bachelor of social work field education manual 2016 … · 2017. 10. 25. · completed your...

BACHELOR OF SOCIAL WORK FIELD EDUCATION MANUAL

2016-2017

A Guide for Students,

Agency Field Instructors and Faculty Liaison

[Update: Jul/07/2016]

Contact Information: NVIT - Merritt 4155 Belshaw Street Merritt, BC V1K 1R1 Phone: (250) 378-3300 Fax: (250) 378-3333 NVIT - Vancouver 200-4355 Mathissi Place Burnaby, BC, V5G 4S8 Phone: (604) 602-9555 Fax: (604)602-3400 Toll Free: 1-877-682-3300 Website: www.nvit.ca Email: [email protected]

NVIT and Thompson Rivers University (TRU)

Joint BSW Degree Program

WELCOME STUDENTS!

Welcome to new and returning BSW students. We are pleased to be working with you this year to facilitate your field placement process. This manual will help you keep track of the tasks you need to complete in order to have a successful field placement. The field placement process will be outlined and facilitated through 4 mandatory practicum preparation seminars with all third and fourth year students during the Fall term. Once you have completed your pre-placement correspondence (resume, cover letter, BSW field placement application) you may schedule an appointment with your Field Education Coordinator to review the next stage of the placement process. We look forward to assisting you as you embark on your field placement journey for the spring term. Wishing you a very enriching field experience and a fulfilling year ahead! Sincerely, Joanne Armstrong (Merritt) & Ursula Katic (Vancouver) Field Education Coordinators Nicola Valley Institute of Technology Bachelor of Social Work Program Merritt & Vancouver Campus

WELCOME AGENCY FIELD INSTRUCTORS!

Welcome to new and/or returning Agency Field Instructors (Practicum Supervisors). We are delighted you are joining us to teach our students in the field. During the field placement our students integrate theory and practice in a way that allows them to experience the realities of day-to-day social work practice. NVIT has had a BISW/BSW program since 1989. We have been affiliated with Thompson Rivers University since 1998 and offer all four years of the NVIT/TRU BSW degree in Vancouver and Merritt, BC. Our graduates are working in a variety of community, government and Aboriginal settings. As well, many of our graduates have gone on to successfully complete their Masters degree. In addition, NVIT in its affiliation with TRU is proud to have been fully accredited by the Canadian Association of Social Work Education (CASWE). This manual has been prepared to provide Field Instructors and students with the information required to plan a meaningful learning and evaluation of the placement. We hope this manual assists you as you work together with NVIT faculty in developing a quality educational experience. Please contact the Merritt or Vancouver BSW Field Education Coordinator at NVIT if you have any questions or concerns. Respectfully,

Joanne Armstrong (Merritt) & Ursula Katic (Vancouver)

Field Education Coordinators Nicola Valley Institute of Technology Bachelor of Social Work Program Merritt & Vancouver Campus

5

Table of Contents WELCOME STUDENTS! .............................................................................................................................. 3 WELCOME AGENCY FIELD INSTRUCTORS! .................................................................................................. 4 PROGRAM INFORMATION ........................................................................................................................ 7

Faculty ................................................................................................................................................... 7 Other Useful Contacts ........................................................................................................................... 7

GENERAL PRACTICUM INFORMATION ....................................................................................................... 8 Practicum: What is it? .......................................................................................................................... 8 NVIT BSW Mission Statement ............................................................................................................... 8 Prerequisites to Placement ................................................................................................................... 8 Requirements of the Child Welfare Specialization ............................................................................... 8 Grade Point Average - GPA ................................................................................................................. 11 Students’ Personal and Professional Requirements ........................................................................... 11

SOCW 304 AND 402 COURSE LEARNING OUTCOMES ............................................................................... 12 Social Work 304 Course Learning Outcomes ...................................................................................... 12 Social Work 402 Course Learning Outcomes ...................................................................................... 12

OBJECTIVES AND PRINCIPLES OF PLACEMENT ......................................................................................... 13 Field Education Placement Objectives................................................................................................ 13 Principles of Field Education Placements ........................................................................................... 13 Steps in the Placement Process .......................................................................................................... 14 Participants in the Field Education Process ........................................................................................ 15 The People and Their Roles ................................................................................................................ 15 Field Education Coordinator .............................................................................................................. 15 Faculty Liaison .................................................................................................................................... 16 Agency Field Instructor ...................................................................................................................... 16 The Student ........................................................................................................................................ 16 Resources for Agency Field Instructors .............................................................................................. 17 Field Manual ....................................................................................................................................... 17 What You Can Expect From NVIT ....................................................................................................... 17

PRIOR LEARNING ASSESSMENT AND RECOGNITION................................................................................. 18 Application to submit a portfolio ........................................................................................................ 18 Materials to include in the portfolio ................................................................................................... 19 Student with extensive experience: ................................................................................................... 19

SOCIAL WORK PRACTICUM POLICIES ....................................................................................................... 21 Field Expenses ..................................................................................................................................... 21 Confidentiality..................................................................................................................................... 21 The Social Media Policy and Guidelines ............................................................................................. 21 Protocol when conducting Research in the Field ............................................................................... 22 Criminal Record Check ........................................................................................................................ 22 Timelines and hours required ............................................................................................................. 23 Practicum Hours Required .................................................................................................................. 23 Paid Field Placements ......................................................................................................................... 23 Attendance/Sick Days ......................................................................................................................... 23 Policy on Professional Unsuitability .................................................................................................... 24 Changes after Placement .................................................................................................................... 26

6

Withdrawal ......................................................................................................................................... 26 Re-registration .................................................................................................................................... 27 Appeals ............................................................................................................................................... 27 Human Rights/Charter of Rights and Freedoms in Field Placement Settings: ................................... 27 Specific Learning Needs/Issues (Employment) ................................................................................... 28 Students with Disability ...................................................................................................................... 28

OUT OF REGION AND INTERNATIONAL FIELD PLACEMENT POLICIES ........................................................ 29 Out of Region Practicum Policy .......................................................................................................... 29 Guidelines for International Field Placements – SOCW 402 .............................................................. 29

3RD YEAR CONTRACT AND EVALUATION .................................................................................................. 32 The Practicum Contract ...................................................................................................................... 33 The Evaluation .................................................................................................................................... 34 Social Work 304 Third Year – Practicum Evaluation .................................................................... 35 Social Work 304 Student Learning Practicum Contract ................................................................... 37 Field Instructor’s Report on Student Concerns .................................................................................. 45

4TH YEAR CONTRACT AND EVALUATION .................................................................................................. 47 Social Work 402 Fourth Year – Practicum Evaluation .................................................................. 48 Social Work 402 Student Learning Practicum Contract .................................................................. 51 Field Instructor’s Report on Student Concerns .................................................................................. 60

PRACTICUM SAFETY AND LIABILITY ......................................................................................................... 62 Insurance Coverage ............................................................................................................................ 62 Policy on Harrassment Prevention ..................................................................................................... 63

APPENDICES ........................................................................................................................................... 65 CASW CODE OF ETHICS ........................................................................................................................... 66 STUDENT CORRESPONDENCE ................................................................................................................. 67

Field Education Timeline ..................................................................................................................... 67 Placement Checklist ............................................................................................................................ 68 Orientation to the Agency .................................................................................................................. 69 Getting Started ................................................................................................................................... 70 Placement Time and Activity Log ........................................................................................................ 71

AGENCY FIELD INSTRUCTOR CORRESPONDENCE ...................................................................................... 72 Purposeful Supervision ....................................................................................................................... 72

FEEDBACK ON THE PLACEMENT .............................................................................................................. 77 Student Feedback .............................................................................................................................. 78 Agency Field Instructor FeedbackNicola Valley Institute of Technology – BSW Program.................. 89 Faculty Liaison Feedback .................................................................................................................... 96

7

PROGRAM INFORMATION

Faculty

Merritt Campus

Elaine Herbert Department Head, Merritt/Vancouver Faculty Liaison 250.378.3357 [email protected]

Joanne Armstrong Field Education Coordinator, Merritt Faculty Liaison & Social Work Instructor 250.378.3367 [email protected]

Vancouver Campus

Michelle Reid Faculty Liaison & Social Work Instructor 604.602.3431 [email protected]

Ursula Katic Field Education Coordinator, Vancouver Faculty Liaison & Social Work Instructor 604.602.3435 [email protected]

Other Useful Contacts

NVIT

Associate Dean, Merritt Campus Aruna Gore Phone: 250.378.3391 Email: [email protected]

Departmental Assistants, Merritt Campus Ali Antoine Phone: 250.378.3337 Email: [email protected]

Molly Toodlican Phone: 250.378.3346 Email: [email protected]

Departmental Assistant, Vancouver Campus Brenda Ferguson Phone: 604.602.3414 Email: [email protected]

mailto:[email protected]








8

GENERAL PRACTICUM INFORMATION

Practicum: What is it?

Two social work field education placements (SOCW 304 and 402) are required to complete the B.S.W. degree. SOCW 304 is completed in the Spring semester of the third year and SOCW 402 is completed in the Spring semester of the fourth year. The Social Work Program utilizes an extensive number of service agencies in the Merritt and outlying areas for placement, as well as the lower mainland. The development of a suitable field education placement is a collaborative effort between the Social Work Program, student and agency to maximize the student’s learning potential. Placements are intended to build upon practice and work experience and to provide opportunities to strengthen skills, knowledge and understanding of current values and attitudes. In particular, placements are sought in agencies which offer a varied practice experience in terms of kinds of interventions and types of systems the student works with (e.g. individuals, groups, families, community involvement and organizational change); exposure to inter-professional teamwork, non-traditional approaches to practice and innovative settings for social workers. The placement is not just another work experience, but an educational learning experience. It should include specific learning objectives, structured supervision and the opportunity to apply theory to practice in an evaluative, disciplined and reflective manner.

NVIT BSW Mission Statement

The program emphasizes the knowledge and skills relevant to both Aboriginal and mainstream individuals, families, and communities. The Social Work Program is committed to the principles of social justice and community healing and change. Students’ will increase knowledge and skills based on an Aboriginal perspective and contemporary social work practice. Elders are a valued part of our program. Through classroom experience and critical analysis, students are encouraged to design an ethical social work framework valuing diversity, equality, respect, and the dignity and worth of all peoples.

Prerequisites to Placement

1) Prior to proceeding to the SOCW 304 placement, the minimum requirement is that the student has been admitted to the program and has successfully completed prerequisite courses:

SOCW 200A and SOCW 200B

SOCW 306: Theory and Ideology of Social Work (Minimum “C” Grade)

SOCW 353: Social Work Practice with Individuals (Minimum “C” Grade)

2) Before proceeding to the SOCW 402 placement, students must have completed 105 credits towards their 120 credits for their BSW degree.

Requirements of the Child Welfare Specialization

In the Fall of 2000 the Bachelor of Social Work program introduced the Child Welfare Specialization (CWS). The development of the specialization follows recommendations from the 1995 Gove Inquiry Report and subsequent discussions with the Ministry of Children and Family Development.

9

Students are required to take particular courses and complete a child welfare practicum during their BSW program in order to graduate with a transcript notation indicating successful completion of the CWS. Students who intend to work in mandated child protection settings after graduation must complete their practicum in a child protection setting with the Ministry of Children and Family Development (MCFD) or a delegated Aboriginal agency. Students who wish to specialize in child welfare, but who do not intend to work in mandated child protection settings after graduation may choose to complete their fourth year practicum in a non-delegated child welfare setting that works with at-risk children, youth and their families. Graduates completing a practicum with MCFD child protection only will be required to complete less post-employment training than non-protection CWS students, as they will have met most of the competency requirements for MCFD. The Field Education Coordinator must approve all child welfare specialization practicum placements. Child Welfare Specialization Required Courses:

SOCW 350 – Social Work, Law and Social Policy

SOCW 376 – Family and Child Welfare Practice

SOCW 420 – Family Violence and Social Work Practice

Application Requirements for the Child Welfare Specialization (CWS):

Fourth year students who are interested in the CWS and will be applying to do their CWS placement in the Spring semester must submit their cover letter and resume to the designated MCFD Field Placement Coordinator and NVIT Field Education Coordinator by the stated date.

A requirement of the CWS practicum is to complete your fourth year placement within a child protection placement. Fourth year students must let the Field Education Coordinator know that you would like to apply to do the child welfare specialization (CWS) by the first week in September.

**A successful criminal record check is required to do the CWS placement. [Course numbers were updated Jan/22/2015]

10

BSW Child Welfare Specialization: Mandated (with MCFD training) and Non-Mandated Placement Overview:

• Child Protection

• Ministry for Child and Family Development (MCFD)

• OR

• Delegated Aboriginal Child and Family Services Agency

Mandated Field

Placement

• MCFD and/or delegated Aboriginal child and family service agencies in the following areas:

• guardianship and adoption

• child and youth mental health

• youth justice

• family preservation or family support services

Non-Mandated

Field Placement

11

Grade Point Average - GPA

Students in the BSW must maintain a sessional grade point average of 2.33. A student whose GPA falls below 2.33 minimum will be placed on academic probation and the practicum will be deferred until the next academic year when it is offered and when the student’s GPA is at 2.33 or better.

Students’ Personal and Professional Requirements

The BSW Program expects that reasonable health and well-being will be maintained by the student as a recognized component of competent practice. The student, as a developing professional, must be able to recognize that personal problems and conflicts may interfere with practicum effectiveness. Personal problems and conflicts may interfere with practicum effectiveness. If personal problems occur, reasonable care is expected by the student to ensure that personal needs do not take precedence over client needs and professional learning (CASW Code of Ethics). The BSW Field Education Coordinator will work with student to identify appropriate field practica opportunities.

12

SOCW 304 and 402 Course Learning Outcomes

Social Work 304 Course Learning Outcomes

1. Demonstrate an ability to analyze the power relations, authority systems and culture of the

placement’s service delivery system and to work within it.

2. Demonstrate an ability to work in formal and informal community resources.

3. Demonstrate an ability to integrate social work values, ethics and knowledge in personal and professional interactions in accordance with the CASW Code of Ethics.

4. Demonstrate an open self-directed approach to learning, and the ability to seek and use

consultation.

5. Demonstrate an ability to effectively manage a practicum workload and perform administrative tasks.

Social Work 402 Course Learning Outcomes

1. Demonstrate an ability to analyze the power relations, authority systems and culture of the placement’s service delivery system and to work within it.

2. Demonstrate an ability to work in formal and informal community resources.

3. Demonstrate an ability to integrate social work values, ethics and knowledge in personal and

professional interactions in accordance with the CASW Code of Ethics. 4. Demonstrate an ability to practice in the legal, policy and organization context of my practicum

agency. 5. Demonstrate an ability to manage my work load management.

