieved.

About the Interning Organization

Name: Jinshiksha Special School

Address: Chikoowadi, Borivali West, Mumbai, Maharashtra 400092

Website: https://www.jinshiksha.org/jinshiksha

The interning organization, JinShiksha, is a renowned Special School with a rich

history and a strong reputation for excellence in special education. JinShiksha stands out due

to its comprehensive approach to addressing the diverse needs of individuals from various

backgrounds, ensuring that every student is welcomed and supported in their personal

development. JinShiksha's commitment to inclusivity means that it welcomes individuals

from all walks of life, providing tailored support to help them develop their full range of

emotional, mental, physical, cognitive, and spiritual abilities. The school's diverse community

fosters an environment where differences are celebrated, and each individual's unique needs

are met with compassion and understanding.

JinShiksha is a pioneer in applying the philosophy of Rudolf Steiner's Waldorf

Education to special needs education. This educational approach emphasizes creativity,

imagination, and experiential learning. The 360-degree holistic curriculum at JinShiksha

guides students' learning journeys, helping them gain a deeper understanding of life, social

interaction, and professional accomplishment across all spheres. The core philosophy of

JinShiksha is to empower individuals to manage, regulate, and lead independent lives. The

school believes in nurturing each student's potential to become self-sufficient, confident, and

capable of making meaningful contributions to society. This is achieved through personalized

learning plans, practical life skills training, and opportunities for real-world application of

knowledge.

JinShiksha prides itself on having a team of dedicated and highly trained educators

who are passionate about special education. The staff undergoes continuous professional

development to stay updated with the latest educational practices and strategies. The staff at

JinShiksha works collaboratively, sharing knowledge and expertise to create an effective

learning environment. This teamwork approach allows for the exchange of ideas and best

practices, benefiting both the students and the educational community.

. During my internship, I had the opportunity to closely observe and contribute to the

organization's operations, which significantly enhanced my understanding of the industry.

Description of internship activities OR Assigned role

My internship at Jinshiksha initially involved a limited range of tasks that primarily

centered around observation. However, as the internship progressed, I gained exposure to a

wide array of activities that provided me with valuable insights from multiple perspectives. I

not only experienced the role of a teacher imparting knowledge and teaching skills but also

gained an understanding of the administrative responsibilities involved in a school setting

catering to both adults and children with special needs. This comprehensive exposure allowed

me to understand and support the diverse needs of students with disabilities more effectively.

Assist in early intervention program

Assisting in early intervention sessions during my internship at Jinshiksha, guided by

Waldorf education principles, has been an enriching experience that significantly enhanced

my understanding of early childhood development and the needs of young children with

disabilities

Assist in remedial sessions

My task was to provide support to teachers during sessions, including preparing

materials, setting up activities, and helping manage the classroom. Moreover, I worked

individually with students to provide additional instruction and support, helping them stay on

task and understand the material. Another facet of this task was to gain insights from

experienced teachers and therapists, learning effective teaching strategies and behavior

management techniques.
 Assisting in remedial sessions allowed me to engage directly with students, providing

one-on-one or small group instruction. This hands-on experience helped me develop effective

teaching techniques and build rapport with students. I gained experience in managing

classroom behavior and implementing positive reinforcement strategies to encourage

appropriate behavior and academic engagement.

Observation of therapy sessions

During my internship, my role in both individual and group therapy sessions was

primarily supportive and observant. In individual therapy, I focused on closely observing the

client's behavior, body language, and responses to the counselor's questions. These

observations were key in understanding the client's progress and identifying any challenges

they were facing. I made sure to maintain a respectful distance, both physically and

emotionally, to help create a safe and comfortable environment for the client.

In group therapy sessions, my role was more active. I assisted in maintaining healthy

group dynamics, ensuring that everyone respected boundaries and that each participant felt

heard. I also supported the facilitator in managing any disruptions, like when a student threw

a tantrum during a session. My involvement in these sessions taught me the importance of

balancing empathy with the need to keep things on track, helping the group work together

while also allowing individuals to express themselves.

Research

I spent a couple of my internship days engaging in research work and article writing, a

task that enhanced my research and writing skills. This experience allowed me to delve

deeply into the underlying factors contributing to the recent rise in disability rates,

broadening my understanding of this critical issue. Opportunities like these allow me to

improve on my knowledge in the field and to keep myself updated on the new studies and

researches.
 Conducting a thorough literature review to understand the factors contributing to the

rise in disability rates helped me develop the ability to gather, synthesize, and evaluate a wide

range of academic sources. Learning to identify gaps in existing research and formulating

relevant research questions sharpened my skills in critical analysis and problem

identification.

