Bachelor of Social Work Field Education Manual a Reference Guide for Students, Field Instructors, and Faculty

Transcription

1 Faculty of Professional Studies University of the Fraser Valley School of Social Work and Human Services Bachelor of Social Work Field Education Manual a Reference Guide for Students, Field Instructors, and Faculty BSW Courses covered by this manual include SOWK330 and SOWK430 Document can be accessed online at: Page 1 of 50

2 Table of Contents Introduction... 5 BCASW Code of Ethics... 7 Glossary of Terms... 8 Section 1: OVERVIEW OF THE BSW PROGRAM Mission Statement of the School of Social Work and Human Services Child Welfare Specialization Prerequisites and Co-Requisites for Placement Accreditation SECTION 2: THE FIELD EDUCATION PROGRAM BSW Field Education Learning Outcomes Official Course Outlines Field Placement Details Format of the Field Placement Integrative Seminars Hours of the Field Placement Extension of the Field Placement Hours Completing Courses Alongside Practicum Challenging the Third Year Field Placement: SOWK SECTION 3: ROLES AND RESPONSIBILITIES Field Education Coordinator Faculty Liaison Field Instructor Student Social Work Consultant Section 4: Intern Placement Tracker Database (IPT) IPT Database Quick Reference Guide SECTION 5: FIELD PLACEMENT APPLICATION PROCESS Apply for Field Placement Page 2 of 50

3 Application Process for Field Placement Criminal Record Check Resume Cover Letter Field Placement Workshop Interview with the Field Education Coordinator Agency Interview Confirmation of Field Placement SECTION 6: THE FIELD PLACEMENT Start and End Dates Hours of Field Placement Supervision Requirements Forms to Complete During the placement Beginning Of Placement Forms Field Placement Contract Liability Form UFV Work Experience Placement Agreement The Learning Contract Tally of Hours Middle Of Placement Forms SOWK 330/SOWK430 Midterm Evaluation End of Placement Forms SOWK 330/SOWK 430 Final Evaluation Tally of Hours Form Completed Evaluations of the Field Placement Personal Safety and Security in the Field Placement Section 7: Field Instructor Information IPT Database Agency Criteria Field Instructor Criteria Training and Orientation Supervision of Students Potential Field Placement Difficulties Page 3 of 50

4 Harassment and Discrimination Vicarious Trauma in The Field Placement SECTION 8: GUIDELINES AND POLICIES RELATED TO FIELD PLACEMENTS SWHS Guidelines SWHS Policies SWHS Policies Continued Related UFV Policies Related UFV Policies Continued Page 4 of 50

5 INTRODUCTION The purpose of the School of Social Work and Human Services BSW Field Placement Manual is to serve as a guide and to provide information to students, field instructors, and faculty regarding the: (i) General philosophy and objectives of the Bachelor of Social Work Program; (ii) Specific goals, objectives, roles, structures, policies, practices and procedures of the Field Placement component of the BSW program. The School of Social Work and Human Services acknowledges the high quality field placement experiences provided for our students by Field Instructors and participating Agencies, Services and Organizations in the Fraser Valley and the Lower Mainland. We appreciate the time and energy contributed to the field placement experience by innumerable individuals, and the continued interest and commitment to the Bachelor of Social Work program and to our students. We also acknowledge the Social Work Consultants and other agency personnel who facilitate and support field placements. The content of the Manual is based on standard information and guidelines as well as formal policies of the School of Social Work and Human Services and the University of the Fraser Valley. For more detailed information regarding a particular policy or questions about the content of this manual, contact the Field Education Coordinator. Field Education Coordinator: Lucki Kang, MSW, RSW lucki.kang@ufv.ca Telephone: local 4640 Toll free: local 4640 Office: B165h Abbotsford Campus Field Education Assistant: Christina O Brien Christina.obrien@ufv.ca Office: B165 Abbotsford Campus Page 5 of 50

6 OVERVIEW OF FIELD EDUCATION The intent of Field Education is to: 1. Assist students in developing practice skills; 2. Facilitate students to become familiar with practice environment; 3. Encourage students in critical thinking about service delivery and practice issues; 4. Provide an opportunity for students to link social work concepts, values and theory with practice. The Field Placement is one of the most crucial aspects of a social work student's learning experience. Social Work Field Education in the BSW program provides students with an opportunity to develop their social work practice skills within an agency or community setting. It involves students being placed in an Agency or Organization where they are supervised and engaged in learning activities that help them to develop a framework within which to begin to examine their own practice and develop in the professional Social Work role. We strive to have a variety of placements available to our students. We attempt to match the student s interests and learning needs with a suitable field placement opportunity. Each field placement setting will have unique learning opportunities for students, which may include individual, group, community and social planning/policy work. As per accreditation standards outlined by the Canadian Association of Social Work Education (CASWE), the expectation is for students to receive supervision and instruction by a Field Instructor who has a Social Work educational background and is able to help the student to integrate social work theory and practice. We recognize this is sometimes not reflected in social service agencies but the work of the agency is very relevant to social work learning. In these cases, we have an alternative model of supervision that we can explore if there is a strong interest to provide field supervision and there is a commitment to maintain social work education as the focus of the field placement. We recognize that many dedicated, passionate and competent individuals have much to offer our students through field experience opportunities in social service agencies. Social Work Students and Field Instructors are expected to adhere to the Social Work Code of Ethics in the field placements. Below is the BC Code of Ethics. Page 6 of 50