6. Demonstrate an ability to effectively work with individual clients, groups and community.

13

OBJECTIVES AND PRINCIPLES OF PLACEMENT

Field Education Placement Objectives

The overall purpose of the placement is the application of theory and knowledge to social work practice and the concurrent development of practice skills. The following are general objectives for all students; each student is expected, in addition, to develop their own specific learning objectives. 1. Improve skills in working effectively in partnership with a variety of clients from culturally diverse

backgrounds (individuals, families, groups, organizations and communities). 2. Provide opportunities to examine personal attributes, particularly values and attitudes, in the complex

role of helper and change agent. Students will be expected to understand and come to terms with their own potential strengths and limitations.

3. Strengthen the understanding of urban centres and rural communities. 4. Develop an understanding of the human service organization. 5. Strengthen ability to work collaboratively with other helping services in the community. 6. Develop capacity to initiate their own learning activities including the ability to seek and use

consultation. 7. Develop independent workload management skills and record keeping. 8. Demonstrate knowledge of legal, policy and social justice issues in practice. In addition to these generic objectives, there are specific objectives for each placement.

Principles of Field Education Placements

1. The service needs of the client must take precedence over the learning needs of students, when the two are in conflict.

2. Within the limitations of a placement, students are expected to carry a reasonable workload. 3. Equal importance must be given both to the acquisition of knowledge and to the practice of skills.

Students will be expected to learn from the wisdom of colleagues and consumers as well as from academic sources.

4. Placement should be an individualized course, with a particular opportunity for students to develop self-initiated learning. Students should identify their learning needs, optimum learning methods and seek to achieve personal and professional learning objectives.

5. Students are placed in agency settings without respect to age, race, sex, religion, sexual orientation or national origin.

6. The agency accepts the student as a developing professional Social Worker and will not use students to meet staffing needs nor withhold appropriate assignments because of student status.

7. Agencies are selected by the agency's congruence with the goals of the NVIT Social Work Program and by the ability of the agency to offer the student the variety, range and intensity of experience to achieve these goals.

14

PLACEMENT PROCEDURES AND PARTICIPANTS’ ROLES

Steps in the Placement Process

A. In order to assist the Field Education Coordinator in making the best match between the learning objectives of the student and the learning opportunities offered by the agencies, the student will be asked to:

1. attend all “preparation for field practice” seminars; 2. read and understand the required “field education manual”; 3. prepare and submit a functional resume and cover letter; 4. complete and submit their learning objectives for placement; and 5. schedule an individual appointment with the Field Education Coordinator.

B. The Field Education Coordinator will seek placement information from a variety of human service

settings within the community and within commuting distance. 1. The information will include the range of learning opportunities the student may undertake in

the agency. C. Collaboratively, given the student’s learning objectives and the potential placements recommended

by the Field Education Coordinator that would offer opportunities to meet those objectives, the student will select their potential placement site. 1. The placement experience will be different from the student’s current work or previous employment

and volunteer experience. 2. Social Work 402 will be different than Social Work 304. 3. Students with extensive experience in one or more areas of the social services will be encouraged to

step totally outside their present knowledge base to an area of social work unfamiliar to them. Placement is a time to discover, to grasp new learning and to explore different aspects of our diverse profession. The Social Work Program will assist students to tailor placement to suit individual needs.

4. Experienced students may embark on a variety of senior placement activities such as: Community development work, workshop and training fellow social workers, policy, new skills development and working in administration.

Agency 1. Agencies will interview the student in person if possible. Students should be aware, however,

decisions may be made on the basis of their written material alone (cover letter & resumé). Both the agency and/or the student have the right to refuse the match after the initial interview process.

2. The Social Work Program reserves the right to make the final placement decision; taking into consideration the student’s learning needs and objectives, the agency’s assessment of the student and the fit between the student and the agency.

3. Once the student and the agency confirm a match, the student is expected to arrange with the Field Instructor time to visit the office, attend a staff meeting and/or acquire recommended reading to commence the orientation process. Students are encouraged to do this in December.

D. The Social Work Program approves all agencies providing placements for student field education placements. The Social Work Program accepts responsibility to provide a sufficient number of placement opportunities to serve the needs of all registered students. The Social Work Program will make three attempts to place a student in a placement. If a successful placement has not been obtained, a student

15

may be required to withdraw from a placement course. This policy applies if none of the available placement agencies will accept that particular student or if the student is unwilling to negotiate with suitable agencies.

E. SOCW 402 is different from SOCW 304. The two placements are to offer substantially different

experiences.

Participants in the Field Education Process

The People and Their Roles 1. The Field Education Coordinator is the person who recruits suitable social work placements and

matches agency learning opportunities with students' learning objectives. 2. The Field Instructor is the individual in the setting where the student is placed who provides the day-to-

day, on-the-job supervision of the student. This is also the person who establishes the tasks to be assigned to the student.

3. The Faculty Liaison is the liaison between the agency, the student and the Social Work Program. This is the person who is responsible for the academic component of the placement and submits the grade for the overall placement.

4. The Faculty-Based Supervisor or Off-Site Supervisor provides direct on-going supervision to the student who is placed in an agency, which does not have an experienced Social Worker on staff.

5. The student carries responsibility for identifying their learning needs and professional development as a developing Social Worker.

Field Education Coordinator The Field Education Coordinator is the link between the Social Work Program and the community. It is the Field Education Coordinator's responsibility to meet the learning needs of students by recruiting suitable social work agencies and then to meet the needs of the Field Instructor by providing support, continuing education and networking opportunities. The Field Education Coordinator will: 1. ensure the student is eligible for placement; 2. facilitate “Preparation for Field Practice” seminars for students; 3. obtain the learning objectives form and résumé from the student; 4. ascertain with students their learning needs and interests through a personal interview process; 5. recruit social work agencies, which will provide learning opportunities meeting the expectations of

the Social Work Program and the needs of the students; 6. review tentative field education placements/ideas to ensure a suitable learning experience could be

worked out; 7. discuss with students possible field education placements to meet their learning needs; 8. discuss with potential Field Instructors student's needs (time for placement, resume, learning

interests) and their ability to meet these needs in the appropriate time frame; 9. if the student and agency needs appear compatible, have the student meet formally with the potential

Field Instructor for a personal interview; 10. once a match is arranged, pass the student’s file on to the Faculty Liaison. The file contains the

student’s learning objectives, a record of the interview with the Field Education Coordinator and the learning opportunities discussed by the Field Instructor and Field Education Coordinator; and,

11. provide direct faculty-based supervision to specific designated students.

16

Faculty Liaison The Faculty Liaison is the faculty member who is responsible to connect with the agency and Field Instructor during the field placement. The Faculty Liaison will: 1. Liaise with Field Instructor and student to ensure the completion of a specific learning contract within

two weeks of start date. 2. Be available for consultation to the student and/or Field Instructor. 3. Meet at least twice more with the Field Instructor and student to complete/discuss the midterm and

final evaluations. 4. Facilitate integration seminars for students concurrent with field placement. 5. Ensure the:

- Faculty Liaison evaluates the placement - student evaluates the agency (copy to agency) - student evaluates the course

6. Assign the final field placement grade for the student.

Agency Field Instructor The Field Instructor facilitates the students' learning in the agency, is the direct link for the student and the Social Work Program with the agency, and the principle learning resource for the student. The Field Instructor will: 1. discuss with the Field Education Coordinator the learning opportunities a student would experience if

placed in the agency and the skills and knowledge the student should bring and would acquire in the placement;

2. complete the placement contract with the participation of the student and Faculty Liaison. The contract should spell out as specifically as possible the planned tasks and responsibilities of the student and include a statement of the anticipated supervision time and hours of work;

3. arrange for orientation of the student to the agency during the first week of the placement; 4. ensure placement contract commitments are carried through and initiate changes in the contract if

appropriate; 5. ensure appropriate supervision and consultation for the student; 6. prepare the interim and final evaluation of the students' progress; 7. maintain contact with the Faculty Liaison, and particularly bring to their attention any questions,

dissatisfactions, or suggestions respecting the student or policies of the program; and 8. in the event of an absence longer than one week, the Field Instructor shall designate an appropriate

alternative supervisor and notify the student and Faculty Liaison of this temporary change.

The Student The student carries responsibility for his or her professional development as a developing social worker. It is expected the student will: 1. take an active part in defining his/her learning needs and assessing and prioritizing agencies at which

these can best be met; 2. participate responsibly in the development of a placement contract with the Field Instructor and Faculty

Liaison; 3. share responsibility with the Field Instructor to ensure adequate supervision occurs; 4. maintain contact with the Faculty Liaison regarding developments in the placement; and 5. negotiate with the Field Instructor any make-up time required and notify the Faculty Liaison of

arrangements. (Students are allowed one-day leave in the term for illness without a make-up requirement).

17

Resources for Agency Field Instructors

Field Manual All Field Instructors will be supplied with a hard and digital copy of the NVIT Social Work Program Field Education Manual. The ‘Contract’ and ‘Evaluation’ forms are available in the manual and students can download copies for the Field Instructor from the BSW Program Field Moodle website in pdf or word formats.

What You Can Expect From NVIT The Field Education Coordinator will consult with you to discuss the field placement, and assist with placement concerns, explanations of the process and support in decision-making about how well a student will fit into your agency. The Faculty Liaisons will meet with you and your student(s) at least three times during the practicum: first visit within two weeks of the practicum start; second visit at mid-term; and third visit at the end of practicum. If you have any issues or concerns with your practicum student, the NVIT Field Education Coordinator and Faculty Liaisons are available to consult, assist with problem solving, or mediate as requested. If the problems are irresolvable the Field Education Coordinator will, in consultation with you, remove the student from practicum.

18

PRIOR LEARNING ASSESSMENT AND RECOGNITION

SOCW 304 Practicum: 6 credits Social Work Field Practice

Students applying for a PLAR must apply no later than September 30th. PLAR candidates must submit their portfolio package no later than October 30th. Portfolios are assessed within one month of completion. In cases where learning has not been sufficiently demonstrated, candidates will be notified that they must complete the SOCW 304 practicum. PLAR credit is not available for SOCW 402.

Application to submit a portfolio

Students wishing to challenge a practicum will demonstrate how their experience has met the learning conditions of the practicum, promoted their achievement of the practicum competencies, and encouraged them to become reflective practitioners integrating theory with practice. Candidates will have three years of current, paid social work experience in human service in one or more agencies. Students will demonstrate such skills and abilities as engagement with clients, involvement in the planned change process, and/or leadership within a human service agency.

Before beginning the portfolio process, students meet with the BSW Field Education Coordinator to discuss their workplace learning and other criteria for practicum challenge. If the student does not appear to have sufficient social work experience to document prior learning equivalent to the third year practicum, s/he will not be registered for PLAR. This decision may be appealed through discussion with the Department Head of the BSW Program. If the Field Education Coordinator agrees that the candidate meets all the requirements noted above, s/he will request the student be registered for SOCW 304. The Field Education Coordinator will then request approval from the Department Head to proceed with the PLAR and the Department Head will assign the review of the PLAR to an NVIT faculty member or Field Education Coordinator. PLAR students are required to attend all Fall semester field preparation seminars. Portfolio materials to be produced by candidates 1. An appraisal letter from your social work supervisor(s), addressing your practice competency, and

mailed directly to the BSW Field Education Coordinator at the NVIT Social Work Program. A form letter from the Social Work Program is included in this section for you to copy and provide to your past supervisor(s). The letter notes that your supervisor’s appraisal is one of several criteria used by the practicum assessor to determine whether you have accomplished learning equivalent to SOCW 304 in the performance of your work responsibilities. We request that your supervisor include in the appraisal:

a. the years you worked as a paid social worker in the social work setting and in what area(s) of practice,

b. a description of the social work setting where you were employed, and c. an evaluation of your practice: either a copy of a workplace performance evaluation or

comments on the criteria used to evaluate students taking SOCW 304. Please make the criteria available to your supervisor.

2. The following is an outline for PLAR candidates who are preparing a portfolio which demonstrates

prior learning.

19

In addition to the materials suggested below, the PLAR assessor may wish to meet with the candidate after reviewing the materials submitted as evidence of learning. Questions regarding construction of the PLAR portfolio for SOCW 304 should be directed to the BSW Field Education Coordinator. Begin your portfolio presentation with a two to three page introduction in which you discuss your prior learning opportunities, and introduce the materials you are presenting for evaluation. Include a cover sheet and table of contents, which outlines the material you have included for evaluation.

Materials to include in the portfolio

1. A copy of your resume, indicating education and employment experience, as well as professional development opportunities that have allowed you to enhance your communication skills in the helping process.

2. In the course of your employment you may have been asked to teach classes or facilitate workshops. If this is the case, include in your portfolio an outline of the lecture or workshop, any handouts, overheads or other teaching materials which you prepared, evaluations from workshop participants and any other related materials.

3. Workplace assessments and employee appraisals which speak to your social work skills, letters from previous employers, and commendations from your employer[s] or persons in the community are all useful artifacts to include in a portfolio. It is not necessary to limit your portfolio to these ideas – they are designed to assist you to begin thinking creatively about how you will construct your portfolio. Examples of information which assessors should be apprised of include:

Honours and awards

Community and workplace commendations

Related employment opportunities

Allegations of professional misconduct

Workplace suspension

Leaving a job. If yes, document the information. 4. Include all workshops, courses and conferences you have attended while in the workplace. It is not

necessary to limit your portfolio to these ideas ‐ they are designed to assist you to begin thinking creatively about how you will construct your portfolio. Items 2, 3 and 4 provide suggestions for materials to include in your portfolio; item 5 and 6, noted below, are required portfolio components.

5. A case analysis describing your approach to practice. 6. A reflective paper providing examples of past learning experiences.

Portfolio materials should be assembled in a binder with a cover sheet and table of contents, which identifies materials included for evaluation. The cover page of your portfolio includes your name and telephone number. The faculty member PLAR reviewer will email the student once the portfolio has been evaluated.

Student with extensive experience:

1. Students, who are employed during the time period of the placement, should be free from any encumbrances from their workplace. For example, the student should not continue to be responsible for cases or be “called” while at their field placement. The student needs to be freed of the “worker” role and be able to take a “learner” role. As well, the placement should expand and totally step out of the student’s skill and knowledge base. These differences will be reflected in a change in:

20

- agency (or, in a large agency, a minimum of a change in service unit) - supervisor/field instructor - assigned tasks and responsibilities - complexity of task

2. In cases where a potential conflict exists between a student’s employment in a social service position and their placement, the student must demonstrate to the satisfaction of the Field Education Coordinator and Faculty Instructor work responsibilities will not distract from, encumber or diminish the learning opportunities provided by the field placement.

3. The placement experience will be different from the student’s current work or previous employment and volunteer experience. Social Work 402 will be different than Social Work 304.

4. Students with extensive experience in one or more areas of the social services will be encouraged to step totally outside their present knowledge base to an area of social work unfamiliar to them. Placement is a time to discover, to grasp new learning and to explore different aspects of our diverse profession. The School will assist students to tailor placement to suit individual needs. Experienced students may embark on a variety of senior placement activities such as: Community development work, workshop & training fellow social workers, policy, new skills development and working in administration.