Worksheet development and assessment

Using worksheets to assess, monitor progress and build skills is an important step for

the education of children with special needs. In Waldorf education, which emphasizes the

usage of both intellectual, artistic, and practical elements into learning, worksheets can not

only promote fine motor development but also give space for creative development. Hence,

my task was to create worksheets for kids with special needs which includes activities such as

tracing words and letters for hand eye coordination, along side activities of coloring which

makes learning beneficial and fun.

Through creating worksheets, I learned how children process information and the

different stages of cognitive development. This helped in designing age-appropriate and

developmentally suitable tasks. Understanding the developmental stages emphasized in

Waldorf education helped in creating age-appropriate worksheets that align with the students'

physical, emotional, and cognitive growth.

Employment program development

I also aided in the development of a comprehensive blueprint for an employment

program. This project involved creating detailed training modules designed to help

participants grasp workplace culture, norms, and expectations. Moreover, through this

program we aimed to help persons with disability attain the correct skillset required to apply

for jobs as well as to work. For example, one of the modules aimed at interview skills which

included teaching interview etiquettes, preparing for interviews, address commonly asked
interview questions, grooming etc. Creating this blueprint involved creating modules that

targeted different areas of employment.

Designing training modules required creating structured learning pathways tailored to

the needs of PwD. This involved breaking down complex tasks into manageable steps and

ensuring that each module built upon the previous one, enhancing my ability to design

cohesive and progressive educational programs. Creating a comprehensive training program

required meticulous planning and organization. This involved setting clear objectives,

timelines, and milestones, which enhanced my project management skills.

Challenges

During my time at the special school, I faced several challenges that tested my

patience, adaptability, and growing skill set as an aspiring psychologist. One of the first

hurdles was understanding the unique needs of each student. Unlike a typical classroom, the

diversity of abilities and challenges among the students required a nuanced approach to every

interaction. This meant that what worked for one child might not work for another, and I had

to quickly learn to tailor my strategies on the fly.

Another significant challenge was managing behavioral issues, which were often

unpredictable and could disrupt the entire class. There were moments when a student’s

tantrum or emotional outburst would derail a session, and I had to learn to maintain a calm

and supportive presence while also ensuring the other students continued their activities. This

was particularly difficult as a newcomer, where my lack of experience sometimes made it

hard to gauge the best course of action.

Building rapport with the students was also tricky in the initial stages. Many of the

students were understandably wary of new faces, and gaining their trust required consistent

effort and patience. It was a delicate balance between being firm enough to guide them and

gentle enough to make them feel safe and understood.

 Lastly, working alongside experienced therapists and teachers highlighted the

gap between theoretical knowledge and practical application. I often found myself second-

guessing my actions, worried that I wasn’t doing enough or wasn’t doing it right. This was

compounded by the fast-paced environment of the school, where there was little time for

reflection in the moment.

These challenges, though difficult, were invaluable in my development. They pushed

me to think critically, adapt quickly, and most importantly, to approach each student with

empathy and patience, which are crucial qualities for anyone pursuing a career in psychology.

Skills Acquired

During my time at the special school, I acquired several critical skills that have been

instrumental in shaping my journey as an aspiring remedial therapist and psychologist.

Working in an environment dedicated to students with special needs taught me the

importance of adaptability and patience. Every student had unique challenges, and I quickly

learned that a one-size-fits-all approach would not work. I had to be creative in tailoring my

methods to suit everyone’s learning style, which often required a blend of structured

techniques and spontaneous problem-solving.

I learned many valuable ideologies and techniques used in an educational setting. I

assisted in early intervention programs, where I learned to apply Waldorf education

principles to support the developmental needs of young children with disabilities. This

experience deepened my understanding of early childhood development and the importance

of tailored interventions. Additionally, I was involved in developing worksheets for students,

which required an understanding of cognitive development and the principles of Waldorf

education. This task enhanced my ability to create age-appropriate learning materials that

support both intellectual and creative growth.

 Research was another key component of my internship, where I spent time conducting

literature reviews and writing articles. This work improved my research skills, particularly in

synthesizing information and identifying gaps in existing studies, which are essential for

contributing to the field.

