Dissertations / Theses on the topic 'Professional development internship'

The purpose of this qualitative study was to explore pre-service school counselor’s perception of identity development. The main research question of this study was, how is professional identity development described by pre-service school counselors? Three sub-questions were posed as well. What are internal factors described by pre-service school counselor that influence their professional identity development? What are external factors described by pre-service school counselors that influence their professional identity development? What are other factors described by pre-service school counselors that influence their professional identity development?

Seven pre-service school counselors from two campuses of one private, accredited university participated in this research. The pre-service school counselor participants were given a demographic survey and interviewed. In this study, the interviews followed a protocol and lasted between thirty-five to forty-five minutes. During this time, the participants shared their perceptions of pre-service school counselor professional identity development. The interviews were transcribed and analyzed using a basic, interpretive qualitative method.

Documentation in the form of four syllabi were collected across the two campuses of the university of study. Three of the four syllabi were the same. Given the small sample the two differing syllabi were compared. They differed on all factors except one, the use of experience to inform becoming a professional school counselor. This theme matched several of the interview findings.

Eighteen themes comprised the results of the interview research. Each was supported with rich data from the interviews. Four major findings emerged from the eighteen themes. The recommendations for school counselor preparation programs emerged from the four major findings. They were, the incorporation of processing experiences during class time, including coursework specifically related to school counseling; Practicum and Internship are solely school counselor focused; and instilling clear mission of the role of the school counselor into the school counseling preparation program. Areas for future research; such as replicating this study at a non-accredited institution, utilizing a longitudinal study, and exploring perceptions of professional identity development from other perspectives involved in school counselor preparation; are presented in this study.

A strong professional counselor identity is vital for supervisees in training (Hansen, 2003). Supervision has been linked to enhancing the development of a professional identity in supervisees (Bernard & Goodyear, 2004). In a study of counselor interns, Weaks (2002) found supervisees require three core conditions in supervision necessary for developing a professional identity: equality, safety, and challenge. In a similar study, Howard, Inman, and Altman (2006) found beginning practicum supervisees experienced five critical incidents in their professional growth: professional identity, personal reactions, competence, supervision, and philosophy of counseling. The purpose of this study was to explore how practicum and internship supervisees across the two varying educational levels (practicum and internship) experience the development of a professional counselor identity in supervision. This study examined (a) whether internship supervisees experience the same five critical incidents in their development of a professional identity as practicum supervisees (Howard, Inman, & Altman; 2006), and (b) whether practicum supervisees require the same three core conditions (Weaks, 2002) necessary for developing a professional identity that internship supervisees experienced. My study found that internship supervisees experienced the same five critical incidents with fluctuation in their development of a professional identity as practicum supervisees in Howard et al.'s (2006) research. Conversely, practicum supervisees in my research did not require all three core conditions necessary for developing a professional identity that internship supervisees experienced in Weaks’ (2002) qualitative study. This study was significant in that it provided empirical research to assist supervisors and counselor educators in understanding the experiences of practicum and internship supervisees.

Current traditional reflective practices in teacher preparation may be failing to address the needs of teacher candidates in terms of their identity formation as teachers. This qualitative study, utilizing a participant group of six graduate students in their student teaching internships at a small public liberal arts university, explored whether writing stories could enable student teachers to make better sense of their internship experiences and develop understanding of who they are as teachers. After an initial training session on "story," data were collected at three key points during the student teacher internship. This data consisted of participants' written stories, focus group discussions, and individual exit interviews. The data were then systematically coded using grounded theory methodology. The six themes resulting from this study indicate support for written stories as an alternative or parallel reflective tool to traditional journaling in teacher preparation.