5. Students who have extensive experience in the field may approach the Field Education Coordinator to

discuss receiving PLAR credit for SOCW 304. PLAR credit is not available for SOCW 402.

21

SOCIAL WORK PRACTICUM POLICIES

PRACTICUM SEMINARS (Fall and Spring) Student attendance at field seminars in the Fall and Spring semesters is a requirement of being placed and completing the practicum placement for third and fourth year students. Practicum Placement Preparation Seminars (Fall Semester): Attendance at the practicum placement preparation seminars is MANDATORY. Students are permitted to miss a maximum of ONE seminar due to illness/bereavement. Students who miss more than ONE seminar will not be eligible to register for SOCW 304/402. Students must also schedule an individual appointment with the Field Education Coordinator and get their practicum forms in by the outlined deadline to be eligible for proceeding onto a practicum placement. Bi-Weekly Concurrent Field Seminars (Spring Semester): In the Spring semester, MANDATORY field integration seminars will be held throughout the practicum placement. If a student will be absent from a field seminar it is expected that he/she will notify his/her Faculty Liaison in advance. Students are permitted to miss a maximum of ONE seminar due to illness/bereavement. Students who miss more than ONE seminar will be withdrawn from SOCW 304/402.

Field Expenses

Costs related to the field placement are the primary responsibility of the student. Students who have travel and/or parking costs that are incurred as part of the practicum should see the Financial Planners/Academic Advisors and have their student loan adjusted for these costs.

Confidentiality

Students will abide by the CASW Code of Ethics with respect to professional information. Students are particularly reminded to respect the confidentiality of client information acquired in placement agencies. Some agencies may require that students sign an oath of confidentiality. Students are reminded they may only speak about placement clients and colleagues in seminar in ways maintaining the anonymity of clients and respecting their privacy.

The Social Media Policy and Guidelines

NVIT social work students will follow the CASW Code of Ethics and core values:

“Respect for Inherent Dignity and Worth of Persons”

“Pursuit of Social Justice”

“Service to Humanity”

“Integrity of Professional Practice”

“Confidentiality in Professional Practice”

“Competency in Professional Practice”

The core values are to be upheld in all aspects of their studies, including when participating in the field placement component of the program. This includes the ethical use of all forms of social media to ensure the privacy and confidentiality of the academic program and the field practicum community. Social work

22

students will also maintain and follow the confidentiality policy of the placement site they are placed at. This includes maintaining confidentiality of clients through the use of social media, photographs and video/audio recording. This also includes maintaining professional boundaries with clients and students shall not “friend” clients through social media (facebook etc.), or share private contact information (sharing of personal phone numbers). Students who violate the school and field placement policy on confidentiality will be subject to academic discipline that may result in failure of the field placement, suspension and/or expulsion from the program.

Protocol when conducting Research in the Field

Students who are involved in research through their practicum setting must obtain a certificate of approval from the NVIT Research Ethics Committee before starting any data collection activities. This committee meets three times per year to review student research ethics applications and students are advised to consult with the committee as soon as they learn of the possibility of research involvement. Please contact the BSW Department Head for more information regarding the review process and to request for ethical review of student research form.

Criminal Record Check

The Nicola Valley Institute of Technology (NVIT) is in accordance with the B.C. Government's Criminal Record Review Act and requires all Social Work Program students to complete a criminal record check through the Ministry of Public Safety and Solicitor General.

For clarification and more details about who must complete this criminal record check and why please visit the Ministry of Public Safety and Solicitor General website: http://www.pssg.gov.bc.ca/criminal-records-review/apply/index.htm

Criminal record checks are a condition of practicum placements and are required by law in British Columbia. Legislation requires that NVIT process your criminal record checks through the Ministry of Public Safety

and Solicitor General. You will be provided with a consent form upon admission to the program. This will allow us to apply

on your behalf. This consent form must be returned to Student Services, and you must be able to show 2 pieces of ID to confirm your identity.

The cost for this process is $25.00, payable by credit card or money order to the Ministry of Finance upon completion of your application.

If students require a letter for their funder regarding this educational fee for practicum placements, this may be requested from Student Services upon acceptance to the program.

The results of any criminal record checks must be received before a practicum placement can begin. If students do not have the criminal record check results, they will not be able to proceed with a practicum placement in the spring semester. This may result in any students who have not completed the criminal record check process waiting until the following spring semester to do their practicum placement.

The results of the criminal record search are sent by the Ministry of Public Safety and Solicitor General’s office to NVIT. The results are kept confidential.

A local RCMP criminal record check may be required in addition to the online application, depending upon the agency.

Students are responsible for providing a copy of the criminal record check results to their field placement.

Students must apply for the Criminal Record Check no later than September 30th. Students who do not complete the application by the deadline will not be eligible for SOCW 304 and SOCW 402.

http://www.pssg.gov.bc.ca/criminal-records-review/apply/index.htm

http://www.pssg.gov.bc.ca/criminal-records-review/apply/index.htm

23

Timelines and hours required

1. The Bachelor of Social Work program makes every effort to accommodate specific student needs by flexible programming, but may be limited by resources, timelines and the workload demands of the Field Education Coordinator and faculty members; thus, the following guidelines have been developed. The BSW Program has resources (budget, field education coordination and Faculty Liaison support) to offer third and fourth year placement in the spring semester only of each academic year. It is only by exception, the program can offer placement and Faculty Liaison support during summer and fall semesters.

2. The BSW program has designed a program of studies in which students are expected to complete the field

education courses (placement) in the Spring semester of third and fourth year. SOCW 304 and 402 must be taken after the required pre-requisite courses are completed.

Practicum Hours Required

Two social work practica are completed between January and the end of April (SOCW 304 -280 hours, in addition to 12 hours of concurrent seminar time, and SOCW 402 – 420 hours, in addition to 12 hours of concurrent seminar time) are required to complete the BSW degree. 1. SOCW 304 consists of 280 required field hours, typically in 40 seven-hour work days (not including

lunch). Students are in placement three days a week (additional or alternate week days may be negotiated between the student and field instructor dependent on student availability and agency flexibility). The placement days will be made explicit in the placement contract. Students are expected to be in field during reading break.

2. SOCW 402 consists of 420 required field hours, typically in 60 seven-hour work days (not including

lunch). Students are in placement four days a week (additional or alternate week days may be negotiated between the student and field instructor dependent on student availability and agency flexibility). The placement days will be made explicit in the placement contract. Students are expected to be in field during reading break.

3. In exceptional circumstances, and if agreeable to the Field Education Coordinator, Faculty Liaison, Field

Instructor and student, arrangements may be made to begin placement early (before January 1) and/or to extend beyond semester end dates (April).

Paid Field Placements

Paid practice placements are not possible in the BSW Program. All placements are unpaid. Students must be freed of a worker/employee role and be able to take on a student learner role for their SOCW 304 and 402 placements. The practicum should expand the student’s social work knowledge and skills.

Attendance/Sick Days

Students are expected to notify the Agency Field Instructor whenever placement appointments cannot be kept, as well as the Faculty Liaison. Students are allowed one sick day per semester. Further days off will require the student to negotiate with the Field Instructor to make up the missed hours. The student will inform the agency if they will not be in attendance during the Reading Break. The field education placement days will be made explicit in the Placement Contract.

24

Policy on Professional Unsuitability

PURPOSE:

To provide a review mechanism to assess concerns regarding the professional suitability of a student for the practice of social work.

INTRODUCTION:

The BSW Program of NVIT provides a university education in social work at the baccalaureate level. The program emphasizes the knowledge and skills relevant to both Aboriginal and mainstream individuals, families, and communities. The school is committed to the principals of social justice and community healing and change. Students’ will increase knowledge and skills based on an Aboriginal perspective and contemporary social work practice. Elders are a valued part of our program. Through classroom experience and critical analysis, students are encouraged to design an ethical social work framework valuing diversity, equality, respect, and the dignity and worth of all peoples. The Social Work Program is committed to the principles of social justice, equality, dignity and worth of all people, respect for diversity and a belief in the capacity for change. As part of this mission, the Social Work Program has a duty to maximize student learning, promote social work values, and ensure that clients, the public and other partners in student learning are protected from harm in the education process. In addition, the Social Work Program has a duty to ensure students graduating from the program are: (1) worthy of the professional trust and respect a bachelor’s degree in social work implies, and (2) do not reduce the public trust in social work and social workers by their behaviour. (CASW Code of Ethics). A faculty member and/or the Dean may recommend to the president removal of a student from field placement and/or their suspension from the program to the President when there is reason to conclude the student has: a) behaved or performed in a manner which endangers students, clients, faculty, NVIT staff or volunteers; b) harassed or abused a student, client, faculty, college staff, agency staff or volunteers; or c) been convicted of or charged with a criminal offence that would:

- reduce the public’s trust in the person as a professional social worker or - present an unacceptable risk of harm to clients, members of the NVIT community or other

professionals. Procedures: 1. A faculty member, acting on his/her own judgment with reference to the CASW Code of Ethics or following

consultation with the Agency Field Instructor and the Field Education Coordinator, may recommend to the Dean the removal of the student from field placement and/or their suspension from the Program. Such recommendation must be made in writing stating the circumstances the recommendation is based upon. A copy must be provided to the student and to the President who will make the final decision. Wherever possible, consultation with the Dean should take place before the student’s participation in fieldwork or class is terminated. If necessary, the Field Instructor or faculty member may terminate the student’s participation in the field placement or in class immediately.

2. Within three working days of the Faculty member’s recommendation, the Dean (or designate) will meet with the student to review the situation and to allow the student an opportunity to explain his/her conduct. The Dean (or designate) will then make a recommendation regarding the student’s status in the program. The Dean (or designate) must determine either:

25

a) the student continue in the program with no restrictions; b) the student continue in the program under appropriate conditions/restrictions (e.g., harassment

advisor/police investigation, temporary suspension of placement); or c) the student be suspended or terminated from the program.

3. The Dean (or designate) shall make a recommendation to the President. 4. Within five working days of that meeting, written notification of the Dean’s (or designate)

recommendation will be forwarded to the student and the Faculty member(s) involved and if necessary, to the Agency Field Instructor/Field Education Coordinator.

5. Any student who has received a Notice of Suspension or Termination has the right to appeal the decision to an internal review panel. This panel will be composed of: a. the Chair of the Review Panel. This position is non-voting and is appointed by the Dean (or

designate); b. two faculty members;

These positions are selected by the faculty of the NVIT Social Work Program from faculty not involved in the case. One position may be filled by a faculty member outside the BSW Program of Social Work.

c. a student appointed by the Dean; and d. two members selected by the student.

These members may be NVIT social work students, professional social workers (i.e.: social workers with a B.S.W. or M.S.W. degree), or faculty members in a Social Work Program, education or nursing.

6. Any student requesting an internal review must make this request to the Dean within fifteen working days of receipt of the Notice of Suspension or Restriction. A student who does not provide this request in writing to the Dean within the prescribed time period loses the right to request an internal review.

7. The Review Panel will meet and complete the review within 15 (fifteen) working days immediately following the request being made by the student. This time may be extended by mutual consent of the student and the Chair of the Review Panel.

8. The student has the right to meet with the Review Panel, to present relevant information and to present submissions on his/her behalf. The student may also be accompanied by one person of his/her choice for support.

9. All members of the Review Panel are required to observe confidentiality regarding the discussions and recommendations.

10. Since this is an internal review and since it is intended to keep matters as informal as possible and since the right of appeal to a more formal tribunal is undisturbed, the presence of legal counsel by either party is not permitted.

11. Within three working days of the conclusion of the review, the Review Panel will advise the Dean of its decision.

12. The Review Panel will make one of the following decisions: a) the student continue in the program with no restrictions; b) the student continue in the program with specific restrictions; c) the student be suspended from the program for:

i) a specific period of time, or ii) until specified conditions are met;

d) the student’s participation in the program be terminated. 13. Within five working days of receiving the decision of the Review Panel, the Dean will notify the student

in writing. 14. A student suspended or restricted under this policy is entitled to an appeal through the NVIT Appeals

Process. Information is available at NVIT Student Services.

26

Changes after Placement

After placement commences, changes are made only when the placement is clearly not meeting the student’s learning needs. This would occur when there exists:

- inadequate or inappropriate workload - inadequate supervision - an irresolvable clash of personalities between student and supervisor

Should this exist, the student will discuss the situation with their Faculty Liaison. A decision will be made in consultation with the Field Education Coordinator. When undertaking a placement it is understood that students are making a commitment to the clients they will be working with and to the Agency Field Instructor and agency. This commitment and the professional responsibilities that are to be undertaken are defined in a learning contract that is developed between the student and the Agency Field Instructor at the commencement of the field placement. A student who believes that her/her learn goals cannot be met in her/his field placement setting must let the Faculty Liaison and Field Education Coordinator know ASAP. The steps required are as follows:

- The student discusses her/his reasons for requesting a change with both her/his Agency Field Instructor and Faculty Liaison, and a meeting is held between all three persons to discuss the issues that have arisen;

- The decisions from this meeting will be communicated to the Field Education Coordinator; - The Field Education Coordinator will attempt to meet the student’s learning need depending upon

the availability of a new field placement; - A student must meet all expectation of the agency in terminating work that has been started

before leaving the agency; - A student is not permitted to negotiate a new placement without first discussing her/his desired

field setting with the Field Education Coordinator. - Hours from the first field placement are NOT carried to the new field placement. - If students feel they cannot follow the steps identified above, they may bring their concerns to

the Social Work Department Head.

Withdrawal

1. Performance: A student may be required to withdraw from the placement if their performance in the placement or their

placement preparation is considered unsatisfactory. 2. Unprofessional Conduct:

All students in the Social Work Program will be subject to the provisions of the BCASW Code of Ethics and may be required to withdraw from the Social Work Program for violating these provisions. Students may also be required to withdraw from the Social Work Program when ethical, medical or other reasons interfere with satisfactory practice. (See Student Handbook and Appendix on Professional Unsuitability)

3. Temporary Withdrawal of Students Pending Report: Where, during the course of a term, there are reasonable grounds to believe the conduct or lack of

competence of a student enrolled in placement has adversely affected or may adversely affect clients or agencies associated with the placement, the Dean may recommend to the President a student withdraw

27

temporarily from the placement pending the receipt of a report on the conduct and lack of competency of the student.

4. Required Withdrawal: After giving the student an opportunity to be heard, the NVIT Dean may recommend to the President a

student withdraw from placement where the NVIT Dean is satisfied the student’s conduct or lack of competence may adversely affect members of any of the groups identified above.