7 BCASW CODE OF ETHICS Ethical behavior is at the core of every profession. The BCASW Code of Ethics was jointly adopted by BCASW and the BC College of Social Workers in January 2003 and consists of eleven principles: 1. A social worker shall maintain the best interest of the client as the primary professional obligation. 2. A social worker shall respect the intrinsic worth of the persons she or he serves in her or his professional relationships with them. 3. A social worker shall carry out her or his professional duties and obligations with integrity and objectivity. 4. A social worker shall have and maintain competence in the provision of a social work service to a client. 5. A social worker shall not exploit the relationship with a client for personal benefit, gain or gratification. 6. A social worker shall protect the confidentiality of all professionally acquired information. She or he shall disclose such information only when required or allowed by law to do so, or when clients have consented to disclosure. 7. A social worker who engages in another profession, occupation, affiliation or calling shall not allow these outside interests to affect the social work relationship with the client, professional judgment, independence and/or competence. 8. A social worker shall not provide social work services or otherwise behave in a manner that discredits the profession of social work or diminishes the public s trust in the profession. 9. A social worker shall promote service, program and agency practices and policies that are consistent with this Code of Ethics and the Standards of Practice of the BC College of Social Workers. 10. A social worker shall promote excellence in her or his profession. 11. A social worker shall advocate change in the best interest of the client, and for the overall benefit of society. Taken from the BCASW Website Page 7 of 50

8 GLOSSARY OF TERMS Field Placement Also known as practicum is a required course of the BSW program. Students are placed and supervised in an Agency, Organization, or Community for both their third and fourth year in the BSW program. The combined field placements will total 735 hours. Students participate in integrative seminars alongside the field placement. Field Education Seminar A seminar led by a Faculty Liaison where students will have an opportunity to discuss field education experiences and learn applied skills related to social work practice and intervention. Field Education Coordinator A member of the Faculty in the School of Social Work and Human Services who has academic and administrative responsibility for all aspects of the field placement process as it relates to the matching and placing of students and training of Field Instructors. This includes participating in the recruitment of placement settings, as well as assessment and evaluation of placement settings. The Field Education Coordinator organizes workshops, orientations and training with students and Field Instructors to help prepare them for field placement. The Field Education Coordinator is available to faculty, students, and Field Instructors for consultation on issues related to field placements. Field Education Assistant A member of the administration staff team of the School of Social Work and Human Services and is responsible for administrative duties within the Field Education Office. This person provides administrative support to the Field Education Coordinator. Faculty Liaison A member of the Faculty (full-time or part-time) in the School of Social Work and Human Services at the University of the Fraser Valley who provides liaison, guidance and support to the student and the Field Instructor during the field placement. The Faculty Liaison is responsible for the student seminar and the assignment of grades for the field placement. However, as evaluation is an ongoing process, it is expected that the student, Field Instructor and Faculty Liaison will involve themselves in a mutual, ongoing evaluative process which will culminate with the assignment of a Credit/No Credit grade at the end of each term. Prior to the beginning of the term, all Field Instructors and students will be provided with contact details for the Faculty Liaison responsible for their field placement. Page 8 of 50

9 Field Instructor An individual who is a member of an agency, organization or community and provides supervision and support to the student during his/her field placement. The Field Instructor provides direct practice guidance and arranges practice activities and assignments. The Field Instructor helps the student to clarify and meet learning needs, and provides consultation to the student as required by the School. As well, the Field Instructor engages in a process of evaluation with the student to assess student performance in the context of the School s expectations and the agency field placement requirements. The Field Instructor liaises with the Faculty Liaison regarding student s performance and progress. The Field Instructor does not have the academic authority to assign a final grade; the Field Instructor makes a recommendation to the Faculty Liaison. Agency Field Placement Coordinator Some Agencies designate an employee in the Agency field placement setting who coordinates student placements and may wish to meet with the student before a Field Instructor is assigned or may meet with the student and Field Instructor at any point in the placement process. This person liaises with the Field Education Coordinator prior to the beginning of the field placement. Note: not all placement settings have one employee designated to coordinate all student placements. Client The person, family, group of persons, incorporated body, association or community on whose behalf a social worker and/or social work student provides or agrees to provide a service. Page 9 of 50