The purpose of this study was to examine the events, processes, perceptions and changes that occurred as an elementary school faculty and a university faculty collaborated in a partnership formed by the creation of a Professional Development Academy (PDA). The study described how an elementary school faculty and a university faculty collaborated as they implemented a PDA. Research questions were: (1) What contributing factors led to the school and university facultiesÆ Â­ collaboration during the first three years of the pilot PDA, 1993-1996? (2) How did the school and university faculties collaborate for change during the first three years of the pilot PDA? (3) As a result of collaboration between the school and university faculties during the first three years of the pilot PDA, what changes occurred at the school and university? A descriptive case study approach was used to explore behaviors within these groups during the three pilot years of the PDA. The study included interviews, and a review of documents and artifacts. Four classroom teachers were randomly selected from the elementary school, four professors were selected from the university and two administrators: one from the school and one from the university, were interviewed. Responses from the interviewees were initially categorized into KaganÆ Â­s (1991) six categories of collaboration and into three sections: before the PDA began, during the three years of the PDA, and reflections at the end of the three pilot years of the PDA. KaganÆ Â­s categories for collaboration are: formation, conceptualization, development, implementation, evaluation, and termination/reformation stages. Documentation from the participants and PDA files were analyzed. Six factors were found to contribute to collaboration between faculties: a wish to know the other colleagues personally; maintenance of "we're in this together" attitude; willingness to accept additional responsibilities; investment in making the PDA work; discovery of opportunities for leadership and input; and synergy between coordinators and administrators. There was evidence that collaboration occurred because of a welcoming and supportive climate; open communication; active involvement by both faculties; validation of teachers and professors; and support for goals and recommendations.
Ed. D.

The journey towards becoming a counselling psychologist, in South Africa, includes the completion a 12 month internship. The internship year holds many challenges and demands for novice professionals and aims to assist them in making the transition from student to professional. This study aims to explore the subjective experiences of intern counselling psychologists and the critical incidents which assist them in making this transition. In addition, it aims to identify experiences impacting on the interns’ professional development and professional identity. Three registered counselling psychologists, who completed their internship at a South African university counselling centre within the last year, were recruited and participated in individual interviews. These interviews were semi-structured and followed the Critical Incident Technique method. Each interview was voice recorded and transcribed. The data collected was analysed using thematic content analysis. As the research design is qualitative, using a phenomenological approach, the focus is on presenting information-rich and detailed descriptions of participants “lived” experiences of their internship year. It attempts to understand significant incidents or events which influenced the participants’ professional and personal development as they navigate through this ambiguous period to become independent and ethical practitioners. Four predominant themes emerged from the data collected, which include a discussion pertaining to professional boundaries and limitations, learning within the internship environment, the effects of professional and personal support and, lastly, the transition from dependent to independent professional functioning.

The purpose of this quantitative study was to investigate East Tennessee State University graduate student perceptions on the effectiveness of internship experiences as students explored the implementation of ISLLC Standards and the role of mentor support as they prepared for the principalship. The participating university for this study is located in Johnson City, Tennessee. Participants obtained their administrative license from 2005-2010 and worked in one of 19 northeast Tennessee, North Carolina, and southwest Virginia school districts. Specifically, this research assessed the perceived value of the 540 hour internship experience, implementation of ISLLC Standards, and the perceived value of the site based and university based mentors as interns completed their activities in multiple settings. Research reinforced the view that internship experiences supported through site based and university mentors are necessary components of an effective aspiring principal preparation program. Two data measures were analyzed: 25 survey questions measured on a 4 point Likert scale and 3 open-ended questions. Nine research questions guided this study and quantitative data were analyzed using one-sample t tests. Results indicated that ETSU program completers from 2005-2010 agreed internship experiences and mentor support received through the ETSU Administrative Endorsement Program facilitated real world application of the ISLLC Standards while preparing for the principalship.

The purpose of this case study was to better understand the nature of the experiences of a preservice teacher, self-identified as having mathematics anxiety as she planned and implemented instruction during her internship by answering: What is the nature of the experiences of a preservice teacher, self-identified as having mathematics anxiety, as she planned for mathematics instruction during her final internship? What is the nature of the experiences of a preservice teacher, self-identified as having mathematics anxiety, as she implemented mathematics instruction during her final internship? Using an interpretivist approach to a case study inquiry, I used semi-structured interviews, observations, audio journals, and artifacts to collect data on a preservice teacher, cooperating teacher, and college supervisor. Member checking was used with interview data and a peer reviewer reviewed all data collection and analytic procedures. I analyzed the data using content and thematic analysis. The findings indicated that lack of planning, lack of instructional support, lack of content knowledge, and lack of transfer of what she learned in the mathematics methods course impacted the preservice teacher’s planning and implementation of mathematics instruction. In this way, the study identified the importance of instructional support for preservice teachers during K-12 classroom experiences, theory-to-practice connections between coursework and field experiences, and preservice teacher reflection to recognize weaknesses and seek out solutions to solve problems of practice. The study closed with a discussion from the viewpoint of reviewed literature, my interpretation of the findings and suggestions for future research.