Communication was another vital skill I honed. I realized that effective

communication isn’t just about the words we use, but also about tone, timing, and non-verbal

signals. Whether I was explaining a concept to a student, discussing progress with a teacher,

or interacting with parents, I had to ensure that my communication was clear, empathetic, and

appropriate for the audience.

Observation of therapy sessions, both individual and group, was a crucial aspect of

my internship. In individual sessions, I focused on understanding clients' behaviors and

responses, which taught me the importance of maintaining a supportive yet non-intrusive

presence. In group therapy, I played a more active role, helping to maintain group cohesion

and manage disruptions, which highlighted the balance between empathy and structure in

therapeutic settings.

Finally, my experience at the special school reinforced the significance of ongoing

learning and self-reflection. I was constantly challenged to reassess my strategies, seek

feedback, and make adjustments based on the outcomes I observed. This mindset of

continuous improvement is something I carry with me, knowing that every interaction is an

opportunity to learn and grow, both as a professional and as a person.

Conclusion

In conclusion, my internship at Jinshiksha was an incredibly rewarding and

transformative experience. It not only provided me with practical insights into the field of

psychology but also allowed me to develop a diverse set of skills that will be invaluable in

both my academic journey and future career. The hands-on experience, coupled with the
guidance of seasoned professionals, has solidified my passion for psychology and deepened

my understanding of the complexities involved in working with individuals with special

needs. I am deeply grateful for this opportunity, as it has been pivotal in shaping my career

aspirations and has left a lasting impact on my personal and professional growth.
 Annexure

Case Studies

Demographic Information

• Name: P.K.

• Gender: Male

• Age: 18

• Educational Qualification: Pratham Level 3

• Occupation: Unemployed

• Marital Status: Single

• Children: None

• Hometown: Konkan

• Place of Residence: Born and brought up in Mumbai (Borivali East)

• Family History:

o Father: Property Broker, diagnosed with ADHD

o Mother: Housewife

o Siblings: One sister, an Interior Designer

• Family Structure: Nuclear Family

Presenting Problem

P.K., an 18-year-old male, was referred by his teacher at Jinshiksha due to concerns

regarding maladaptive behavior, hyperactivity, attention deficits, and difficulty with

personal boundaries. He has been diagnosed with Attention Deficit Hyperactivity Disorder

(ADHD). His father also has ADHD, suggesting a potential genetic link. P.K. exhibits

symptoms typicalof ADHD, including hyperactivity, attention issues, and impulsivity. He

struggles with

retention, leading to difficulties in comprehending and adhering to social norms,

particularlyin interactions with the opposite sex. Raised in a community where abusive

language is normalized, these behaviors have been reinforced. Despite this, P.K. lacks full

awareness of the moral implications of his actions and struggles with understanding

appropriate socialboundaries. His parents and teachers have expressed concerns, leading

to his referral forcounseling. The primary counseling goals are to address maladaptive

behaviors, such as invading personal space, touching others without consent, and using

inappropriate language.

Symptoms

• Physical Behavior: Fidgeting, physical restlessness, frequent touching, making

physical andvulgar gestures.

• Nonverbal Communication: Uncomfortable eye contact, standing too close to

females whentalking.

• Cognitive and Emotional: Impulsivity, distractibility, and high energy levels.

Previous Help Sought

No previous help has been sought.

Non-verbal Cues/Body Language

P.K. exhibits several non-verbal behaviors, such as frequent glancing around

the room, abruptly staring at the counselor, rocking back and forth in his chair,

observing the

interns, shaking his leg, attempting to stand up from his seat, touching his face, and

engagingin nose-picking.

Extra Notes

P.K. reports feeling sleepy when on medication.

Observations and Learning

In the initial session, P.K. exhibited high excitement and hyperactivity, displaying
an abundance of energy. He showed a strong interest in the identities of the observers,

persistently trying to engage them in conversation. During their interaction, P.K.

frequently stood up and approached the counselor closely, invading their personal space.

The counselor used this opportunity to discuss the importance of maintaining an

appropriate distance during conversations, emphasizing the need to respect personal space.

However, P.K. found thistopic amusing and continued to divert the conversation towards

unrelated subjects. Eventually, the conversation shifted to cricket, with P.K.

enthusiastically discussing a recenttournament. However, maintaining focus was

challenging as P.K.'s attention often wanderedto random topics.

In the second session, P.K. appeared more subdued, frequently displaying signs

of disinterest, particularly when the counselor brought up a school incident where he had

beenslapped. Expressing fatigue and disengagement, P.K. seemed to avoid the

conversation altogether.