5. Voluntary Withdrawal: A student seeking voluntary withdrawal from a placement, whether permanent or temporary, must

receive permission to do so from their Faculty Liaison in the Social Work Program. 6. Notification of Records Services: A student who withdraws voluntarily from a placement must notify the Registrar’s Office in writing. A

student who is required to withdraw from a placement will be withdrawn from any course involved by written notification from the Dean to the Registrar’s Office.

Re-registration

1. If a student has withdrawn from a placement and wishes to re-enter the placement, they must apply for re-registration to the course and should not assume re-registration is guaranteed.

2. If a student withdrew or did not pass the field placement and wishes to repeat the placement, a statement of:

strengths, knowledge, and skills;

identified learning needs or areas of concern; and

learning goals will be drafted by the student in consultation with the Field Education Coordinator and previous Faculty Liaison if applicable.

This statement, signed by both student and Field Education Coordinator may be shared with prospective agencies. Where the student has a different perspective of his/her learning goals, needs or concerns, the student will be entitled to write a statement on the same document to be shared with prospective agencies. The previous placement team (Field Education Coordinator and Faculty Liaison) will determine choice of a new agency setting and Agency Field Instructor based on the student’s learning needs. The Field Education Coordinator will discuss the choice and rationale with the student.

Appeals

The BSW program will follow the regular appeal procedures for students who have received an unsatisfactory final field evaluation or have been withdrawn from practicum. Students should consult the NVIT calendar or website for the current appeal policy and notify the Field Education Coordinator and Department Head of the appeal.

Human Rights/Charter of Rights and Freedoms in Field Placement Settings:

As indicated on page 16 of the NVIT BSW Student Handbook, NVIT is committed to providing a preventative approach towards human rights violations, through education and a human rights policy and

28

procedure. NVIT defines human rights violations as those covered by the BC Human Rights Act. Copies of the policy and procedure are available from the Human Resources Office. This policy also applies to students in their field placement settings. The NVIT social work program works closely with potential field pacement organziations to ensure equity and fairness of students throughout the selection/placement process and without discrimiantion. Students who experience any form of discrimiation under the Charter of Rights and Freedoms and provicial human rights legistlation are encourgaed to immediately inform the program to ensure students are supported and that their rights are upheld.

Specific Learning Needs/Issues (Employment)

1. To avoid the potential for conflict, a student will MOST LIKELY not be placed in an agency where she/he is or was a client or where a family member is or was a client.

2. The Social Work Program expects reasonable health and well-being will be maintained by the student as a

recognized component of competent practice. The student, as a developing professional, must be able to recognize personal problems and conflicts may interfere with placement effectiveness. If personal problems occur, reasonable care is expected by the student to ensure personal needs do not take precedence over client needs and professional learning (CASW Code of Ethics). The Social Work Program reserves the right to delay, suspend or limit placement activities when the student is unable to recognize personal needs and make appropriate plans.

3. The Social Work Program reserves the right to place a student in a specific placement if specific learning

needs are identified in pre-requisite courses.

Students with Disability

4. NVIT is committed to providing accommodation to support students with documented disabilities to facilitate academic success. These services are made available to students in all programs and courses at NVIT, including the Practicum courses. Students in need of disability related accommodations are asked to identify their needs for accommodation to the Student Success Centre. Students with an Individual Service Plan from The Student Success Coordinator are encouraged to inform the Field Coordinator as early as possible if they require accommodation in their field placement (i.e. when they first submit their Practicum Application Form) so that all reasonable efforts can be made to ensure the appropriate accommodations and related support services are in place.

29

OUT OF REGION AND INTERNATIONAL FIELD PLACEMENT POLICIES

Out of Region Practicum Policy

NVIT BSW Program field education placements are considered to be within daily driving distance of Merritt/Vancouver and within the Region. This normally will be within a two-hour driving distance from Merritt/Vancouver. The BSW program has a limited travel budget to accommodate longer trips and overnight travel for Faculty Liaison to travel outside this region. However, in exceptional cases FOURTH YEAR STUDENTS ONLY may make requests to complete field education placements in communities outside of the NVIT region. The following stipulations apply:

1. Sufficient notice of this request must be given to the Field Education Coordinator (i.e., at the end of third year in April).

2. Students must be in good academic standing (GPA = 3.00) and have no professional practice concerns to be given permission to complete field education placement out of region and/or as a visiting student at another institution.

3. The student has knowledge of an appropriate field education placement in the area requested and provides contact information to the Field Education Coordinator.

4. A student will only be allowed to complete an out of region field education placement with a Field Instructor with a BSW and an agency with previous experience with social work students.

Guidelines for International Field Placements – SOCW 402

Guidelines for International Field Placements Preamble The BSW International Committee of the School of Social Work and Human Service was established in 2000 at TRU to promote the education of social work students toward knowledge, critical analysis and skills for international development work. The committee has focused on developing curriculum and opportunities for international study, research and field placement. One of goals of the International Committee is to provide learning and research opportunities to promote humane, egalitarian and socially just environments for all citizens in global society. The program has made significant progress in the last two years with the development of SOCW at NVIT International Committee would like to further its work in this area by providing opportunities for selected students to complete their field education in international contexts. Criteria for Student Eligibility

1. An international practicum will be available to fourth year BSW students who have completed all other core requirements for BSW degree.

2. Approved students will register for SOCW 402 at NVIT or for an equivalent course as a visiting student at a university recognized by the International Association of Schools of Social Work. If a student registers as a visiting student with an approved university, then field education coordination and Faculty Liaison responsibilities will be fulfilled by that university.

3. Interested students will have a cumulative social work grade point average of 3.00 on all courses since admission to the BSW program. This means that from the point of admission to the NVIT/TRU BSW program, eligible students will have a cumulative GPA of 3.00 (B).

30

4. Interested students will have completed at least one of the following recommended courses: SOCW Community Development, SOCW International Field Studies, SOCW 490 Directed Studies on International Topic, or one general Arts course focusing on diversity or international issues such as ANTH Minorities in the Modern World, SOCI Race and Ethnic relations, SOCI Globalization, POLI International Politics or other approved courses.

5. Although not required, it is recommended that interested students interview a minimum of two people from the country or region of the proposed practicum, and write a reflective paper on what they have learned and what they might anticipate as challenges to their values, skills and knowledge in the proposed practicum community location.

Application and Selection Process

1. Interested students will complete and submit a proposal to the Field Education Coordinator that outlines their plans for an international practicum. This proposal will contain: an updated resume, practicum learning objectives, a brief description of the country or region of choice, a brief description of potential practicum agencies or project linkages, and the reflective paper.

2. The Field Education Coordinator will review the proposal and consult with faculty, the Department Head, Dean, and relevant others as required.

3. Interested students will be interviewed by the Field Education Coordinator. 4. The Field Education Coordinator will make the final decision on approval of the international

practicum and communicate this to the applicant.

Responsibilities A. Of the Bachelor of Social Work program

1. The BSW Program and NVIT will provide information about international practicum to all BSW

students. 2. The BSW Program will inform students of liability and insurance issues, and potential areas of

expenditure associated with international practicum. 3. The safety of students will be of primary consideration in approving international field

practicum. 4. The BSW Program retains the final right of refusal for all international BSW field practicum. 5. The BSW Program will provide a checklist of all documentation required of students for

international practicum, and confirm that all information is received prior to departure. 6. The BSW program will assign a NVIT faculty member to provide Faculty Liaison and academic

support to each student in an international practicum. 7. The Field Education Coordinator in consultation with Faculty Liaison faculty member will

approve each specific practicum site and Agency Field Instructor. 8. The Faculty Liaison will maintain contact with the student and Agency Field Instructor during the

course of the practicum, and ensure that the field evaluation is completed. B. Of Student Interested in International Practicum

1. Interested students will research and explore possible field placement agencies in their specific

countries of interest. 2. Approved students will be responsible for covering all practicum costs, including tuition, travel,

accommodation and living expenses. 3. Approved students will be responsible for obtaining a valid passport.

31

4. Approved students will obtain and provide confirmation of medical insurance for the period of time they are outside of Canada.

5. Approved Students will submit a medical report from their physician confirming that they are physically able to undertake an international practicum.

6. Students with special needs will identify such and arrange for any required support. 7. Approved students will be responsible for obtaining and covering the costs of all necessary

immunizations. 8. Students will abide by the NVIT Student Code of Conduct, CASW Code of Ethics, and the laws of

the country in which they complete their practicum. 9. Student, in consultation with potential practicum agencies and NVIT International education,

will arrange for accommodation while on practicum. 10. Before departure, approved students will ensure that all required documentation and

information is submitted to the Field Education Coordinator. C. Of the Field Education Coordinator

1. The Field Education Coordinator will receive and review all applications for international student

practicum. 2. The Field Education Coordinator will consult with the Department Head, Dean, faculty, and

relevant others as appropriate, in considering each application. 3. The final decision regarding approval of an international field practicum will be made by the

Field Education Coordinator and Department Head. 4. For approved international practicum, the Field Education Coordinator will provide a BSW Field

Manual to the International Agency Field Instructor. 5. The Field Education Coordinator, in consultation with Department Head, Dean and faculty, will

decide on which NVIT faculty member will be assigned the Faculty Liaison role. D. Of the International Agency Field Instructor

1. The individual named as Agency Field Instructor in the international setting will fulfill all the

responsibilities of an Agency Field Instructor as outlined in the BSW Field Education Manual. 2. The International Agency Field Instructor will ensure that a written evaluation of the field

placement is completed as outlined in the BSW Field Education Manual. E. Of the NVIT Faculty Liaison

1. The Faculty Liaison will work with the approved student to develop an appropriate practicum

learning contract. 2. The Faculty Liaison will establish a method of regular contact with the student while on

practicum for the purposes of liaison and support and to ensure that appropriate learning is taking place. This may be by email, telephone or other communication.

3. The Faculty Liaison will contact the International Agency Field Instructor in the host country and ensure that they are prepared to take the student and provide appropriate opportunities for learning.

4. The Faculty Liaison will maintain periodic contact with the International Agency Field Instructor to discuss evaluation of the student and provide support as necessary.

32

3RD YEAR CONTRACT AND

EVALUATION

33

The Practicum Contract

Before the beginning of the practicum, the student should have had an opportunity to become familiar with the learning opportunities the agency can provide. The student should have an opportunity to meet with the Agency Field Instructor, other staff, etc., and the student, Faculty Liaison and Agency Field Instructor should have a three-way discussion after two weeks of the start of the practicum. Once the student is in the practicum, the contract needs to be tightened up and a very specific set of expectations of what will be accomplished during the time period of the practicum drawn up. This should include:

1. The generic learning objectives identified for the practica year.

2. The specific learning objectives the student has identified.

3. The specific tasks, activities and strategies the student will be undertaking to meet these objectives.

4. The method of evaluation the student will utilize to demonstrate their knowledge, skills, abilities and responsibilities.

5. The supervision that will be provided.

6. The general administrative details – office space, hours of work, transportation, etc. Be sure to include beginning and end dates for the placement in the contract. A blank outline is included in this section for your use. A sample contract is included in the appendices.

The contract should be as specific as possible. It is helpful to think of the tasks, activities and strategies in terms of measurable behaviour or learning outcomes.

When the contract is being negotiated pay particular attention to how the stated learning objectives will be measured. How will the student demonstrate that s/he has met the stated learning objective? Try, where possible, to identify a sample of work, such as an assignment, a written review of a project, or a needs assessment, as an outcome measure. These samples of work will form the student’s database, i.e., the range of the student’s work in practicum. When contracting, identify specific dates for both midterm and final evaluation and discuss how both parties will prepare for the review. It is not the intention to lock you into a rigid framework, but rather to provide a clear understanding of what is expected. Often the practicum contract is reviewed at the mid-term and changes can be made at that time. Your Faculty Liaison will meet to review and finalize the contract. When all parties (student, Agency Field Instructor, and Faculty Liaison) have agreed to the contract, it is signed and each party is given a copy.

34

The Evaluation

There is a mid point evaluation form and a final evaluation form that the student and Agency Field Instructor complete during the practicum. At the mid point, evaluation is seen as a feedback on how the student is doing and whether or not the student and agency are on target. It is useful as a progress report. At this point you might find you need to modify the learning contract. In completing the evaluation form or interim progress report, Agency File Instructors may choose to do a draft copy and discuss it with the student. Alternatively, they might ask the student to complete a self-evaluation while they complete a copy. Then the student and Agency Field Instructor get together and discuss differences and similarities. In any case, the Faculty Liaison will want to talk with both student and Agency Field Instructor to discuss the feedback of the student’s progress. This process is repeated for the final evaluation. The Faculty Liaison assigns the final grade. Faculty Liaisons will require evidence of performance to ensure that grades for practicum are consistent with the performance standards of the BSW Program. Normal avenues of appeal will apply. The practicum is evaluated on a complete/no credit granted basis.

Sample evaluation forms are included in this section.

Some points the Agency Field Instructor may wish to consider prior to completing an evaluation are: 1. Do you have evidence of work done by the student? Have you observed an interview, listened to a tape, read a

file or report the student has written? 2. Evaluate the individual as a student, not as an employee. 3. Think of the student on the interim progress report as having completed the beginning or orientation phase of

his/her work. 4. When completing work contract portion of the feedback, if a task is “in progress”, please assess if you have

sufficient information to do so. 5. However, if you do not have sufficient information on which to base a decision, please note this on the form.

35

Social Work 304 Third Year – Practicum Evaluation

Introduction Attached is a copy of the contract and evaluation form for students in third year practicum. An evaluation is completed at the mid-point and at the end of the practicum. In completing this form we hope that the student, the BSW Program and the Agency Field Instructor will gain a clear picture of the strengths and the areas for growth in the student’s practicum performance. Please comment on the individual as a student not as an employee. There are two major components to your feedback. 1. Provide feedback on both the generic and basic competencies for third year social work practice as well as the

specific learning objectives of the student. General guidelines for each step are provided on the following page. Please try to match your feedback to these descriptors since this will, to some extent, help to standardize feedback across agencies.

2. Overall comment – Please complete the feedback form giving some overall comments on your student’s work

and progress as a professional. Please be as concrete and specific as possible giving both positive comments and identifying areas of practice that could be strengthened.

When all parties have had an opportunity to read and discuss the completed form, please sign and then return it to the Faculty Liaison. Thank you for taking the time to conduct this evaluation. [3RD YEAR LEARNING GOALS WERE LAST UPDATED ON EVALUATION FORMS - JAN/14/2015]

36

Social Work 304 Progress Scale: While there may be general agreement that performance ratings are useful, there is little consensus about what kind of rating scale to use or what standard of measure to use for assigning values. The rating scale printed on the Practicum Evaluation form has five points to allow for variation in performance. The standard of measures used to anchor the end and midpoints in the scale reflect the student’s progress toward self-directed practice. The following figure illustrates this scale.

1 2 3 4 5 N/A (not applicable)

Unsatisfactory: Has little or no understanding of skills required to tasks assigned.

