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In-depth, qualitative interviewing was employed to describe processes and competencies experienced by family science interns, who practiced in a high-risk ecological context. Twenty interns from a 3-year period were recruited. All had interned on the same federally funded, HIV/substance abuse prevention grant in the same focal city. Within this sample, it was determined that experiential learning-vis-à-vis the internship-facilitated both intrapersonal processes and ecological competencies for family science interns, who may otherwise have lacked this knowledge when assuming professional roles. Implications for policy and practice are discussed.



Published Citation

Garcia‐Reid, P., Reid, R. J., & Forenza, B. (2014). An ecological approach to experiential learning in an inner‐city context. Family and Consumer Sciences Research Journal, 42(4), 386-396.