By the third session, there was a noticeable change in P.K.'s demeanor, appearing

more receptive and prepared for the session. They discussed the previous week's incident,

with P.K. showing greater willingness to open up. However, his narrative appeared biased,

portraying himself as the victim and downplaying the seriousness of the situation. Despite

acknowledging fault, it seemed more like a gesture to appease the counselor rather than a

genuine acknowledgment.

The fourth and fifth sessions were highly unproductive, characterized by P.K.'s

frequent exits from the room, fixation on unrelated topics like IPL, and discussions about

his brother. P.K. remained largely unresponsive to the counselor's prompts, resulting in one-

sidedinteractions.

Reflecting on these sessions, I gained insights into the importance of

maintainingpatience and composure as a counselor, particularly when faced with

challenges such as managing a client's hyperactivity. It underscored the need to

handle potentially uncomfortablesituations, such as breaches of personal space, with

professionalism and tact.

Demographic Information

• Name: P.A.

• Gender: Male

• Age: 20

• Educational Qualification: Was a student at Rustomjee but did not clear his 10th

grade

• Occupation: Not Applicable

• Marital Status: Not Applicable

• Children: None

• Hometown: Jalgaon

• Place of Residence: Born and brought up in Mumbai (Shimpoli, Borivali)

• Family History:

o Father: Engineer

o Mother: Teacher

o Siblings: No siblings

• Family Structure: Nuclear Family

Counseling Goals

The primary goals of counseling are to cultivate confidence and improve communication

skills, fostering meaningful connections and navigating social settings with

greater ease. By addressing these issues, P.A. hopes to pursue personal career opportunities in

the future.

Symptoms

• Social Interaction: Difficulty socializing with peers, leading to feelings of isolation.

• Self-Esteem: Low self-esteem and lack of confidence.

 • Communication: Limited communication skills, which hinder his ability to express

himself and connect with others.

Previous Help Sought

P.A. previously attended a special school in Goregaon, where he received speech

therapy and occupational therapy (OT). These interventions provided some support, but the

challenges persisted.

Non-verbal Cues/Body Language

P.A. exhibits signs of timidity, avoiding eye contact and often displaying a closed

body posture by crossing his arms. He also shows defensiveness, leg tapping, and frequent

nodding during interactions.

Observations and Learning

During the initial session, P.A. seemed uneasy with the presence of observers, initially

indicating agreement or disagreement with only head movements. Despite this initial reserve,

the atmosphere remained light as the counselor and P.A. discussed his school experiences and

daily activities. While P.A. started with brief responses, he gradually became more talkative,

indicating a growing sense of comfort.

In the second session, P.A. discussed a recent beach workshop, expressing his lack of

enjoyment and reluctance to engage during the event. At the session's end, the counselor

assigned homework involving initiating conversations with classmates, to which P.A. responded

with apparent disinterest.

In the third session, P.A. appeared happier discussing completed homework,

indicating successful engagement in assigned interactions and feeling positive about his

accomplishments. The counselor and P.A. continued to discuss these interactions and other
aspects of his day.

By the fourth session, P.A. seemed tired and reluctant to engage in social interactions,

displaying disinterest and reduced vocalization. When the counselor inquired about the reason

for this behavior, P.A. attributed it to fatigue.

In the fifth session, the counselor suggested that P.A.'s tiredness might stem from a

fear of losing progress. While P.A. appeared to agree, there was uncertainty among observers

about the sincerity of his response.

Reflecting on these sessions, it became apparent that while significant progress was

not always evident, there were instances where P.A.'s honesty or conviction in his responses

seemed questionable. In such situations, the counselor must refrain from directly challenging

the client, instead maintaining an open and supportive stance to facilitate further exploration

and understanding.
JinShiksha Special education centre.
Chikoowadi,
Borivali (W).
Email: [email protected]
Phone: 8355840587
Date: 1st August 2024.

To Whom It May Concern,

I am pleased to write this letter of recommendation for Khanak Tyagi, who recently completed
an internship with JinShiksha from April 4th to April 26th, accumulating a total of 45 hours.
During this period, Khanak demonstrated exceptional skills, dedication, and enthusiasm in all
assigned tasks.

JinShiksha is a special education school, and working in such an environment requires a unique
set of skills and a compassionate approach. Khanak exhibited excellent communication skills,
both verbal and written, which were crucial in effectively interacting with our special needs
students. She was proactive in taking initiatives and showed a high level of responsiveness and
enthusiasm, making a positive impact on the students she worked with.