Unsatisfactory: Has limited and unacceptable understanding of skills or tasks

Satisfactory: Has understanding of skills or tasks at acceptable level.

Good: Has good understanding of skills or tasks and shows ability to use and adapt skills while work in progress.

Excellent: Has high level of skill and is consistently able to draw on skills in impromptu situations.

Objective could not be addressed during term. Rate only if omission suggests incompetence.

Fail/Unsatisfactory Pass/Satisfactory

NVIT Transcript will show “U”

NVIT Transcript will show “S”

Thus a “1” level, performance is unsatisfactory, needing almost constant supervision and assistance. The student has not developed the skill and/or understanding of the task and does not have a beginning level of understanding. Students who perform at the “2” level need frequent supervision and regular assistance. They have limited and unacceptable understanding of skills or tasks. When a learning objective is rated at the mid-range “3”, a student performance is reliable and usually consistent, showing some initiative. They seek and use supervision appropriately, are capable of some independent work and carry regular responsibilities. There may still be some general gaps in skill use or some difficulty in specific situations. At the “4” level, performance is very reliable, with considerable initiative and some innovation. Supervision is sought and used appropriately. They demonstrate a capacity to teach or supervise others in a limited number of tasks although there may be gaps in skill usage in specific situations. Students who achieve a learning objective at the “5” level demonstrate exceptional performance showing innovation and adaptability. They are able to work with infrequent consultation and have little need for supervision. They carry a full range of responsibilities and demonstrate full integration of knowledge and skill in practice. They can supervise and teach others. Finally, a category of “N.A” has been included for objectives that could not be addressed during the term. These objectives should not be rated unless the field supervisor thinks omission suggests incompetent student performance. The ‘comments” feature is included so that Agency Field Instructors can explain the basis for their rating. The last pages of the practicum evaluation form provide space for a summary. Social Work 304 is graded on a satisfactory/unsatisfactory basis.

37

Social Work 304 Student Learning Practicum Contract

Student Name: Student Address:

Street:

City:

Postal Code:

Student Home Phone:

Student e-mail:

Agency Name:

Agency Address:

Street:

City:

Postal Code:

Agency Phone:

Agency Fax:

Agency e-mail:

Agency Field Instructor:

Agency Field Instructor Phone:

Agency Field Instructor Educational Qualifications:

Faculty Liaison:

Faculty Liaison Phone:

Evaluation Dates:

Contract:

Mid-term:

Final:

38

Administrative Arrangements:

1. Does the agency require a criminal records check? Yes No

2. Does the agency require an oath of confidentiality? Yes No

3. Does the agency require WCB or other insurance? Yes No

4. Is a driver’s license required? Yes No

5. Is the student required to have his or her own vehicle? Yes No

6. Has work place safety been discussed? Yes No

7. Student’s Schedule

Day/Hours:

Sun Mon Tue Wed Thurs Fri Sat

NVIT Reading Break (Feb.): (Absence at the discretion of the student)

Student will continue in practicum or take a break not applicable

School District Spring Break (Mar.): (Placed within School District)


8. Field instruction and supervision format: Weekly

Open door (as needed)

Other:

9. Other relevant information:

SIGNATURES:

Student: Date:

Agency Field Instructor: Date:

Faculty Liaison: Date:

Note: This learning contract may be shared with others.

39

3rd Year Evaluation Student: Agency Field Instructor: Agency:_______________ Faculty Liaison:

INSTRUCTIONS: Your learning goals have been outlined in the left hand column. You (in consultation with your Agency Field Instructors) are to select activities that will help you reach these goals. You are asked to describe how your learning and performance will be evaluated. At the midpoint and end of each semester, you and your Agency Field Instructors will collaborate to evaluate your learning and performance in practicum.

LEARNING GOALS

INDICATORS OF HOW TO ACHIEVE LEARNING GOALS

DATE:

Midpoint Comments (See Progress Scale below)

DATE: Final Comments

(See Progress Scale below)

1. My ability to analyze power

relations, authority systems and culture of the agency’s service delivery system and my ability to work within it.

Do I understand the structure of the practicum setting and its organization dynamics? Can I identify the strengths and limitations of the service delivery mandate and appropriately question standards and practices? Do I act respectfully?

a) Identify the structure of the placement setting and its

organization dynamics; b) Interpret and present the services to clients, other agencies, the

community at large; c) Identify the strengths and limitations of the service delivery

mandate and appropriately question standards and practices; d) Identify the various programs that operate within the structure

of the organization: Finance, Administration, Governing bodies, Health, Addictions, Housing, etc.; and

e) Utilize social work theoretical approaches.

1 Unsatisfactory, little

understanding 2 Unsatisfactory,

limited understanding 3 Satisfactory 4 Good 5 Excellent N/A Written Comments:



limited understanding 3 Satisfactory 4 Good 5 Excellent N/A Written Comments:

Progress Scale: 1 = Unsatisfactory: has little or no understanding of skills required or tasks assigned. 2 = Unsatisfactory: has limited and unacceptable understanding of skills or tasks. 3 = Satisfactory: has understanding of skills or tasks at acceptable level.

4 = Good: has good understanding of skills or tasks and shows ability to use and adapt skills while work in progress. 5 = Excellent: has high level of skill and its consistently able to draw on skills in impromptu situations. N/A (Not Applicable) = Objective could not be addressed during term. Rate only if omission suggests incompetence

40

3rd Year Evaluation

LEARNING GOALS



Final Comments (See Progress Scale below)

2. My knowledge of formal and

informal community resources. Do I demonstrate an ability to work collaboratively with a wide range of formal and informal community resources to the benefit of clients? Do I show an ability to learn about resources from others and to develop effective working relationships with individuals, groups and community people?

a) Have a working knowledge of community resources; b) Use these resources for the client’s benefit and refer

appropriately; and

c) Show an ability to learn about resources from others;

d) Develop effective working relationships with community people;

e) List the social work theoretical approaches utilized by the

organization; and f) Identify various programs operated within the

organizational structure.



limited understanding 3 Satisfactory 4 Good 5 Excellent N/A Comments:






41

3rd Year Evaluation

LEARNING GOALS




3. My demonstration of

professional social work values and ethics

Do I demonstrate an understanding of the CASW Code of Ethics as well as values and ethics consistent with the egalitarian ideals of the social work profession? Do I demonstrate an understanding of structural inequalities in the practicum context and the implications this has for the marginalization, oppression, and social exclusion of clients and client groups in society? Do I demonstrate an ability to articulate my own practice philosophy and its relationship to an anti-oppressive practice?

Must follow the agency code of conduct and values Comply with agency dress code Must comply with CASW Code of Ethics and Standards of Conduct

Regard the welfare of the client as the primary obligation

Maintain confidentiality;

Maintain client privacy;

Treat client with respect and dignity;

Encourage self-determination;

Empower the client;

Not exploit the client relationship for personal gain;

Respect the legal rights of the client;

Use authority or legal power responsibility;

Behave in a way that brings credit to the profession;

Advocate for the best interests of the client;

Seeks to provide the maximum possible information; and services to the client;

working to improve social policies and programs; supporting colleagues in seeking to improve practice;









42

3rd Year Evaluation

LEARNING GOALS




4. My effective use of supervision

and consultation Do I demonstrate an open self-directed approach to learning, and the ability to seek and use consultation? Do I take initiative in seeking supervision, preparing and presenting material in an organized manner? Do I seek appropriate consultation and demonstrate respect for colleagues? Do I demonstrate an awareness of my strengths and areas to grow? Can I accept critique of my performance noting both strengths and limitations?

Schedule and meet with supervisor weekly/bi-weekly Come to supervision meetings prepared with

Progress to date

Current activities

Plans/requests for the next week

Hours completed to date

Priorities for work to complete field goals

Time lines to complete work

Questions

Conflicts/concerns/issues

Critique of own performances noting both strengths and limitations

Expectations and learning needs Consult with supervisor or co-workers before doing something you are unsure about *Be prepared to hear constructive criticism as well as praise





understanding 2 Unsatisfactory, limited

understanding 3 Satisfactory 4 Good 5 Excellent N/A Comments:



43

3rd Year Evaluation

LEARNING GOALS




5. My workload management

Do I demonstrate an ability to effectively manage a practicum workload and perform administrative tasks? Do I plan ahead and organize my work? Do I monitor my own use of time? Do I set work priorities and then follow through? Do I meet deadlines? Do I prepare written records, reports and correspondence to meet the requirements of different audiences, such as clients, policy makers, the general public, other professionals?

a) Use a day planner or calendar; b) Plan ahead: ensure that you have back-ups in place in case kids are sick, school is out, or babysitter can’t be available; c) Be where you say you will be when you said you would be there or else phone ahead of time to supervisor and clients; d) Prioritize workload according to importance and time deadlines; e) Monitor hours and time for supervisor and agency; f) Meet the deadlines as set with supervisor; g) Let supervisor know ahead of time if there is a problem meeting the deadlines set; h) Carry a student caseload or workload (not as large as a regular worker’s workload); and i) Follow through on practicum workload.









44

Social Work 304 Mid Term Evaluation Summary: As Agency Field Instructor do you recommend that the student:

Requires additional time to achieve goals.

Yes No

Will require additional attention in order to meet learning goals.

Yes No Details:

I believe the student’s areas of strength and accomplishments are:

I would say that areas of practice requiring further development are:

Student Agency Field Instructor Faculty Liaison [NVIT] Date

45

Field Instructor’s Report on Student Concerns

To help us focus the student’s learning; please complete this form after meetings with the student. Please submit copies for Field Education Coordinator at mid-term evaluation and final evaluation. Field Instructors Name ____________________________

Student Name ____________________________

Date _________________ of meeting/instructional session

Field Instructor’s Comments: Regarding student progress (Please indicate examples of excellent or outstanding performance) ___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Concerns Addressed ___________________________________________________________________________________

___________________________________________________________________________________

_____________________________________________________________________________________

Also indicate any agreed upon actions that student or field instructor will take in response to the concern. ___________________________________________________________________________________

___________________________________________________________________________________

Recommendations made to student: ___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Field Instructor Signature: __________________________________________

Student Signature: __________________________________________ Student Comments: ___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Please make as many copies as required.

46

Social Work 304 Final Evaluation Summary:

Do you recommend that the student:

Hass passed and met Learning Goals Yes No


Yes No


Yes No Details:




47

4TH YEAR CONTRACT AND

EVALUATION

48

Social Work 402 Fourth Year – Practicum Evaluation

Introduction This is the final practicum for students in the BSW Program. In completing this evaluation the goal is that the student, the BSW Program and the Agency Field Instructor will gain a clear picture of the strengths and limitations of the student’s practicum performance, and whether the practicum has been successfully completed. By the end of the practicum the student should be evaluated as a new, beginning B.S.W. social worker in your setting, who has completed the equivalent of a three-month agency orientation period. It is also our hope that this evaluation will be helpful to the student as he or she prepares to move into social work employment and thinks about areas for future development and growth. This evaluation will be used as the major input for determining success or failure in Social Work 402. The final responsibility for determining whether or not the student has successfully completed the practicum is the Faculty Liaison’s, based on these evaluations. There are four major components to this evaluation: 1. Evaluation of how specific tasks and responsibilities included in the practicum contract have been

handled. 2. Evaluation of the student’s skills and knowledge that are of particular significance in your practicum

setting. 3. Evaluation of the student on basic, generic competencies for social work practice. If any ratings need

elaboration, space is provided for this at the end of each competency group. 4. Specific ratings, while helpful in standardizing evaluations, do not always give adequate detail about

the student’s performance. It is important for you to make a few key summary comments about the student’s performance at the conclusion of the evaluation. Please be as concrete and specific as possible including both positive feedback, as well as noting areas that need further development.

[4TH YEAR LEARNING GOALS WERE LAST UPDATED ON EVALUATION FORMS - JAN/14/2015]

49

Rating Student Progress While there may be general agreement that performance ratings are useful, there is little consensus about what kind of rating scale to use or what standard of measure to use for assigning values. The rating scale printed on the Practicum Evaluation form has five points to allow for variation in performance. The standard of measures used to anchor the end and midpoints in the scale reflect the student’s progress toward self-directed practice. The following figure illustrates this scale.

1 2 3 4 5 N/A (not applicable)

Unsatisfactory: Has little or no understanding of skills required to tasks assigned.

Unsatisfactory: Has limited and unacceptable understanding of skills or tasks

Satisfactory: Has understanding of skills or tasks at acceptable level.

Good: Has good understanding of skills or tasks and shows ability to use and adapt skills while work in progress.

Excellent: Has high level of skill and is consistently able to draw on skills in impromptu situations.

Objective could not be addressed during term. Rate only if omission suggests incompetence.

Fail/Unsatisfactory Pass/Satisfactory

NVIT Transcript will show “U”

NVIT Transcript will show “S”

Thus, students who perform at the low end of the scale “1” or “2” may have such minimal mastery of the required knowledge or skills that they cannot make effective use of supervision. When a learning objective is rated in the mid-range scale “3” the student performs at a level considered appropriate for his/her experience. This is especially true of students who enter the program with a limited background in social work knowledge or human service experience. Their Learning Agreements and performance ratings, should reflect their need to master “beginning’ skills. Student who achieve a learning objective at the “5” or “4” level demonstrate the same mastery of skills or techniques that one would expect from a BSW already in the field. They use regular supervision, and they can be entrusted with beginning levels of professional responsibility. Finally, a category “N/A” has been included for objectives that could not be addressed during the term. These objectives should not be rated unless the Faculty Liaison thinks their omission suggests incompetent student performance. The “Comments” feature is included so that Agency Field Instructors can explain the basis for the rating. This rating scale still leaves open the discussion about the behaviour that constitutes “entry-level BSW practice” as well as what the expected competence might be. These are issues that may never be resolved: however, open discussion among the student, Agency Field Instructor, and Faculty Liaison will add some clarity. If the student does not agree with either the ratings or the content of the narrative summary, he/she should still sign the practicum evaluation to indicate that it has been read. The student may attach a brief statement explaining why he/she disagrees with the Agency Field Instructor’s judgement. These differences of opinion should be discussed with the Faculty Liaison. The Narrative Summary: The last pages of the Practicum Evaluation Form provides space for a summary. The following points should be addressed in the narrative: 1. a summary of the student’s activities and progress during the term; 2. a description of outstanding performance or strengths; 3. a description of specific weaknesses in his/her learning patterns, knowledge, or skills; 4. changes in the agency that will affect the student’s educational experience; 5. plans for the following term; and 6. other pertinent information.