10 SECTION 1: OVERVIEW OF THE BSW PROGRAM Mission Statement of the School of Social Work and Human Services The UFV Social Work degree programs prepare students for social work practice reflecting principles of social justice, equality, and respect for diversity. The programs address the structural barriers that prevent people from reaching their full potential. With a commitment to lifelong learning and a critical analysis of oppression, graduates will have the knowledge, skills, and professional social work values necessary to work collaboratively with individuals, families, groups, and communities in diverse and cross-cultural environments. The programs contribute to the knowledge base of social work through partnerships and collaborative research with professional and local communities. Principles 1. Social work education is a critical process that respects diverse sources and forms of knowledge while encouraging dissent. We are committed to scholarship including debate on social work and social welfare, with particular attention to how social problems come to be defined and addressed. 2. All individuals, families, groups, and communities are entitled to be treated with respect, with justice, and without discrimination. To that end, we seek to provide equitable educational opportunities and participation of those groups experiencing systemic oppression. Valuing our community base, we seek to promote social change. 3. We encourage the use of evidence-based practice and contribution to the knowledge base of social work. Goals 1. To prepare students at the undergraduate level as generalist or child welfare practitioners, and at the graduate level as advanced practitioners, by providing an education that meets standards established by the Canadian Association for Social Work Education (CASWE). 2. To respect self-determination of Indigenous Peoples and be committed to working in partnership with Stó:lō communities in curriculum development and delivery. 3. To place a strong emphasis on the integration of anti-oppressive practice at all levels of intervention, with a commitment to cross-cultural practice. Page 10 of 50

11 4. To promote social work education and partnerships that respect ethnic, racial, and cultural diversity. 5. To contribute to social work knowledge development through research, the promotion of scholarly activities and collaborative community work. 6. To work in partnership with communities, professional associations, and other UFV faculties and disciplines to increase awareness of the social work profession and to promote social change and social justice. 7. To promote and support faculty and students in social work education at the international level, with a commitment to partnerships and collaboration with schools of social work to further teaching, learning, research, and field education opportunities. 8. To support and encourage student participation in the professional association as well as in the governance of the School. 9. To graduate self-reflective practitioners who integrate theory, research, and practice in their pursuit of continued professional growth. We do this by encouraging a teaching/learning environment predicated on adult education principles and encouraging lifelong learning. Objectives Upon successful completion of their program, both undergraduate and graduate students will be able to: 1. Articulate a critical understanding of social work theory, social problems, and policy initiatives and processes. 2. Demonstrate values consistent with the social work profession and model ethical practice. 3. Identify a range of social work theories, perspectives, and intervention models, and engage in systematic evaluation of their own professional practice. Page 11 of 50

12 4. Apply the use of self and identify the ways in which attitudes, values, beliefs, and experiences influence social work practice. 5. Identify how human development is shaped by cultural contexts and practice in a culturally appropriate manner. 6. Promote policies and social work practices that improve social conditions. 7. Develop practice that promotes social justice. 8. Articulate the role of research and evaluation in social work practice, methodologies, approaches, and skills and integrate a scientific and evaluative approach to practice; 9. Use critical thinking skills for analysis and evaluation of social work knowledge, skills, and values 10. Articulate a strong sense of professional identity. 11. Become self-directed and life-long learners. 12. At the undergraduate level, demonstrate a range of generalist social work intervention skills at the individual, family, group, community, and social policy levels. 13. At the graduate level, demonstrate advanced competence in social work practice and research. 14. At the graduate level, develop a core professional knowledge base for advanced social work assessment and intervention. Child Welfare Specialization Background Information Following the Report of the Gove Inquiry into Child Protection (Province of British Columbia, 1995), post-secondary institutions and government have collaborated in a substantial manner to implement some of the recommendations contained within the report. The Child Welfare Specialization represents the most recent collaborative endeavour between post-secondary institutions and government in preparing Social Work graduates for Child Protection Social Work. Page 12 of 50