An estimated 1.5 million underemployed or unemployed college graduates have one or more college degrees, and many have high loan debt. Policy makers, students, and institutions of higher education are all concerned with the question of how prepared students are to enter the workforce upon graduation, yet little is known about whether internships are a strategy to improve career preparedness and gainful employment after graduation. Guided by Dewey and Kolb's experiential learning theory, the purpose of this nonexperimental study was to evaluate the impact of internships on career preparation from the perspective of graduates, specifically to evaluate whether graduates perceive participation in an internship improved their level of career preparedness in human services related fields. Post-internship survey data were acquired from a group of 21 graduates using the Career Benefits of CO-OP/Internship Experience instrument who were enrolled in a degree program at various colleges and universities in southeastern Virginia. These data were analyzed using a paired t test to compare pre and post internship perceptions of career preparedness. Results indicate a statistically significant improvement between the pre-internship and post-internship perceptions (p = .05). Furthermore, the study offers support to the notion that experiential learning may impact career success. This result indicates that internships may have a positive impact on career progression and gainful employment after graduation. The positive social change implications of this study includes recommendations to policy makers and university leaders to construct academic programs that incorporate internship opportunities, particularly to promote overall student success and future gainful employment.

Developing professional expertise of prospective teachers not only in terms of theoretical knowledge but also in terms of competencies of designing challenging and cognitively activating learning opportunities in the mathematics classroom is certainly one of the key aims of internship phases in pre-service mathematics teacher training. As mathematics-related theoretical contents of teacher training and practice-related learning opportunities of school internships are not always linked in an optimal way, this paper aims at discussing a model of an intensive internship phase combined with a triple coaching approach partly integrated in a course accompanying the internship phase.

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The main objective of this research was to analyze the potential of a work shared between current and future Mathematics teachers. The focus of this research is the learning of teaching, which is established by the relation with the knowledge, or in this case, with the knowledge mobilized in the context of pedagogic practices. The following problematic were formulated: which knowledge is mobilized and/or (trans)formed on learning of teaching in a context of shared work? Which elements act or make possible the learning of teaching and professional development in a context of shared work? The option was to investigate an experience of shared work through written or oral narratives. Data collection was done during the school year of 2009. Twenty one students of graduation, ten collaborator professors and the advisor/researcher took part in this research. Ten work teams were constituted, which compounded the investigation scenario. The following aspects were analyzed: the reflexive process of graduation students during their participation and learning while teaching Mathematics in the scholar context, the possibilities and potential of collaborative work for the teacher formation through the internship and for the consolidation of the teaching profession, the knowledge and reflection initiated in this process, and the contributions for the supervised internship for the continuing formation and for Scholar Mathematics ideas of these actors. The analysis of the content allowed us to establish four meaning units: professionalization; learning of teaching; tensions and contradictions, and cultural confrontations (relationship university school). It is necessary to consider that from this four meaning units, the first two were took as categories of analysis. In these units it was possible to note the formation potential on the constitution of multiple learning. An identity process was established between the trainees and the profession in the reflection moments about practices with which they started interacting. Diverse knowledge was mobilized, which culminated on the learning related to: curriculum management in Mathematics (classes planning and their conduction guided by an investigative and problematizing posture; the meaning of evaluative processes; the importance of interactions in classroom for the establishment of a learning environment for the students). Moreover, it was possible to identify important aspects of the professional development of the supervisor teacher, which characterize the beginning of her self-management in relation to her formation process. This research allowed us to glimpse a new course for internship activities in which the relationship between university and school is strengthened in order to look for possibilities or strategies that look for the better interaction among the subjects of these activities, thinking that the evolution of teaching professionalization depends on an initial formation that provides autonomy to the subject management of its own professional practices.
O objetivo principal desta pesquisa foi analisar as potencialidades de um trabalho compartilhado entre professores de Matemática em exercício e futuros professores. O foco dessa pesquisa é a aprendizagem da docência, que se estabelece pela relação que se tem com o saber, ou neste caso, com os saberes que são mobilizados no contexto da prática pedagógica. As seguintes problemáticas de investigação foram formuladas: Que saberes são mobilizados e/ou (trans)formados na aprendizagem na docência situada em um contexto de trabalho compartilhado? Que elementos atuam ou possibilitam a aprendizagem da docência e o desenvolvimento profissional situados em um contexto de trabalho compartilhado? A opção foi investigar uma experiência de trabalho compartilhado a partir de narrativas escritas ou orais. A coleta dos dados foi realizada no ano letivo de 2009. Participaram das atividades de estágio 21 estudantes da licenciatura, 10 professores colaboradores e o orientador de estágio/pesquisador. Dez equipes de trabalho foram constituídas, constituindo assim o cenário de investigação. Procurou-se analisar: o processo reflexivo dos estudantes da licenciatura nos momentos de sua participação e aprendizagem durante a atividade de se ensinar matemática no contexto escolar; as possibilidades e as potencialidades do trabalho colaborativo para formação do professor a partir do estágio e para a consolidação da profissão docente; os saberes e as reflexões desencadeadas nesse processo; e, as contribuições para o estágio supervisionado, para a formação continuada e para o ideário de Matemática Escolar desses atores. A análise do conteúdo permitiu delimitar quatro unidades de significado: profissionalização docente; aprendizagem da docência; tensões e contradições; e confrontos de cultura (relação universidade-escola). Cabe considerar que, dessas quatro unidades de significado, tomamos as duas primeiras como categorias de análise. Nelas foi possível constatar as potencialidades dessa formação na constituição de múltiplas aprendizagens. Estabeleceu-se um processo identitário dos estagiários com a profissão nos momentos de reflexão sobre as práticas com as quais começaram a interagir. Mobilizou-se uma pluralidade de saberes que culminaram na aprendizagem a respeito: da gestão curricular em Matemática (planejamento de aulas e forma de condução, pautadas em uma postura investigativa e problematizadora; significado dos processos avaliativos; importância das interações da sala de aula para o estabelecimento de um ambiente de aprendizagem para os alunos). Além disso, foi possível identificar importantes aspectos do desenvolvimento profissional da professora supervisora que caracterizam o inicio de uma autogestão de seu processo de formação. Com a pesquisa vislumbramos um novo rumo para as atividades de estágio em que se fortaleça a relação universidade e escola na busca por possibilidades ou estratégias para uma melhor interação dos sujeitos nessa atividade, pensando que a evolução da profissionalização docente depende de uma formação inicial que possa conferir autonomia ao sujeito em gerenciar suas práticas profissionais.