50

Satisfactory/Unsatisfactory:

Social Work 402 is graded on a Satisfactory/Unsatisfactory basis. If you have no evidence at all on which to evaluate an item, it can be noted N/A. This will not be taken as an evaluation of unsatisfactory in determining student performance. Please compete this evaluation and discuss it with the student prior to discussion with your Faculty Liaison. When all parties have had an opportunity to read and discuss the completed evaluation, it should be assigned by all three, with a copy for each. Thank you for taking the time to conduct this evaluation. It is an essential and important part of professional education. Satisfactory/Unsatisfactory Descriptors:

The following statements are global descriptors. These are supplementary to the particular task and competency ratings and are designed to help evaluators distinguish between a passing and failing performance in fourth year practicum. Satisfactory

The student practitioner demonstrates a satisfactory level of understanding and performance of core social work skills and tasks. Positive, consistent use of social work knowledge, values, principles, and ethics are demonstrated in the practicum. The student demonstrates an ability to function effectively with more than one type of client system (individual, family, group, community, or organization). In this final practicum the BSW student shows satisfactory professional judgements, and increasing levels of independence in practice by demonstrating an ability to plan and carry out interventions after appropriate consultation. Satisfactory performance also includes evidence of an open, outreaching approach on the part of the student to learning, self-awareness and to personal and professional growth opportunities. At the conclusion of the practicum, a passing student’s practice is comparable to that of an agency-employed beginning social worker at the end of a three-month orientation period. Unsatisfactory

The student practitioner shows an unsatisfactory or inconsistent level of understanding and performance of core social work skills and task, and/or inadequate use of social work knowledge, values, principles and ethics in the practicum. There is evidence of excessive need for direction or monitoring, a lack of growth toward independence in practice, and inability to carry responsibility and make sound professional judgements. Unsatisfactory performance may also be indicated by a closed, reactive approach to learning, or inadequate use of learning opportunities for the development of self-awareness and for personal and professional growth. A failing student’s practice does not meet the standards expected of a beginning BSW worker in the practicum agency at the end of a three-month orientation period.

51

Social Work 402 Student Learning Practicum Contract

Student Name: Student Address:

Street:

City:

Postal Code:

Student Home Phone:

Student e-mail:

Agency Name:

Agency Address:

Street:

City:

Postal Code:

Agency Phone:

Agency Fax:

Agency e-mail:

Agency Field Instructor:

Agency Field Instructor Phone:

Agency Field Instructor Educational Qualifications:

Faculty Liaison:

Faculty Liaison Phone:

Evaluation Dates:

Contract:

Mid-term:

Final:

52

Administrative Arrangements:

1. Does the agency require a criminal records check? Yes No

2. Does the agency require an oath of confidentiality? Yes No

3. Does the agency require WCB or other insurance? Yes No

4. Is a driver’s license required? Yes No

5. Is the student required to have his or her own vehicle? Yes No

6. Has work place safety been discussed? Yes No

7. Student’s Schedule

Day/Hours:

Sun Mon Tue Wed Thurs Fri Sat

NVIT Reading Break (Feb): Absence at the discretion of the student


School District Spring Break (Mar): Absence may be negotiated when placed within School District


8. Supervision format: Weekly

Open door (as needed)

Other:

9. Other relevant information:

Signatures:

Student: Date:

Agency Field Instructor: Date:

Faculty Liaison: Date:

Note: This learning contract may be shared with others.

53

4th Yr Evaluation Student: Agency Field Instructor: Agency:_______________ Faculty Liaison:__________________

INSTRUCTIONS: Student learning goals have been outlined in the left hand column. You (in consultation with your Agency Field Instructor) are to select activities that will help you reach these goals. You are asked to describe how your learning and performance will be evaluated. At the midpoint and end of each semester, you will be evaluated by your Agency Field Instructor on your learning and performance.

LEARNING GOALS


DATE: Midpoint Comments


DATE: Final Comments


1. My ability to analyze power

relations, authority systems and culture of the agency’s service delivery system and my ability to work within it.

Do I understand the structure of the practicum setting and its organization dynamics? Can I identify the strengths and limitations of the service delivery mandate and appropriately question standards and practices? Do I act respectfully?

a) Identify the structure of the placement setting and its

organization dynamics;

b) Interpret and present the services to clients, other agencies, the community at large;

c) Identify the strengths and limitations of the service delivery

mandate and appropriately question standards and practices;

d) Identify the various programs that operate within the structure of the organization: Finance, Administration, Governing bodies, Health, Addictions, Housing, etc.; and

e) Utilize social work theoretical approaches.









54

4th Yr Evaluation

LEARNING GOALS




2. My knowledge of formal and

informal community resources. Do I demonstrate an ability to work collaboratively with a wide range of formal and informal community resources to the benefit of clients? Do I show an ability to learn about resources from others and to develop effective working relationships with individuals, groups and community people?

g) Have a working knowledge of community resources;

h) Use these resources for the client’s benefit and refer

appropriately; and

i) Show an ability to learn about resources from others;

j) Develop effective working relationships with community people;

k) List the social work theoretical approaches utilized by the

organization; and

l) Identify various programs operated within the organizational structure.









55

4th Yr Evaluation

LEARNING GOALS




3. My integration of social work

values, ethics and knowledge in accordance with the CASW Code of Ethics.

Do I demonstrate an understanding of the CASW Code of Ethics as well as values and ethics consistent with the egalitarian ideals of the social work profession? Do I demonstrate the application of these in working with different kinds of client systems, such as colleagues, supervisors and representatives of other systems? Do I demonstrate an ability to articulate my own practice philosophy and its relationship to an anti-oppressive practice? Do I demonstrate an understanding of the structural inequalities in the practicum context and the implications this has for the marginalization, oppression, and social exclusion of clients and client groups in society?

Use social work principles, values and ethics in working with different kinds of client systems, peers, colleagues, supervisors and representatives of other systems. Must follow the agency code of conduct and values, comply with agency dress code. Must comply with CASW Code of Ethics and Standards of Conduct.

Regard the welfare of the client as the primary obligation;

Maintain confidentiality;

Maintain client privacy;

Treat client with respect and dignity;

Encourage self-determination;

Empower the client;

Not exploit the client relationship for personal gain;

Respect the legal rights of the client;

Use authority or legal power responsibility;

Behave in a way that brings credit to the profession;

Advocate for the best interests of the client;

Seeks to provide the maximum possible information; and services to the client; and

working to improve social policies and programs; supporting colleagues in seeking to improve practice.









56

4th Yr Evaluation

LEARNING GOALS




4. My understanding of the legal,

policy and organization context of my practicum agency.

Do I demonstrate an understanding of the legal policy and organizational contexts within which practice takes place?

a) Understand the legal mandate the agency follows and any

corresponding legislations (ex: CFCSA, Mental Health Act, Criminal Code, etc.).

b) If there is no legal mandate or legislation that the agency

follows, the student should demonstrate an understanding of the agency’s mission statement.

c) Read and understand the agency’s policy and procedures and

how these are implemented in day to day service delivery.

d) Understanding of the agency’s board/governing structure and their role in the agency’s operations (ex. Boards, Health Authorities, Minister of Child Welfare, Education, etc.).









57

4th Yr Evaluation

LEARNING GOALS




5. My workload management Do I demonstrate an ability to effectively manage a practicum workload and perform administrative tasks? Do I seek appropriate consultation and demonstrate an awareness of my strengths and areas to grow? Do I plan ahead and organize my work? Do I monitor my own use of time? Do I set work priorities and then follow through? Do I meet deadlines? Do I prepare written records, reports and correspondence to meet the requirements of different audiences, such as clients, policy makers, the general public, other professionals?

a) Plan and organize workload well;

b) Prioritize workload;

c) Use a planner or calendar effectively;

d) Deal with unanticipated work demands and crisis;

e) Meet the recording and report writing expectations of the placement setting; and

f) Write effective case notes and intervention plans.









58

4th Yr Evaluation

LEARNING GOALS




6. My ability to work effectively

with individual clients, groups and community

Do I demonstrate an ability to work in effective partnership with clients and client groups such as individuals, families, groups, organizations and communities who are from diverse backgrounds including Aboriginal peoples? Do I demonstrate an understanding of clinical social work knowledge and integration of theory to practice? Do I demonstrate an understanding of both the benefits and need for ongoing professional development for social work practitioners?

a) One-to-one work with clients or Group work with clients; b) Client Interviewing, Assessment; Problem-Solving, Goal Planning, Plan Implementation, Discharge/Termination Planning; c) Informal/formal counselling (ex. mediation, life skills, anger management, self-esteem, family conflicts); d) Clinical report writing and record keeping, legal/court documentation, health care charting, and navigate the agency’s technical database systems for record keeping; e) Workshops & presentations for clients and/or community;

Design, recruit participants

Implementation and evaluate f) Research with clients and/or community; and

Needs assessment

Satisfaction survey

Program evaluation g) In-house professional development training (ex: domestic violence training, computer systems training, etc.).









59

Social Work 402 Mid Term Evaluation Summary

As Agency Field Instructor do you recommend that the student:


Yes No


Yes No Details:




60

Field Instructor’s Report on Student Concerns

To help us focus the student’s learning; please complete this form after meetings with the student. Please submit copies for Field Education Coordinator at mid-term evaluation and final evaluation. Field Instructors Name ____________________________

Student Name ____________________________

Date _________________ of meeting/instructional session

Field Instructor’s Comments: Regarding student progress (Please indicate examples of excellent or outstanding performance) _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Concerns Addressed _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________________

Also indicate any agreed upon actions that student or field instructor will take in response to the concern. _____________________________________________________________________________

_____________________________________________________________________________

Recommendations made to student: _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Field Instructor Signature: __________________________________________

Student Signature: __________________________________________ Student Comments: _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Please make as many copies as required.

61

Social Work 402 Final Evaluation Summary: As Agency Field Instructor do you recommend that the student:


Yes No


Yes No Details:




62

PRACTICUM SAFETY AND LIABILITY

Insurance Coverage

Liability - Students NVIT participates in a self-insuring program entitled Universities, Colleges and Institutes Protection Program (UCIPP). Coverage is provided under the Ministry of Advanced Education and Labour Market Development and includes universities, colleges and institutes in British Columbia.

Registered students are covered (with some exceptions), to the extent liability arises from activities in connection with the institution, “while they are performing assigned duties at the request of institution staff, or acting at the specific direction of institution, or arising out of their participation in any sponsored activity as a volunteer”. The program covers the acts of students in the absence of a contrary agreement between the Work Experience employer and the institution. The Workers’ Compensation Board of BC (WCB) provides coverage to students who are injured during the off-site practicum component of their college programs only.

The Campus Services Coordinator has copies of the UCIPP’s Incident Report form on hand for you to fill out. Once completed, the report is to be forwarded to the Campus Services Coordinator for review and subsequent submission to the Ministry’s Risk Management Branch. Accidents/Injuries - Students Neither UCIPP nor NVIT provide accident coverage to injured students. Extra Curricular Sports / Events Students and staff should be aware that participation in sports (i.e. staff/student hockey or softball) or other events that are not an integral part of course curriculum are on an “at your own risk” basis. Personal Accident Coverage Students often get into accidents whether playing sports or other activities. They can purchase Student Accident Insurance to cover some of the injuries sustained that may not be covered under their own health or dental plans.

WorksafeBC - Student Practicum

WorksafeBC coverage is extended to all students while on practicum placement. “A practicum is defined as:

an assigned work experience component of a program which is sanctioned by the

institution; and unpaid and supervised work experience which takes place at the host employer’s premises

or place of business.”

63

Coverage does not extend to sites established specifically for the purpose of experiential training in a program, nor does it extend to out-of-province practicum placements.

All off-site injuries occurring on practicum must be reported to your Agency Field Instructor at your practicum workplace. The workplace, not NVIT, is responsible to follow through with any necessary reporting to WCB.

The simplest route to take to insure that the injury information gets to the WCB in a timely manner is to complete, with your supervisor/instructor, a WCB Form 6A, available through your department or at your practicum site. WCB requires injures to be reported within 3 days.

Field Trip Protocol

Instructors must perform due diligence by outlining the risks and benefits associated with any field trips. It is suggested that instructors provide an orientation for field trips that involve out-of-town travel.

Transporting Students

When faculty/staff transport students in their private vehicle they must: • Complete a driver information form; • Be insured for business coverage; and • ICBC must be their primary vehicle insurance coverage provider Note that anyone who holds a valid driver’s license in BC is automatically insured for $1,000,000 for under-insured motorist protection.

Policy on Harrassment Prevention

(I) STATEMENT OF COMMITMENT It is the policy of the NVIT that all employees and students have a right to work and study in an environment that asserts and supports their fundamental rights, personal worth and human dignity. Under the B.C. Human Rights Act, every person has the right to freedom from harassment and NVIT acknowledges its responsibility in protecting this freedom. NVIT will not tolerate harassment in any form and considers it to be a serious offence subject to a range of disciplinary measures. (II) SEXUAL HARASSMENT DEFINED 1. Sexual Harassment is defined as unwelcome sexual advances, requests for sexual favours or

other verbal or physical conduct of a sexual nature when: a. submission to such conduct is made either explicitly or implicitly a term or condition of

employment or of educational progress; b. submission or rejection of such conduct is used as the basis for employment or academic

decisions affecting that employee or student; or c. such conduct has the effect or purpose of unreasonably interfering with an employee's

work performance or a student's academic performance or creating an intimidating, hostile, or offensive working or educational environment.

(III) HARASSMENT DEFINED 1. Harassment is defined as the abusive, unfair or demeaning treatment of a person or group of

persons that has the effect or purpose of unreasonably interfering with a person's or group's

64

status or performance or creating a hostile or intimidating working or educational environment, when: a. such treatment abuses the power one person holds over another or misuses authority; or b. such treatment has the effect or purpose of offending or demeaning a person or group of

persons on the basis of race, colour, ancestry, place of origin, nationality, religion, family or marital status, physical or mental disability, age, sex, sexual orientation, or conviction for a criminal offence; or

c. such treatment has the effect or purpose of seriously threatening or intimidating a person. (IV) DUE PROCESS AND NATURAL JUSTICE 1. Allegations of harassment shall be dealt with in a fair, unbiased and timely manner. All parties

shall be advised of the procedures available to them and persons against whom allegations of harassment have been made shall be advised of the allegations against them and shall be accorded the opportunity to provide comments in support or defence of their own position.

2. Notwithstanding the foregoing paragraph, the President, upon receipt of compelling evidence, may make a preliminary determination of specific action of an individual or group in the NVIT community has constituted harassment, should cease forthwith and should be formally investigated. Such a determination shall remain in effect until it is rescinded by the President or the matter is resolved in accordance with the provisions of this policy.

3. This policy and the related regulations recognize the principles of due process and natural justice and therefore, individuals affected by the policy are permitted the support of individuals including legal counsel.

(V) CONFIDENTIALITY 1. Allegations of harassment, particularly sexual harassment, may involve sensitive disclosures.

Confidentiality is required so those who may have been harassed feel free to bring their complaint forward and so personal and professional reputations may be protected throughout the procedure.