13 The BSW Degree with a Child Welfare Specialization Upon completion of degree requirements, all students will graduate with a Bachelor of Social Work degree (BSW). Students who have completed all of the required coursework and field placement for the Child Welfare Specialization will graduate with the specialization named on their degree. Students enrolled in the Child Welfare Specialization have set courses and electives that must be completed. The fourth year field placement is also required to be in a Child Welfare setting. This Specialization is recognized by Child Welfare Agencies and may place an applicant in an advantageous position amongst other applicants when applying for work. The Field Placement In the Child Welfare Specialization (CWS), the purpose of the field placement is to provide students with an opportunity to develop their critical abilities, knowledge, and skills in practicing within the child welfare field and, in particular, to gain competency as Child Protection Social Workers. Third Year Students Students in the third year of the BSW program are encouraged to identify their learning needs and skills when exploring potential field placement opportunities. The field placement may be in an area that is not child focussed but provides the student with valuable experiences to enhance their knowledge and skills to practice in Child Welfare. Some of these areas may be in mental health, domestic violence, community development, disabilities; there are various possibilities. We encourage students to explore diverse practice areas as social work skills are transferable to many practice areas. Fourth Year Students For students in the fourth year of the CWS, all placements are to be completed within a Child Welfare setting. This may include a field placement with MCFD at Intake and Assessment or Family Services, delegated Aboriginal Child Welfare Agencies or with other child welfare agencies approved by the School. The fourth year child welfare field placement serves four important goals: 1. To enable students to experience the realities and the challenges of child protection work; 2. To equip students with the knowledge and skills to practice as competent child protection social workers by situating their understanding of child protection work within child welfare practice; Page 13 of 50

14 3. To acquire knowledge and skills that are reflective of the educational aims and orientation of the School and the training needs of the agency; 4. To develop the knowledge of the jurisdiction, responsibilities, and protocols associated with First Nations communities. Prerequisites and Co-Requisites for Placement Prerequisites for SOWK330 SOWK 300 Social Work Practice with Individuals Prerequisite(s): Admission into the BSW program This course provides an introduction to the knowledge and competencies underlying generalist social work practice. Students will develop assessment and intervention skills as they relate to working in a human service organization. Advocacy on behalf of clients and skills in brokering of services will also be developed. SOWK 311 Social Work Theory & Ethics Prerequisite(s): Admission into the BSW program and SOWK 210, or permission of the School. A critical examination of social work theories will include an understanding of ideologies and their relevance to social work practice, including the social construction of theory. Generalist social work practice from several theoretical perspectives will be discussed. This course offers a critical examination of issues, including ethical behaviour, accountability, boundary setting, and the intersection of personal and professional values. Students will be expected to articulate and integrate professional values in their emerging social work practice. Co-Requisites For SOWK330 SOWK 312 Legal Knowledge of Social Work Practices Prerequisite(s): Admission to the BSW, plus either (SOWK 110 or 210) This course uses a critical perspective to introduce students to federal and provincial laws relevant to social work practice. Students will examine legislation in the areas of family law, child protection, consent and capacity, social assistance, mental health, youth criminal justice, victims of crime, immigration and refugees, human rights, record keeping, and liability. The course introduces students to the Canadian legal system, including the constitutional division of powers, the structure of the courts, and legal procedures, particularly as these affect the social justice aspirations of vulnerable and marginalized populations. Page 14 of 50

15 SOWK 320 Anti-Racist and Cross Cultural Social Work Knowledge and Practice Prerequisite(s): Admission into the BSW program or permission of Director Pre- or corequisite(s): SOWK 311 This course is intended to introduce students to the knowledge, theories and skills necessary for social work practice in diverse cultural settings. Within a framework that incorporates an anti-oppressive perspective and a critical analysis of social justice and inclusion, this course engages students in self-reflection and an exploration of their own experiences, knowledge, beliefs and attitudes about race, culture and ethnicity. This course involves students in an examination of various theories and practice frameworks required for anti-racist social work practice. Historical and current events, policies and social work practices affecting ethnocultural groups and marginalized peoples will be analyzed and critiqued. Pre-Requisites for SOWK430 SOWK 330 Practicum Prerequisite(s): Admission into the BSW program, SOWK 300, SOWK 311, 320 Pre- or corequisite(s): SOWK 312 This is a three day per week supervised practicum in a multi-disciplinary setting, for a total of 15 weeks and the completion of 315 practicum hours. Students are also required to participate in a bi-weekly seminar class that will focus on the integration of theory and practice. Note: A criminal records review is required before placement. The existence of certain kinds of criminal records will preclude placement. SOWK 404 Research Methods and Evaluation Prerequisite(s): SOWK 330, and either MATH 104 or MATH 106 or PSYC 110 (or equivalent) This course will cover social scientific methods and their application to social work practice and research. Also included will be strategies and skills appropriate to evaluation of social work interventions and programs. Learners will be expected to read and analyze social work research with a critical focus. Learners can expect to develop a beginning competence in the design and implementation of social work research. Skills in accessing computer-based information will be examined. SOWK 410 Social Welfare Policy and Practice Prerequisite(s): Admission into the BSW program; and SOWK 330 and SOWK 392 or permission of the instructor. This course examines the dynamics of social welfare policy and social work practice with diverse populations. Students analyze social issues, policies and policy development processes in the postmodern capitalist state and study how these are affected by political and bureaucratic Page 15 of 50