The purpose of this mixed methods study was to explore the impact of a student teaching internship upon the classroom intercultural competence (CIC) of teacher education students and alumni. Phase I employed quantitative methodology to compare the intercultural competence as measured by Ross, Thornson, McDonald, and Arrastia’s (2009) Cross Cultural Competence Inventory (3CI) for three groups. The 3CI is a 63-item survey that uses corresponding questions to assess intercultural competence. Survey items are scored with a 6-point, strongly agree-to-strongly disagree Likert scale (Thornson, 2010). The three groups included teacher education students enrolled in a field observation course, students enrolled in their student teaching internship, and teacher education alumni currently teaching in the Jacksonville metropolitan area. Participants’ 3CI scores were used as a diagnostic tool to facilitate the recognition of factors relative to their overall intercultural competence. Three quantitative research questions were tested: Is there a statistically significant difference between matched pairs of intern’s CIC as measured by the scales and subscales of the 3CI (Ross et al., 2009) after students complete their field observation experience as compared to their pre-field observation scores? This question was not supported (t(116) = 1.07; p > .05). Do matched pairs of interns who experienced an IST enhanced internship (Ross et al., 2009) as compared to matched pairs of interns whose student teaching experience was exclusively in a domestic classroom? This question was supported (t(38) = 1.68; p < .001; d = .252). Do in-service teachers who experienced an IST enhanced internship demonstrate increased CIC as measured by the scales and subscales of the 3CI (Ross et al., 2009) as compared to in-service teachers whose student teaching experience was exclusively in a domestic classroom? This question was not supported (t(25) = .93; p > .05). Each of the 6 subfactors was charted to portray a graphic illustration of the areas of strengths and weakness concerning classroom intercultural competence. In the qualitative component of the present study, interview methodology facilitated gathering qualitative data from intern and in-service teachers. This provided a context for enhancing the quantitative data and for addressing the unique nature of how different individuals learn to adapt to diverse students in the classroom. One qualitative research question was tested: To what extent do qualitative data collected from interviews reflect similar areas of growth as indicated by the scales and subscales of the 3CI (Ross et al., 2009) quantitative measurement? Interviews with these teachers led to the identification of significant factors related to intercultural communicative success in the multicultural classroom. Hence, research question 4 was supported.