2. Confidentiality, however, must be distinguished from anonymity. It is one of the requirements of natural justice an individual accused of an offence and subject to sanctions be informed of the allegations; this information may require disclosure of the identity of the complainant. The complainant who chooses mediation or formal investigation must therefore be prepared to be identified.

(VI) NVIT JURISTICTION 1. Allegations of harassment by members of NVIT in their capacity as members of the Social Work

Program community shall be considered within the jurisdiction of NVIT to investigate, whether or not the alleged harassment occurred on campus, whether or not this occurred during working hours and whether or not the complainant is a member of the Social Work Program community.

2. It is the intention of this policy that harassment complaints be reviewed and adjudicated in accordance with NVIT policy and regulations. However, nothing in this policy or its procedures bars the parties from claiming their rights under other procedures available under the Human Rights Act of British Columbia, other law or collective agreements.

(VII) PROTECTION FROM REPRISAL 1. No person will discharge, suspend, expel, intimidate, coerce or otherwise retaliate against a

person because that person, in good faith, participates in these procedures. Any such reprisal will be considered harassment under these procedures.

65

APPENDICES

66

CASW Code of Ethics

Although the official Code of Ethics for social workers in British Columbia is the BCASW/BCCSW Code of Ethics, the Code of Ethics developed by the Canadian Association of Social Workers is a valuable resource. The Canadian Association of Social Workers Code of Ethics identifies core social work values and the principles which underline those values. The identified core values are: Value 1: Respect for Inherent Dignity and Worth of Persons Value 2: Pursuit of Social Justice Value 3: Service to Humanity Value 4: Integrity of Professional Practice Value 5: Confidentiality in Professional Practice Value 6: Competency in Professional Practice Accompanying the CASW Code of Ethics are Guidelines for Ethical Practice which provide guidance on ethical practice by applying the values and principles in the Code to common areas of social work practice. CASW Code of Ethics link: http://www.casw-acts.ca/sites/default/files/attachements/CASW_Code%20of%20Ethics.pdf CASW Guidelines for Ethical Practice link: http://www.casw-acts.ca/sites/default/files/attachements/CASW_Guidelines%20for%20Ethical%20Practice.pdf

http://www.bcasw.org/wp-content/uploads/2011/09/CASW_Code-of-Ethics_e.pdf

http://www.bcasw.org/wp-content/uploads/2011/09/CASW_Guidelines_for-Ethical_Practice_e.pdf

http://www.casw-acts.ca/sites/default/files/attachements/CASW_Code%20of%20Ethics.pdf

http://www.casw-acts.ca/sites/default/files/attachements/CASW_Code%20of%20Ethics.pdf

http://www.casw-acts.ca/sites/default/files/attachements/CASW_Guidelines%20for%20Ethical%20Practice.pdf

http://www.casw-acts.ca/sites/default/files/attachements/CASW_Guidelines%20for%20Ethical%20Practice.pdf

67

STUDENT CORRESPONDENCE

Field Education Timeline

September - Ensure criminal record check form has been submitted to Student Services

September-October

- Attend mandatory field preparation seminars - Review Field Education Manual

- Attend Field Placement Fair for introduction to possible placement options

- Complete the field placement application and submit to the Field Education Coordinator

- Submit resume and cover letter to the Field Education Coordinator

October-November

- Referral given by the Field Education Coordinator to a potential Field Instructor for a pre-placement interview

December - If possible, spend 1-2 days at placement site to get a basic

orientation to agency and culture, finding out where office will be, meet staff, read agency’s policy manuals and arrange for first day of placement In January

January - Start Field Education Placement

- 3rd yr students (3 days a week); 4th yr students (4 days a week) - Complete contract and tasks and activities and identify midterm

and final evaluation dates February - Midterm Evaluations with Faculty Liaison and Field Instructor March - Field Instructor Appreciation Lunch April - Final Evaluations with both of the above

Note: Students MUST attend all 4-placement seminars, including the practicum luncheon and fair.

68

Placement Checklist

IMPORTANT: YOU MUST COMPLETE STEPS 1 THROUGH 4 BEFORE MEETING WITH YOUR FIELD EDUCATION COORDINATOR LIST TO COMPLETE September/October

1. Attend Field Agency Fair

2. Interview with Agency Faculty

3. Interview with Field Instructor Field Placement Application

4. Read Field Agency information

5. Field Placement Application

6. Resume and Cover Letter

7. Criminal Record Check by September 7th

8. Meet requirements for CWS placement October/November

9. Interview with Potential Agency Field instructors

10. Read Field Agency(ies) information

11. Resume and Cover Letter

12. Set up Practicum Contract December

13.Orientation to agency (if possible)

69

Orientation to the Agency

LIST TO COMPLETE DONE 1. Meet the agency staff

Supervisor name: _____________________________

Receptionist name: _____________________________ Team Leaders names: _____________________________

_____________________________

_____________________________ 2. Find a work space

Office

Telephone

Desk

Computer

3. Find bathrooms, emergency exits, staff parking and staff room

4. Learn agencies rules and roles Daily start and end times: Start _____ End _____ Dates for staff meetings:

Jan _______________________________

Feb _______________________________

Mar _______________________________

Apr _______________________________

Break times:

Smoking area:

Vehicle use:

5. Sign confidentiality form

6. Read and familiarize self with policy and procedure manuals

70

Getting Started

The Orientation Phase: The first week of a placement (or 3-4 days) is the orientation phase. During this time the student should be exposed to all facets of the organization. Some of the items we have found to be helpful are the following. This is a good time to have an uninterrupted discussion between student and Field Instructor. We would hope you could spend two hours in this first meeting. Probable agenda items for that first day:

1. The specifics of the office: Introduction of staff; how to get coffee; location of the washroom.

2. General overview of the functions in the office: roles; identifying key people in the organization; setting up times for the student to spend with key personnel during the orientation phase.

3. Discuss student safety in placement: What does staff do about safety in and out of the agency? Are there guidelines or policies? Is there a safety orientation? What are the expectations if the student feels at risk with a client either in the agency or on a home visit? (See Placement Safety Manual).

4. Decision making process in the office. 5. Supervision process: what is expected from the student; what the student can expect from

the Field Instructor. 6. The student's learning objectives. 7. A general discussion of attitudes, values and philosophy: the Field Instructor’s and the

student's. First Week (January): After the introductory session, arrange to:

1. spend time in each work area - initially as observer, but picking up small tasks to be done by the end of the week;

2. have appropriate reading material/case files; 3. observe interview sessions with professional staff; 4. attend some work meetings to get a flavour of the agency; 5. have cases assigned to them; and 6. take appropriate oaths and complete a criminal record check if necessary.

Field Instructors have also found it helpful to arrange a "buddy" system for the initial phase. In large organizations a memo to staff outlining the student's schedule for the first week along with a copy of the student's résumé has served as a good introductory tool. Second /Third Week:

1. Meet with Field Instructor and Faculty Liaison/Instructor to finalize your individualized plan.

2. Set up dates for completion of midterm and final ‘strengths’ and ‘areas for further work’ summaries. These must be provided to your Faculty Liaison before the midterm and final evaluations.

3. Set up dates and times for midterm and final evaluations.

71

Placement Time and Activity Log

Please track your field education placement preparation hours (in-class seminar)

Student’s Name: ________________________________

Date Actual Hours Activities Relationship to learning objectives

__________ Total number of hrs Note: Please copy as many as you need.

72

AGENCY FIELD INSTRUCTOR CORRESPONDENCE

Purposeful Supervision

CREDIT: MARJORIE MARTIN

Obtaining and using supervision effectively is a significant part of any social work job. The following discussion focuses on ways in which supervision can be utilized more actively and effectively. The four main functions of supervision are:

1. administrative - Supervision provides information about policy and procedure; acts as a communication channel for vertical and lateral contacts (sometimes also acting as a "buffer" between the worker and other systems); carries authority for making certain policy and procedural decisions; and is responsible to delegate both authority and power to the supervisee.

2. educational - Supervision engages the worker in examination of practice, knowledge, skills, value and attitudinal issues. Through this examination of work, the worker can improve his ability to do the job effectively.

3. support - On-the-job stress comes from a variety of sources - client-related, agency-related, community-related. Stress piled up can interfere both with learning and with service to clients, and the supervisor can provide support to reduce feelings of stress.

4. evaluation - The supervisor is required to establish expected performance standards and state methods which will be used to evaluate progress. The evaluation aspect of supervision can provide direction and support for on-going development and learning, and also helps ensure quality and accountability of services.

Although it is traditional in social work literature to place primary responsibility for effective supervision on the field instructor, the student can take significant steps to enhance the process and make it more satisfying and effective for both participants. The steps, in the main, are simple adaptations of the problem-solving process and the same knowledge, skills, and attitudinal issues that are learned for problem solving with client systems are used in the supervisory process.

CLARIFY MUTUAL EXPECTATIONS

The opening task must be to determine what mutual expectations are present. What does each participant want from the relationship? A study by Kadushin (1974) listed, in descending order of priority, the satisfactions for Field Instructor and student:

STUDENTS:

1. share responsibility; 2. obtain support for difficult decisions; 3. get advice on handling problems in practice; 4. get help with development as a professional; and 5. obtain a clearly understood and fair evaluation.

In their first discussions, the process of clarifying mutual expectations should be a priority of both Field Instructor and student. The Field Instructor will be able to be of greatest assistance to the student who can be clear about what is wanted. The student will be able to seek the Field Instructor’s most effective input and reduce frustration of seeking the unobtainable if the expectations of the Field Instructor are clear.

73

For example, an often-expressed problem in supervision is the worker's need for support set against the time limitations and task-orientation of a Field Instructor. The student who knows of and accepts this limitation can seek supplementary support from others. Of particular concern to a student is the establishment of the evaluation methods and performance level expected by the Field Instructor. What skills and knowledge will the Field Instructor see as important? What means will be used to measure progress? What does the Field Instructor see as significant data giving evidence of practice skill? At the beginning of the supervision relationship it will be possible to write such expectations in the learning contract. A useful first step for the student will be writing the “Tasks, Activities, Strategies” for the generic objectives identified for the placement. This will be based on your understanding from discussions with your Field Instructor. This will then be checked out with the Field Instructor. The “Methods of Evaluation” turn this into a statement of the expectations in the supervisory process and the basis of your Learning Contract.

DEVELOP SELF-UNDERSTANDING

The student's own degree of comfort in the supervisory relationship is a factor in ensuring positive outcome. Developing a good understanding of the self in a dependent role, of self in reaction to authority and particularly of reaction to being evaluated, will allow the student to come to terms with feeling such as resistance or fear which can handicap learning. With such self-understanding, it is more possible to introduce procedures in supervision to reduce negative effects. If mutual trust is developing, sharing of self-understanding with the Field Instructor and seeking support is a positive approach. Other procedures suggest themselves from the particular concern. For example, does the student fear negative judgement in evaluation? Developing objective evidence of work achievements such as tapes of interviews, feedback from colleagues or clients, will give the student a feeling of "ownership" of proof of progress and provide material for a "second opinion" and for objective self-assessment.

DEVELOP SPECIFIC KNOWLEDGE OF THE FIELD INSTRUCTOR

In addition to an understanding of the Field Instructor's objectives and expectations in supervision, the student can usefully develop an individualized understanding of the Field Instructor. Important factors include the practical: How pressured is the Field Instructor? What time can realistically be set aside for supervision? What time of the week or day is likely to be interrupted? The student will also want to learn: What is the Field Instructor’s main interest? What general theory and practice framework is used when exploring an issue? What are the Field Instructor’s main responsibilities in the office? What are his/her unique experiences and knowledge skills (personal and/or professional strengths)? This understanding will assist the student to gain maximum benefit from the supervision exchange and reduce times of frustration and puzzlement.

SET UP SUPPLEMENTARY AND COMPLIMENTARY SUPERVISION

Ordinarily supervision functions are shared among a number of persons and the student's analysis of mutual expectations and personal needs will indicate what complimentary or supplementary consultation might best be developed. Complimentary activities are those, which enhance the one-to-one supervision process. This might include advance preparation such as getting basic information, developing an understanding of personal feelings to reduce the emotional content of the supervision session or clarifying and

74

focusing issues to be discussed by checking them out with others. The student can get into such activities as checking written policy, getting information from colleagues, using clients and colleagues to explore feelings or review data and focus the objective of supervision. Supplementary consultation may be needed, particularly for support and educational objectives. Fellow students and your Faculty Liaison may be able to provide supplementary consultation. Your integration seminar is a particularly useful format in providing group consultation. Kadushin describes the values of group consultation as: - clarifying norms of all staff in understanding and implementing policy; - offering support in a non-threatening atmosphere; - enhancing problem assessment and selection of problem-solving strategies and anticipating

implications of strategies proposed; - providing an opportunity to give to others; - providing a generally less threatening setting than one-to-one supervision; and - building co-operation of staff and gaining their participation in student learning.

PREPARE FOR SUPERVISION SESSION: FIELD INSTRUCTOR (AGENCY) & STUDENT

Careful preparation for the supervision session will significantly increase the quality of work done in the session. The student should be able to state, in writing: - specific objectives of the request for supervision (e.g., policy clarification, new ideas, approval

of an action plan, emotional support, help in understanding puzzling case data); and - known facts and feelings pertinent to the matter being discussed. Often the very exercise of preparing an issue for supervision can help to clarify, bring in new ideas, or otherwise indicate a supervision session is not needed. A useful format for presentation of data is a one-page summary, stating at the top the specific request and then giving factual data. This data sheet can be given to the Field Instructor in advance of the session. The Field Instructor can assist by indicating what data should be brought to the supervision session and in what form. A double check of time available for supervision is useful so the student can avoid the frustration of taking problems too complex and extensive to be dealt with in the time available. The student should take both situations with problems and situations where work has been successful, since both will be equally rich with learning opportunities and the supervisor needs to know the student's strengths as well as problem areas. If the Field Instructor initiates supervision, the student can seek to follow a similar process--learning the objective and interests of the Field Instructor and collecting appropriate material for discussion.

MAXIMIZE USE OF THE SUPERVISION SESSION

Communication and a working relationship may develop slowly between the Field Instructor and student because of the power and authority differences and sometimes because of differences in philosophical or theoretical orientation. This situation is not unlike that experienced by worker and client in the beginning phase of their work together. Similar opening emphases -- openness, mutual respect, individualizing -- will assist in overcoming early relationship stresses.

75

An opening restatement at the beginning of the session of the objectives will help with focusing the session and lead to a sense of achievement at the session's end. If the student is clear and specific, it will encourage a similar response from the Field Instructor. One common problem within the session is that the student fails to understand the Field Instructor’s analysis or suggestions. Confidence in asking for clarification will benefit both partners. A more difficult problem to deal with occurs if the student disagrees with the Field Instructor. This is also a common occurrence and can be addressed openly if the principles of mutual respect are maintained. Finally, the student should take notes of information, comments, questions, direction and suggestions of the Field Instructor. The notes can be kept in a case file or file on supervision as appropriate, and a copy given to the Field Instructor. This procedure will again help both to maximize the use of time, and to follow-up to track the effectiveness of the supervision process.