16 decisions, the media, citizens, communities and a variety of interest groups. The role of the social worker in developing policy that promotes social justice is also examined. Co-Requisites for SOWK430 SOWK 392 Aboriginal Social Work Prerequisite(s): SOWK 311 and admission into the BSW program The purpose of this course is to examine theories and methods of social work practice used by and for Aboriginal people within contemporary society. Historical issues, including colonialism, will be reviewed and the effects of these issues on Aboriginal peoples today will be examined. Other topics include: current methods of intervention; roles and operations of social services in Aboriginal communities; conventional and alternative approaches to social work; and the impact of the media on social work policy and practice with Aboriginal peoples. Self-exploration and self-disclosure will facilitate students' integration of culturally-sensitive theory and practice into their practice frameworks. The role of helper within the community context will be developed with an emphasis on the principle of "healing" (individuals, families and communities). Accreditation The Bachelor of Social Work program at the University of the Fraser Valley is an accredited program of the Canadian Association for Social Work Education (CASWE). The School of Social Work and Human Services at the University of the Fraser Valley adheres to the standards and requirements of the CASWE. The following is information on Accreditation Standards for Social Work Programs provided by CASWE. (CASWE Revised Standards for Accreditation, May 2012) The mission of social work education, at Baccalaureate and Master levels, is to promote excellence in social work education, scholarship, and practice with a human rights and responsibility and social justice focus. To achieve these goals, social work education fosters learning objectives for students, statements of what students are expected to know and to be able to do, which link student learning objectives to the promotion of excellence in social work education, scholarship, and practice with a social justice focus. The Canadian Association for Social Work Education (CASWE), through its Standards for Accreditation, accredits Baccalaureate and Master level social work programs. These standards are normative in nature and support academic excellence for professional education, as well as the relevance of education programs to professional practice. In linking social work theory, Page 16 of 50

17 research, policy and practice, social work education is grounded by intended learning objectives for students defined in this document. This document is aimed at strengthening both education and the profession, a much needed development in a time when social work identity and domain have been increasingly challenged. However, these policies and standards are not aimed at uniformity of social work education; instead, they are intended to promote the uniqueness and diversity of social work programs across Canada and enable them to better respond to their respective contexts and stakeholders. PRINCIPLES GUIDING ACCREDITATION OF SOCIAL WORK EDUCATION PROGRAMS 1. The purpose of Standards for Accreditation is to ensure excellence in social work education and continuing quality improvement in social work curriculum and pedagogy across Canada. All programs must address the principles that follow. 2. Guided by the principles of fundamental human rights and responsibilities and respect for human diversity, social work seeks to facilitate well-being and participation of people, promote social and economic justice, address structural sources of inequities, and eliminate conditions that infringe human and civil rights. Grounded in reflective practice and engaged in persistent inquiry into theoretical and research bases in the field, social work employs professional approaches and interventions to enhance individual, family, group, community, and population well-being. 3. Social work education links together the interdisciplinary theoretical knowledge base of social work and professional practice. 4. Core learning objectives for students link student learning objectives to the promotion of excellence in social work education, scholarship, and practice with a social justice focus and guide both curriculum design and the delivery of field education. 5. The integration of knowledge, values and skills in the context of field education is a critical and distinctive aspect of social work education; therefore, field education is considered the central component of social work education. 6. Within the framework of accreditation standards, social work academic units have flexibility to deliver programs that highlight their uniqueness and respond to particular socio-cultural and political-economic contexts. 7. All social work program locations and formats, e.g., on-campus, decentralized, intensive, and Information and Communication Technology (ICT)-driven approaches, are encompassed by the standards. Page 17 of 50

18 8. Social work programs encompass a range of theoretical perspectives and encourage critical thinking, discussion and debate. Social work core values and ethical practices are explicitly articulated in Canadian social work programs. 9. Standards encourage and support diversity and social justice in all aspects/domains of social work programs. Diversity throughout this document refers to a range of characteristics including, but not limited to: age, colour, culture, disability/non-disability status, ethnic or linguistic origin, gender, health status, heritage, immigration status, geographic origin, race, religious and spiritual beliefs, political orientation, gender and sexual identities, and socioeconomic status. 10. Social work programs acknowledge the importance and complexity of Canadian society, including the dynamics affecting Anglophone, Francophone, Indigenous peoples, and newcomer populations. 11. Social work programs acknowledge and challenge the injustices of Canada's colonial history and continuing colonization efforts as they relate to the role of social work education in Canada and the self-determination of the Indigenous peoples. 12. Francophone people are specifically highlighted as constituents of Canadian history and identity and social work education programs ensure representation of related concerns and issues. 13. Stakeholders/constituents include but are not limited to: social work students, social work educators, alumni, employers, practitioners, professional associations, regulators, service users and community members. 14. Standards identify a clear distinction between the intended learning objectives for students of Baccalaureate level (BSW) and Master level (MSW) university education. Page 18 of 50