Her performance in tasks allocated to her was consistently outstanding, meeting deadlines and
producing high-quality work. Additionally, Khanak's creative thinking abilities were evident as
she contributed innovative ideas to our projects, particularly those aimed at enhancing the
learning experience of our students.

Khanak quickly acquired the necessary skills for her role, demonstrating proficiency and
continuous improvement throughout her internship. Her ability to adapt and apply new strategies
in a special education setting was commendable. Her contributions were valuable to our
organization, and she has shown significant growth in her capabilities.

I highly recommend Khanak Tyagi for any future opportunities. She has proven to be a diligent
and enthusiastic intern, and I believe she has a bright future ahead in the field of special
education.

Please feel free to contact me if you need any further information.

Sincerely,
Madhuri Pawar
Supervisor
JinShiksha.
EMPLOYMENT PROGRAMME OUTLINE AND MODULES
Don’t see my disabilities, see my abilities

Pre- Work

● Importance of employment

Why do we have to work in life

Financial independence: Employment provides us the opportunity to earn a living and achieve
financial independence.

Enhanced self esteem: Working can boost self-esteem and self-confidence, as we gain a sense
of accomplishment and purpose from ourwork.

Social inclusion: Employment helps us feel included in society, fostering social connections and
reducing feelings of isolation and loneliness.

Personal development: Having a job poses challenges that compels us to enhance our skills,
evolve, and strive to become improved versions of ourselves.

Activity:

What does working/ employment mean

Working or employment means doing tasks for a company or person in return for pay. It usually
means using your skills and knowledge to do tasks that help the employer achieve their goals.

Understanding what is part-time and full-time.

Understanding different settings of workplace: remotely, retail, office, manufacturing, education,

healthcare.

Activity:

● Being an adult

What does it mean to be an adult

Discussion of challenges and opportunities during adulthood. Understanding support systems
during adulthood.

Discussion of transition from adolescence to adulthood- social, emotional changes.

Activity:

Responsibilities

Understanding responsibilities and why they are important. Discuss the different types of
responsibilities- own, family, home, school etc.

Discussion on the consequences of not fulfilling responsibilities

Emphasis on taking ownership of one's actions and responsibilities

Activity:

Schedule

Explanation of the purpose and benefits of creating a schedule. How a schedule can help
reduce stress and increase productivity.

Understanding time management.

How to create a timetable.

Teaching problem-solving skills for dealing with unexpected changes to the schedule.
Encouraging flexibility and adaptability in scheduling

Goal setting; short term and long term goals

Activity:

● Self awareness

Strengths and limitations

Understanding and identifying strengths and weaknesses. Discussion on how these

strengths can be applied in different job roles.

Strategies for developing skills and gaining experience relevant to desired job roles
 Activity:

Self regulation

Understanding the importance of controlling one's behavior, emotions and thoughts

Identifying triggers for emotional dysregulation

Guiding about different behaviors in different social settings.

Seeking support/ asking for help

Assertiveness/ saying no

Understand the importance of being assertive so people dont take advantage.

Learning to say no in a polite and respectful manner.

● Executive functioning skills

Decision making

Problem solving

Time management

Communication skills

● Finding jobs

Resume making

Linkedin

Networking

How to look for jobs- job search skills

During
● Preparing for Interviews

Researching the companies and understanding your job role

Dos and don'ts for interviewing

● Interview étiquettes

Interview specific grooming

Body language

Greetings

● Post interview

Followup

Reasons people not hired

● Workplace environment

Workplace etiquette

Relation development

Problems in workspace- more accessible infrastructure_What can be/ How to deal

Knowing your Legal Rights and Responsibilities

Understanding hierarchy

● Giving interviews

Common question and how to answer them

 Questions to ask your employer

Managing interview anxiety

● Technical skills (writing emails, using excel, computer competencies, printer xerox)- Hard
skills

Post
● Work-Life balance
● Financial literacy (everything)

How to manage your money

Expense to saving ratio

Concept of investing and saving

Spending on needs and wants

Importance of money in one’s life

● Continuous learning

https://ktdrr.org/training/courses/students-with-disabilities-and-employment/index.html

https://www.careers360.com/premium/careers-for-students-with-learning-disabilities

https://atypicaladvantage.in/academy
 Match the picture to the word.

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Aloe Vera Tulsi

Climbers

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Herbs

Coriander Spinach
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Identify the picture and fill the boxes.

Words Worksheet (O family)
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