GIVE FEEDBACK

Feedback is the mean by which systems improve functioning. Reporting back to the field instructor (formally or informally) will enrich the process greatly for both participants, particularly reinforcing the field instructor's satisfaction with the supervisory role. Both positive and negative feedback is important and the skill of providing both is the same as used in working with clients or colleagues.

MAINTAIN OBJECTIVITY DURING THE EVALUATION PROCESS

The supervision process will be less than perfect. There may be a feeling of being judged, being a beginner, relatively unskilled and acknowledgeable. The student may seek extraordinary qualities in a Field Instructor just because he or she occupied a senior position -- qualities of wisdom, foresight, patience and value-free judgement. The Field Instructor brings the unease of the evaluator, a wariness of being "dated" in theory and practice, a weight of pressure of responsibilities and a conscientious desire to be "best" for the student. Less than perfect is not failure and the student who is able to work with the imperfect situation accepting both strengths and weakness in self and Field Instructor -- will find supervision a satisfying process, which enhances practice. In order to ensure all parties are fully prepared to engage in the evaluation process the following guidelines are offered as "helpful hints". At the midterm review, it is the student's responsibility to make available to the Field Instructor samples of work for discussion. The midterm review is a critical point for the student to receive clear, specific and informed feedback about performance tied to examples. Evaluation needs to be thorough, fair and objective in order for the student to re-engage in effective learning for the remainder of the placement. - Allow a period of reflection as the first step in preparing for evaluation. Recall the events and

feelings. - Review the Learning Objectives:

a) Tasks, Activities, Strategies

76

b) Methods of Evaluation - Review the nature of the work assignments, assess the range, complexity of work asked for and

received. - Obtain feedback from others who have been involved; i.e., co-workers, board members, etc. - Set aside sufficient time (1-2 hours is frequently needed). - Strive for mutuality and openness. The student is encouraged to be actively involved in self-

evaluation. The Student offers explicit feedback by: - questioning or raising issues about the Field Instructor’s perception and assessment; and - commenting on the context of learning; i.e., organizational characteristics, nature of work, etc.

in relation to facilitating or constraining the student's learning. Discussion with the Faculty Liaison: this is the time for an overview of the student's learning with a focus on identified areas for further learning and involvement. Students are asked to have some samples of their work available for review, if requested. The purpose is to further assist NVIT in understanding the nature and complexity of the work and the student role in the agency. Following completion of the midterm review, please forward your signed interim evaluation to the Faculty Liaison. If there have been any areas of disagreement, these should be noted on the evaluation form. If any one of the parties, either student, Field Instructor or Faculty Liaison, identifies any significant concerns or problem areas, then further and immediate three-way consultation will take place to assess the issues involved and identify a problem-solving approach with a clearly defined time frame. As the final evaluation approaches, both the Field Instructor and the student need to again review the work contract. Again, it is the student's responsibility to be accountable for his/her work and to make available to the Agency Instructor samples of work.

During the final evaluation session with the Faculty Liaison, the student and Field Instructor are encouraged to be clear, specific and concrete about the student's performance. It is by this kind of feedback a student can fully understand the range and depth of what s/he has learned and also what new learning needs and goals have emerged. Students are encouraged to identify areas for further learning and professional development.

77

FEEDBACK ON THE PLACEMENT

78

Student

Feedback

79

Nicola Valley Institute of Technology – BSW Program

STUDENT EVALUATION OF FIELD EDUCATION COORDINATOR

Social Work 304 _______ Social Work 402 _________ Term: _____________________________ 1. How helpful were the first and second pre-placement seminars in preparing you for the field

experience? (Content included information around requirements [resumes and learning objectives] and expectations of the placement process, timelines, number of hours required, discussion regarding the field education manual and the community resources directory, and preparing for pre-placement interviews).

Unable to assess Not helpful Satisfactory Good Excellent

Please comment: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. How helpful was the final all day field preparation seminar in preparing you for the field

experience? (Subjects covered Faculty Liaison assignments, Contracting, Learning Objectives and Evaluation ,and Making the Most of Your Supervision)


Please comment: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. How helpful were the pre-placement seminars in providing information on agency field

placements?


80

Please comment: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. How helpful were the pre-placement seminars in providing information on field policies and

procedures of the practicum?


Please comment: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5. The Field Education Coordinator was accessible when I needed feedback to plan my field practicum.

Not accessible Satisfactory Good Very accessible Not applicable

Did not require a meeting

Please comment: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

81

6. Please comment about the pre-placement seminars or the Field Education Coordinator? What worked well? What improvements would enhance your practicum learning experience?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

82


STUDENT EVALUATION OF FACULTY LIAISON

Social Work 304 _______ Social Work 402 _________

Practicum term/year: ______________________________________

Student: __________________________________________________

In order to assist your agency and the BSW Program,

we would greatly appreciate your comments on the practicum experience.

Please print or write clearly.

Thank you for your cooperation.

83

The Faculty Liaison (during practicum) 1. I found my faculty liaison to be:

Very unsupportive Unsupportive Supportive Very supportive

2. When I needed to speak with my faculty liaison she/he was …

Very inaccessible Inaccessible Accessible Very accessible

3. With respect to providing information on policies and procedures for the practicum course, my

faculty liaison was…

Very unhelpful Unhelpful Helpful Very helpful

4. With respect to involvement in problem solving (e.g., practicum related issues), my faculty

liaison was…

Very unwilling Unwilling Willing Very willing

5. With respect to being an effective liaison between the university and my agency, my faculty

liaison was…

Very ineffective Ineffective Effective Very effective

6. My faculty liaison’s involvement in the evaluation process was …

Not useful Useful Fairly useful Very useful

7. Any other comments regarding your faculty liaison? ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

84


STUDENT EVALUATION OF PRACTICUM

Social Work 304 _______ Social Work 402 _________

Practicum term/year: ______________________________________

Student: __________________________________________________

Agency: __________________________________________________

Field Instructor: ___________________________________________

In order to assist your agency and the BSW Program,

we would greatly appreciate your comments on the practicum experience.

Please print or write clearly.

Thank you for your cooperation.

85

Field Placement Orientation

1. How would you describe your orientation to the agency?

Very unsatisfactory Unsatisfactory Satisfactory Good Excellent

2. Please provide an example of something that worked well in your orientation? ________________________________________________________________________________ ________________________________________________________________________________

3. What changes would you suggest to your agency regarding the orientation? Please describe. ________________________________________________________________________________

________________________________________________________________________________

Workload

1. Please check the descriptor which best describes your involvement in negotiating your learning/educational contract.

Very Uninvolved Uninvolved Involved Somewhat involved Very involved

2. Did the practicum follow the contract? Yes_____ No_____

If not, what variations were made and why? ________________________________________________________________________________

________________________________________________________________________________

3. I would describe my workload as….

Very light Light Fair Heavy Very heavy

4. I was able to participate in a variety of work experiences in my field placement.

Completely disagree

Somewhat disagree

Disagree Somewhat agree Highly agree

86

Learning Opportunities

1. I would describe the opportunities provided in my practicum to:

Very unsatisfactory

Unsatisfactory Satisfactory Good Excellent

a) Develop social work skills?

b) Test and integrate social work knowledge?

c) Deal with value and ethical issues?

d) Bring new ideas into the learning environment?

2. I found the learning assignments and work tasks assigned by my Agency Field Instructor to be:

Not helpful Somewhat helpful

Satisfactory Good Excellent

3. In relation to the general workload of the office, I found my presence:

Not helpful Somewhat helpful

Satisfactory Good Excellent

4. My duties at the practicum included: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________

87

Supervision and Support 1. In relation to the opportunity for supervision (i.e., frequency, duration, areas of discussion) I was:

Totally unsatisfied

Unsatisfied Somewhat Satisfied

Satisfied Very satisfied

2. I would describe the quality of supervision I received as:

Very unsatisfactory

Unsatisfactory Satisfactory Good Excellent

3. I spent the following amount of time per week in formal field consultation meetings with my

Agency Field Instructor…

0-30 minutes 31-60 minutes

61-90 minutes

91-120 minutes

more than 120 minutes

4. I spent the following amount of time per week in informal/ad hoc field consultation meetings with my Field Instructor…

0-30 minutes 31-60 minutes

61-90 minutes

91-120 minutes

more than 120 minutes

My Practicum Performance Evaluation

1. The evaluation sessions with the Faculty Liaison and Agency Field Instructor to evaluate my practicum performance to identify strengths and weaknesses were:

Not useful Useful Fairly useful Very useful

2. I saw the strengths of my Agency Field Instructor as … ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

88

________________________________________________________________________________

________________________________________

3. I saw the limitations of my Agency Field Instructor as … ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_______________________________________ _

General 1. Are there any special qualities that a student needs to get maximum benefit from this agency placement? ________________________________________________________________________________

________________________________________________________________________________

__________________________

________________________________________________________________________________

2. What could the agency do to improve the placement?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

3. What should the agency keep doing to maintain the integrity of the placement? ________________________________________________________________________________

________________________________________________________________________________

_______________________________________________________________________________

4. Would you recommend that we use this placement again?

Yes _____ No _____ With modifications _____

Please return evaluation to the Field Education Coordinator

89

Agency Field Instructor Feedback

90


AGENCY FEEDBACK ON PRACTICUM PROCESS

Third Year Student _______ Fourth Year Student _________

Field Instructor: ___________________________________________ Agency: __________________________________________________

Practicum term/year: ______________________________________ Student: _________________________________________________

In order that the BSW Program may continually improve the practicum experience we would greatly appreciate your comments on the practicum you just completed. Many thanks for your cooperation.

Placement Planning 1. The process of identifying students and referring them to the agency was:

A B C D E very satisfactory satisfactory fairly satisfactory unsatisfactory very unsatisfactory

2. What improvements, if any, could we make?

91

3. The Field Education Coordinator is expected to be accessible, open to agency needs and able to clarify policies and procedures. In general, I found the Field Education Coordinator to be:

very satisfactory

satisfactory unsatisfactory very unsatisfactory

N/A

Did not require assistance

4. Comments:

The Agency's Experience

1. Having a student in the agency

A real advantage

Somewhat of an advantage

Made no difference

a) enriched the office, brought in new ideas

b) interested the student in our service

c) provided us with the opportunity to teach

d) helped with the general workload

e) benefited clients

f) was a good recruiting device

g) provided a link with the university

h) any other advantages, please specify

92

2. Having a student in the agency

A real

concern

Somewhat

of a concern

Made no

difference

a) added to our workload

b) required a lot of time

c) used office space, secretarial services, etc. needed by the regular staff

d) meant transfer for clients on student’s departure

e) any other concerns, please specify

Supervision

1. What amount of time did you spend per week in formal supervision, on the average?

0-30 minutes 61-90 minutes more than 120 minutes 31-60 minutes 91-120 minutes more than 120 minutes

2. What amount of time did you spend per week in informal/ad hoc supervision?

0-30 minutes 61-90 minutes more than 120 minutes 31-60 minutes 91-120 minutes more than 120 minutes

3. Was this amount of time what you had anticipated?

yes no

4. If no, what was different?

93

5. Some of the challenges of supervising a student were:

not a challenge

somewhat of a challenge

definitely a

challenge

a) lack of time

b) lack of advance knowledge of the student

c) resistance of the student

d) lack of knowledge, of theory, and of practice approaches of the student

e) lack of understanding of expectations of the Program and student

f) lack of supervisory knowledge and skills

g) other, please specify:

6. Some of the satisfactions of supervising a student were:

very satisfactory

somewhat satisfactory

made no difference

a) opportunity to teach practice

b) opportunity to practice supervisory skills

c) learned new theory and practice approaches

d) interesting change from regular duties

e) relieved some workload

f) other, please specify

94

General 1. Student contract and evaluation form was : A B C D E very good good fair poor very poor

2. Any further comments on the contract and evaluation forms or suggestions for change?

3. The Field Education Manual was: A B C D E very helpful helpful fair unhelpful very unhelpful

4. Any suggestions for additions or change to the Field Education Manual?

5. What did you like best about the practicum experience?

6. What did you like least about the practicum experience?

7. What recommendations would you have for change in the experience?

8. Would you be interested in supervising a student again?

Yes _____ No _____ Unsure ______ Please return to:

Field Education Coordinator BSW Program Nicola Valley Institute of Technology

95


AGENCY FEEDBACK REGARDING FACULTY LIAISON

SOCW 304 _______ SOCW 402 _________ Date:_____________________________________ Practicum term/year: ______________________________________

Please rate the quality of your contact with the faculty liaison.

Poor Satisfactory Good Excellent

a) demonstrated respectful communication

b) accessible-available by phone or a visit when needed

c) willing to be available for problem solving

d) able to clarify policy and procedures of the practicum

e) other, please specify

96

Faculty Liaison Feedback

97


FACULTY FEEDBACK REGARDING FIELD PLACEMENT

SOCW 304 _______ SOCW 402 _________ Practicum term/year: ______________________________________

Student: __________________________________________________

Agency: __________________________________________________

Field Instructor: ___________________________________________

1. Would you recommend this agency as a placement site? Yes ______ No ______ Strengths:

Limitations:

2. Would you recommend this Field Instructor? Yes ______ No ______

Strengths:

Limitations:

98


FACULTY RECOMMENDATIONS TO STUDENT

SOCW 304: ___________________________________ Faculty liaison: _____________________________________ Date: ___________________________________________ Student: ___________________________________________

I recommend the following setting and learning opportunities for this student’s final placement:

Other comments:

Please retain in student’s practicum file and copy to the Field Education Coordinator

99

Last update: January 12, 2015 (jd) Jan/9/2015 3rd and 4th Year Learning Goal were updated in the evaluation section. Jan/12/2015 Introductory page for 4th year inserted to page (46), same as 3rd year (p31). This change bumps the page numbers up as well, so TOC is also updated. Jan/14/2015 Further changes made as per instructed, to 3rd year (Goal #2) & 4th year (Goal #3) Learning Goals. Jan/22/2015 CWS Required Courses numbers and names were updated. Jun/25/2015 Document updates were applied by SOCW faculty and submitted to the Dean’s office for formatting. Aug/13/2015 Applied formatting to document submitted, as per changes made Jun/25/2015 by SOCW faculty. Sep/8/2015 Final editing applied as per Joanne’s notes. May/11/2016 Document updates were applied by SOCW faculty at program retreat and submitted for formatting. Jun/10/2016 Final editing applied as per Ursula’s notes.(jd) Jul/7/2016 Two new policies added as per Elaine’s instruction and Ursula’s notes. Also updated Dept. Assist. Information. Removed TRU contact information as per Elaine.

100

This page is left blank intentionally.

bachelor of social work field education manual 2016 … · 2017. 10. 25. · completed your...

Documents