19 SECTION 2: THE FIELD EDUCATION PROGRAM BSW Field Education Learning Outcomes Upon successful completion of the field education practicum, students will be able to: 1. Identify with social work as a regulated profession 2. Critically assess social work practice experiences through reflection, peer review, constructive feedback and consultation 3. Examine, through critical reflection and discussion, the various applications of theory in practice and the suitability of various practice methods 4. Identify, apply, and reflect on their social work knowledge, values, and skills in developing their social work practice 5. Understand and articulate the various contexts of social work practice e.g. community, organizational, social, political and ideological 6. Develop and practice effective assessment, planning, intervention, termination and evaluation skills 7. Develop an understanding of social justice as it relates to social work practice 8. Develop an understanding of the relationship between social policy and social work practice, and the impact of social change 9. Develop an awareness of and demonstrate respect for human diversity in all its forms 10. Develop and practice effective communication skills (verbal, non-verbal, written) 11. Develop knowledge of and demonstrate effective use of self 12. Work collaboratively as part of an inter-disciplinary team 13. Actively participate in class discussions and supervision as an adult learning opportunity 14. Understand and apply the Social Work Code of Ethics and Standards of Practice 15. Demonstrate an ability to work collaboratively and collectively with other students and agency staff in furthering learning and professional development 16. Continue the process of integrating social work theory into practice Page 19 of 50

20 Official Course Outlines The official course outlines for SOWK330 and SOWK430 are provided here for you to review.to view the course outline, please double click the corresponding pdf icon. If you are unable to open the pdf s below please contact the Field Assistant at local SOWK 330 SOWK430 SOWK text book change.pdf SOWK textbook change.pdf Field Placement Details The purpose of the Field Placement is to allow students the opportunity to acquire and demonstrate the following: Knowledge Acquisition Generic Skill Development Professional Values and Attitudes Professional Conduct and Personal Development The learning needs and goals of the student should provide the primary focus for field instruction within the expectations of beginning social work practice. We expect that all efforts will be made for the student to have learning opportunities that are a reflection of generalist social work practice. Learning activities should reflect the micro, mezzo and macro levels of practice. They do not need to be evenly spread, but we do suggest they all be addressed. Levels of Intervention Micro : Individuals, Families and Small groups Mezzo: Organizations and Formal Groups Macro: Communities and Societies (social justice issues ) Third Year BSW Field Placement Details Field Education in the third year (SOWK 330) requires students to work in a social work supervised practice setting three days per week through one semester for a total of 315 field placement hours. Students are also required to attend a bi-weekly integrated seminar on campus throughout the field placement. These hours are in addition to the field placement hours completed at the agency setting. Page 20 of 50

21 Fourth Year BSW Field Placement Details Field Education in the fourth year (SOWK 430) requires students to work in a social work supervised practice setting four days per week through one semester for a total 420 placement hours. Students are required to participate in an online integrated seminar throughout the field placement. For students enrolled in the fall semester, the integrated seminar is on campus. These hours are in addition to the field placement hours completed at the agency setting. Format of the Field Placement The BSW field placements are set up as Block Placements and take place over one semester. Students are required to complete the hourly requirement of the field placement by the end of the semester. Typically, the field placement is offered to students in the winter semester from January to April. Part-time students have the option of completing their field placement in the fall term from September to December. The fourth year Field Placement is the last course that students are to take in the BSW program. Integrative Seminars The integrative seminars are held alongside the field placement. Attendance is required in all of the seminars as the seminars are a required part of the course. Students are expected to attend all seminars and fully participate in online seminars. The seminars are designed to assist students to integrate their practical experience in the field placement with their knowledge, skills and values learned in the classroom. Students are expected to adhere to confidentiality guidelines in these seminars. The seminar for the third year field placement is every two weeks and on campus. The seminar is on Mondays in the Winter semester and on Fridays in the Fall semester. The seminar for the fourth year field placement is in an online format during the winter semester and face to face during the fall semester every second Friday. Hours of the Field Placement 3 rd year placement 315 hours 3 days per week 7 hours per day 4 th year placement 420 hours 4 days per week 7 hours per day The BSW field program consists of students completing the required number of unpaid field placement hours. These hours are generally completed by students being at the field Page 21 of 50