碩士
嶺東科技大學
國際企業系碩士班
103
At present, over expansion of private universities lead to higher drop out rates and lower academic standards in Taiwan. Spending years studying for a university degree is no guarantee for future employment. The purpose of this study is to explore how professional commitment and internship satisfaction impact on career development. Purposive sampling questionnaires were issued 500 questionnaires were distributed a total of 430 valid questionnaires,the effective rate was 86%. The data by descriptive statistics, independent sample t test, pearson correlation analysis, Anova analysis & regression analysis. The results indicated that (1)the higher professional commitment & positive working attitude had a higher positive effect on internship satisfaction. (2)the higher Intrinsic and extrinsic internship satisfaction had a higher positive effect on Career Development. (3) the higher professional commitment ＆positive working attitude had a higher positive effect on Career Development. (4) Professional commitment also affected satisfaction through internships satisfaction, so pay more attention to career development. (5) Professional commitment, internship satisfaction and career development will vary depending on the intern's background and have a significant difference.

碩士
中原大學
教育研究所
97
The main purpose of this study was to discuss the professional development and it’s affected factors of special education pre-service teachers in elementary schools after the new teacher internship program. A questionnaire was used to answer the research questions in this study. There were 214 (72.54%) valid returned questionnaire. Descriptive statistics, t test, one way ANOVA and stepwise multiple regression were used to analyze the data. The main findings were as follows: 1.Special education pre-service teachers thought the new teacher internship program had negative effects on them. However, they still had high motivation for instruction of special education, and carry out what they learned from pre-service education. Besides, the assistance of mentors, professors and other pre-service teachers contributed to the great satisfaction of their requirement during the internship program. Moreover, special education pre-service teachers solved problems in positive ways by teaching reflection, portfolio and attending workshops when they met 2.Althoug special education pre-service teachers thought the new teacher internship program had negative effects on them, they improved their professional ability in totality, in six core items and twenty detail items with high level. 3.There were 11 factors affecting professional development of pre-service teachers in special education, including class types of internship, degree of influence on teacher qualification test, practical application of special education knowledge, assistance from professors, assistance from mentors, frequency of teaching reflection, time spent for teaching portfolio, time spent for in-service trainning, satisfaction of needs duiring the pre-service education, willingness to be a special education teacher and frequency of active problem solving. 4.There were four factors forecasting professional development of special education pre-service teachers, including assistance of professors, assistance of mentors, practical application of pre-service education knowledge, satisfaction of needs duiring the pre-service education.

Relatório de estágio de mestrado em Tradução e Comunicação Multilingue
O presente Relatório de Estágio foi elaborado no âmbito do Mestrado em Tradução e Comunicação Multilingue (MTCM) e enquadra-se no âmbito de um projeto editorial cujo tema central se baseia na formação e no desenvolvimento profissional de futuros professores. O trabalho desenvolvido durante a referida experiência profissional teve como base o contributo de diversos textos de autores internacionais, nomeadamente do Canadá, do Reino Unido, dos EUA, da Suécia, da Finlândia, da Austrália e da Suíça, os quais foram traduzidos da língua inglesa e francesa para a língua portuguesa. Assim, aborda-se no presente relatório a temática das dinâmicas dos mercados da edição em contexto globalizado, olhandose em maior detalhe para o mercado editorial português, nomeadamente para a questão da contratação de tradutores por parte das editoras e os apoios concedidos pelo Estado português ao setor da tradução. Nexte contexto e dado o tema recorrente a todos os artigos traduzidos ser do foro académico, é abordada a questão do mercado da edição académica, particularmente em termos das dinâmicas de tradução e publicação que se verificam neste setor. Em termos da análise do projeto de tradução realizado durante a experiência profissional, aborda-se a teoria funcionalista do skopos, tendo-se em consideração questões como o perfil do cliente, na qual o tema da formação e desenvolvimento profissional de professores revela-se pertinente; a adequação dos conteúdos traduzidos ao público-alvo e o caderno de encargos. O estágio descrito neste relatório contou ainda com a orientação do Professor Doutor Fernando Ferreira Alves, do Departamento de Estudos Ingleses e Norte Americanos (DEINA), do Instituto de Letras e Ciências Humanas da Universidade do Minho e a coorientação da Professora Doutora Maria Assunção Flores do Instituto de Educação (IE) da Universidade do Minho.
This internship report was developed within the scope of the Master in Translation and Multilingual Communication (MTCM) and it was based on a publishing project mainly focused in initial teacher education programs and the professional development of teacher candidates. The work conducted during the internship was based on texts from several international authors, namely from Canada, United Kingdom, USA, Sweden, Finland, Australia and Switzerland and which were translated from English and French into Portuguese. Thus, this report explores the dynamics of the publishing market in a globalised context and in more detail the Portuguese publishing market, specifically the publishing houses employment practices of translators and the support given by the Portuguese government to Translation services. In this context and given the fact that the recurrent theme throughout all the target texts is an academic theme, this report addresses the issues of the academic publishing market, taking into account its publication and translation’s dynamics. Considering the translation project developed during the internship, this report explores the skopos theory taking into account the customer’s profile in which the initial teacher education’s theme becomes relevant, as well as the adaption of the target texts to the target audience and the translation brief. The internship was supervised by Professor Fernando Ferreira Alves, from the Department of English and North American Studies (DEINA) of the Institute of Arts and Human Sciences, University of Minho, and by Professor Maria Assunção Flores, from the Institute of Education of the University of Minho.