22 placement site 7 hours per day, Monday to Friday, over a period of 13 to 15 weeks, depending on the number of hours the student is in the field placement per day. A field placement cannot be completed in less than 13 weeks. The time for lunch is not included in the field placement hours. The days of field placement are flexible and may be negotiated between student and supervisor based on the student s and supervisor/agency schedule. Some agencies work more than a 7 hour day. The student would be expected to work the agency hours and would clearly outline the number of hours he/she would be completing on the learning contract. Students are required to complete a tally of hours form for the field placement. PLEASE NOTE: Lunch is not included as part of the tally of hours for the field placement. Students will be in the field placement 8 hours per day, with 1 hour deducted for lunch. Extension of the Field Placement Hours In some instances due to unforeseen circumstances, it may be necessary for the field placement to be extended beyond the end of the semester. This may be in order to complete field placement hours that may have been missed or may be to demonstrate a level of competence expected by the Field Program of the BSW curriculum. In these cases, the extension is determined through consultation with the Faculty Liaison, Field Instructor, student and the Field Education Coordinator. Appropriate paperwork will need to be completed by the Faculty Liaison and students will receive an Incomplete on their transcript which will be modified upon completion of the hours. The extension is not to exceed the date required by UFV for removal of Incomplete Status in any course. All efforts will be made to accommodate the needs of the student given the student is in good standing and not in breach of student conduct policies. Extension of the field placement does not guarantee a passing grade to any student. Completing Courses Alongside Practicum The field placement is an applied, practical course. Students often report feeling overwhelmed during the field placement.the field placement requires students to continually process the learning that is taking place. We recommend students seriously evaluate their ability to take courses alongside the field placement. SOWK 330 we recommend taking a maximum of 2 courses alongside the 3rd year field placement. SOWK 430 we recommend that students take a maximum of 1 course alongside the 4 th year field placement. Page 22 of 50

23 Challenging the Third Year Field Placement: SOWK 330 Bachelor of Social Work students can challenge the third year field placement SOWK 330. Three years (5460 hours) of full time paid social work experience is considered the minimum necessary to apply to challenge. Students must have completed all pre-requisites and meet a 2.67 GPA requirement prior to completing their SOWK330 Challenge. Students must have completed or be enrolled in co-requisites (SOWK312, SOWK320) prior to completing their SOWK330 Challenge. Approved challenges are completed over the winter semester. For more details please contact Lucki Kang at lucki.kang@ufv.ca or Christina O Brien at Christina.obrien@ufv.ca SECTION 3: ROLES AND RESPONSIBILITIES The Field Placement involves several key individuals with specific roles and responsibilities. It is important to clearly articulate these to ensure all involved in the field placement are aware of them and adhere to the roles and responsibilities. Field Education Coordinator The Field Education Coordinator is a Faculty member and assumes responsibility for the overall direction and coordination of the Field Education program. The Field Education Coordinator is the contact person for students prior to the beginning of the field placement and becomes involved during the field placement if issues arise. The roles and responsibilities of the Field Education Coordinator are as follows: Development of Field Education materials and resources. Screen student applicants and assess their readiness for a field placement. Screen potential agencies and field instructors to provide field placement experiences to students. Assist students and agencies in the placement process. Assign a Faculty Liaison to work conjointly with the Field Instructor and student. Assess the need for and assign a qualified off-site supervisor where necessary. Provide guidelines for evaluating the student. Provide orientation and workshops to students on Field Education. Provide orientation and training for Field Instructors. Be available to students, Field Instructors, and Faculty Liaisons to facilitate the resolution of problems that may arise. Assume responsibility for removing a student from a placement should that become Page 23 of 50

24 necessary. Provide the field placement agencies with proof of Workers Compensation coverage for the student. Faculty Liaison The Faculty Liaison is the contact person during the field placement. They are responsible for the integrative seminars and providing support and guidance to students and field instructors throughout the field placement. The roles and responsibilities of the Faculty Liaison are as follows: Design and delivery of integrative seminars, classroom and online delivery Liaison between students and field placement agencies, ensuring effective communication. Share information with Field Instructors regarding the BSW Program and the Field Education component of Social Work Education. Develop positive UFV and Agency relations. Assume responsibility for working out a plan for student supervision with the Field Instructor and the student. Meet onsite one to two times per field placement with the student and Field Instructor together to provide liaison. Assist the student in developing a Learning Contract to structure the field placement experience. Develop teaching supports to assist the student and field instructor in applying and integrating theory and practice. Assist in orienting new Field Instructors to the University s curriculum and Field Education program. Act as a resource person for students in regard to questions, resources, and suggestions for learning opportunities. Assume responsibility for mid-term and end-of-field placement evaluations of the student's performance in conjunction with the Field Instructor. Assign a grade (Credit/No Credit) for each student s field placement under his or her supervision. Complete an evaluation of the field placement experience at the end of the semester. Liaise with Field Education Coordinator, Student and Field instructor regarding difficulties in the field. Page 24 of 50