This qualitative study aimed to trace the psychotherapeutic development of clinical and counselling psychologists across the careerspan within the South African context. Through purposive sampling 34 psychologists were recruited according to the inclusion criteria of the study. Five distinct career levels were explored, namely, student (n=10), intern (n=7), early career (n=7), experienced (n=5), and senior (n=5) psychologists in relation to the Society of Psychotherapy Research’s international model of psychotherapist development. By means of semi-structured interviews, couched in the social constructionist position, participants’ experiences were thematically analysed from over 600 pages of transcription. Additionally, the researcher’s personal journey of developing as a psychotherapist was reflected upon. The current study found that a number of aspects fostered the development of psychotherapists. Participants reflected on personal and familial wounding events that influenced them choosing a career as a psychologist; this awareness was gradual over their development. Across theoretical orientations, participants resisted adhering to one way of working in light of the diverse South African context. However, the need to limit the number of theoretical orientations taught within the first months of training was proposed. Professional sources of influence highlighted by participants were personal therapy and peer supervision or reading groups. Qualified professionals to a lesser extent made use of individual supervision which when pursued needed to be a ‘felt’ collaboration. Participants found as they developed they became more comfortable being a psychotherapist however the complexity of cases still kept them humble. Limitations of the study, potential future research directions as well as recommendations for practicing clinical and counselling psychology were outlined.
Psychology
Ph. D. (Psychology)

O presente relatório surge no âmbito da unidade curricular Atividades de Aprofundamento de Competências Profissionais, integrada no segundo ano do Mestrado em Reabilitação Psicomotora, da Faculdade de Motricidade Humana- Universidade de Lisboa. Este tem como objetivo descrever as atividades desenvolvidas no Centro de Atividades Ocupacionais do Centro de Educação para o Cidadão com Deficiência, entre os meses de outubro de 2018 e maio de 2019. Esta estrutura dá resposta a jovens e adultos, a partir dos 16 anos, residentes no concelho de Sintra, com diagnóstico de Dificuldades Intelectuais e Desenvolvimentais e/ou multideficiência. A intervenção psicomotora realiza-se em contextos diferenciados, nomeadamente, em meio aquático, equitação terapêutica e Atividade Motora Adaptada (reabilitação psicomotora, desporto adaptado e condição física). Assim, ao longo deste relatório será feito um enquadramento teórico, seguido da descrição da prática profissional, que contempla a descrição da intervenção individual junto de um jovem com Síndrome de Williams, e a descrição dos restantes grupos acompanhados. Por fim, apresenta-se uma breve apreciação crítica sobre a prática profissional da mestranda.
This report was carried out within the curricular unit development of professional skills, integrated in the second year of the master’s degree in Psychomotor Rehabilitation, Faculty of Human Kinetics- University of Lisbon. The aims are to describe the internship activities developed in the Occupational Activities Center [OAC] of the Centro de Educação para o Cidadão com Deficiência [C.E.C.D], between October 2018 and May 2019. The OAC of C.E.C.D gives answers to young people and adults, over 16 years of age living in Sintra, with Intellectual and Development Disabilities (IDD) and/or multi-disabilities. The Pshychomotor Intervention is realized in multiple contexts, namely aquatic environment, therapeutic riding and adapted physical activities (Pshychomotor Therapy, adapted sports and physical condition). Throughout this report there will be a theoretical framework, followed by a description of professional practice, which includes the description of the individual intervention with a young person with Williams Syndrome [WSpp], and the description of the remaining groups followed. Finally, a brief critical appraisal of the student's professional practice is presented.