25 Field Instructor Field Instructors are valued members of the Field Education team. They provide an essential component of the Bachelor of Social Work Field Education Program. Field Instructors provide supervision and instruction on a voluntary basis and often with very busy workloads. UFV appreciates the support that Field Instructors provide our program. To ensure quality and consistency in our program, we require Field Instructors to adhere to the following roles and responsibilities throughout the Field Placement. An inability to demonstrate compliance with these roles and responsibilities may result in a need to terminate the Field Placement. The roles and responsibilities of the field instructor are as follows: Understand the UFV Field Education program and relevant policies. Follow procedures outlined in the University s Field Education Manual. Attend Field Instructor Training. Maintain good standing with the BC College of Social Workers. Employ the student primarily as a learner who will assume numerous responsibilities of benefit to the agency rather than as someone who will fill the role of a staff person. Understand adult learning principles. Ensure an environment for the student that is free of sexual or other harassment. Provide a minimum of one hour per week of direct supervision to the student. Orient new students to agency structure and function, student responsibilities, policies and procedures, and commonly used community resources. Assist the student in developing a Learning Contract to structure the field placement experience. Plan and Structure learning activities and assignments to help the student learn a broad range of social work interventions common to generalist social work practice. Assign duties and responsibilities of increasing difficulty and challenge as appropriate in consultation with the student. Provide suitable office space and support resources (access to phone, fax, computer, secretarial, etc.). Monitor student performance, providing feedback regularly to the student. Complete a formal evaluation of the student at the mid-term and at the end of the field placement. Reimburse the student for out-of-pocket expenses incurred in the same manner as for agency employees. Page 25 of 50

26 Complete an evaluation of the field placement experience at the end of the semester. To report to the Faculty Liaison any difficulties observed in the student s performance in the initial and ongoing stages of the field placement. To recommend that the student receive either Credit or No Credit for the field placement (final grade is the decision of the Faculty Liaison). Student The Bachelor of Social Work Student is enrolled in full time or part time studies in the Bachelor of Social Work Program at the University of the Fraser Valley. The BSW student is expected to comply with the following roles and responsibilities. Students who contravene these roles and responsibilities may face the possibility of not being able to complete a field placement or the field placement being terminated. Students must complete two field placements in order to graduate with the Bachelor of Social Work degree. The roles and responsibilities of the BSW student are as follows: Adhere to the British Columbia College of Social Workers' Code of Ethics. Maintain regular contact with the Field Education Coordinator prior to the Field Placement. Complete field placement application by due date. Apply for Criminal Record Check Submit Resume and cover letter on time Attend required workshops and orientations for field placement. Understand and adhere to field related policies. Behave in a professional manner, taking responsibility as an adult learner to understand duties, be self-directed, seek supervision when needed, and carry out assignments. Comply with established UFV policies on Student Conduct and Harassment Respect confidentiality by adhering to the social worker s ethical responsibilities and the agency s own policies. Embrace punctuality and ensure the appropriate persons are notified in case of absence. Understand that all absences, including sick leave must be made up. Maintain attendance; all students must attend all seminars and for online seminars must log in at least once a week, read all postings, and respond appropriately. Use discretion by seeking appropriate supervision from Field Instructor when unsure of self Dress appropriately for agency Use appropriate language at all times. Page 26 of 50

27 Be prepared for supervision sessions by adhering to deadlines, completing all assignments, and formulating appropriate questions. Identify learning needs as they relate to the field placement. Understand the agency s structure and programs Develop positive working relationships with supervisors, colleagues and clients. Meet with the Field Instructor and Faculty Liaison together twice per field placement. Develop and follow a Learning Contract in conjunction with both the Field Instructor and Faculty Liaison. Be in attendance at the agency at days and times agreed upon by the student and Field Instructor and, if unable to attend, notify the Field Instructor at the start of the workday. Seek appropriate supervision from the Faculty Liaison and Field Instructor to integrate theory and practice. Jointly complete evaluations with Field Instructor and Faculty Liaison Complete all required field placement hours. Abide by agency policies and procedures. Discuss with the Field Instructor or Faculty Liaison any areas of disagreement, dissatisfaction, or confusion in respect to any part of the field placement experience. Bring to the attention of the Faculty Liaison any questionable professional practices within the agency. Complete an evaluation of the field placement experience at the end of the semester. Social Work Consultant The Social Work Consultant is assigned in situations where off-site social work supervision is required. These may be situations where an agency can provide a valuable social work learning opportunity to a student in a practice area with highly skilled and experienced potential Field Instruction but the primary Field Instructor may not have a Social Work Degree. In these instances, we assign a Social Work Consultant who helps the student and the Field Instructor to integrate the social work theory and practice. The Social Work Consultant can also offer suggestions for learning activities that will enhance the social work learning. The roles of the Field Instructor and the Social Work Consultant are meant to be complementary and will support the student s success in the field placement, meeting social work educational requirements. The roles and responsibilities of the Social Work Consultant are as follows: Understand the UFV Field Education program and relevant policies. Follow procedures outlined in the University s Field Education Manual. Page 27 of 50