THE SCHOOL OF SOCIAL WORK Okanagan Campus MSW FIELD EXPERIENCE HANDBOOK

Transcription

1 THE SCHOOL OF SOCIAL WORK Okanagan Campus MSW FIELD EXPERIENCE HANDBOOK

2 August 2012 Dear Field Instructors and Students: Welcome to another year of study, practice, and the excitement of learning! We are proud of our program, our students, and our community connections, and we look forward this next year to developing an ongoing relationship with you. Practicum is generally the most satisfying aspect of students work towards their degrees and our field collaborators benefit from their energy and optimism. Our students gain vast amounts of learning, not only concerning practice and theory, but in the areas of ethics, passion, and maintaining balance and perspective in spite of a myriad of pressures in essence, how to be an effective professional. There is also fun and our hope is that you all find enjoyment in your practicum experience. On behalf of the UBC School of Social Work (Okanagan campus), thank you to all the Field Instructors and agency management personnel who support our students in this vital component of their learning. Your participation is very much appreciated and contributes to the high quality of our MSW program. This Field Education Manual is continually being updated. To ensure you have the most up to date version, please refer to the Field Education page on our website at As always, if you have any questions, comments, or suggestions, your feedback is most welcome. Field Education Coordinator 2

3 CONTENTS SCHOOL OF SOCIAL WORK DIRECTORY... 8 Staff... 8 Faculty... 8 Faculty Liaisons (Sessionals)... 8 GENERAL INFORMATION... 9 Program Background... 9 Mission Statement Philosophy Social Work Codes of Ethics and Values British Columbia Association of Social Workers Philosophy Purpose Accountability BCASW Social Work Declaration Canadian Association of Social Workers (CASW) COURSE DESCRIPTIONS SOCW 506 COURSE DESCRIPTION Goals Learning Objectives SOCW 505 COURSE DESCRIPTION Goals Learning objectives FIELD PRACTICE COURSE REQUIREMENTS

4 Student Placement Agreement Student Acknowledgement Student Accident Insurance Medical Coverage Transportation PSSG Criminal Record Checks RCMP Criminal Record Searches Time Requirements And Pre/Co-Requisites Absences Statutory Holidays and Other Breaks Holy Days Field Education Orientations Field Placement Learning Plan (Learning Goals) Format for SOCW 505 Learning Goals Goal Development Process for SOCW 505 Learning Goals Field Placement Learning Contract SOCW Faculty Liaison visits & contact STANDARD OF CARE EXPECTED BY STUDENTS Conducting Research in Practicum Academic Accommodation (for student with disabilities) Professional and Personal Relationships Student Concerns FIELD PLACEMENT PROCESS Selection of Agencies and Field Instructors for Placements Agency Criteria

5 Field Instructor Criteria Field Instructors from Outside of the Agency Distance Placements SOCW Assignment of Students to Field Placements SOCW Securing a Placement Process and Guidelines SOCW 505 Placement Application Form (Proposal) SOCW Practicum in the Place of Employment Criteria for Approval Process for Approval FIELD EDUCATION POLICIES Combining Employment and a Practicum Expenses Student Safety in Practicum Settings Personal Safety with Clients Safety When on Home Visits Responding to a Bomb Threat Client Suicide Prevention Harassment/ Discrimination Protection of Privacy & Freedom of Information Professional Liability Confidentiality Student Confidentiality Policy Statement General Guidelines Professional Conduct for Social Work Students

6 General Policy Advancement Review Procedure for Alleged Unprofessional Conduct Personal Suitability for the Social Work Profession Preamble Purpose Policy Stage 1: Review Stage 2: Formal Review (Meeting with the Director) Stage 2 meetings will be led by the Director and the agenda will be as follows: Stage 3: Decision on Termination Appeal Conflict of Interest Student at Risk of Failing GUIDELINES FOR RESOLVING PRACTICUM ISSUES ROLES AND RESPONSIBILITIES Field Education Coordinator Faculty Liaison Field Instructor Practicum Student EVALUATION SOCW Mid-Term Evaluation Process SOCW Final Evaluation Process SOCW Mid-Term Evaluation Process

7 SOCW Final Evaluation Process SOCW 505 Practicum Portfolio (Learning Outcome Evidence Binder) Portfolio Format and Contents Grading INTERN PLACEMENT TRACKING (IPT) SOFTWARE APPENDIX I FIELD PLACEMENT LEARNING CONTRACT FOR SOCW APPENDIX II STUDENT ACKNOWLEDGEMENT FORM APPENDIX III GUIDELINES FOR FACULTY LIAISON VISITS

8 SCHOOL OF SOCIAL WORK DIRECTORY STAFF ADMINISTRATIVE ASSISTANT Sandra Robinson (250) FIELD EDUCATION COORDINATOR FACULTY Edward Taylor (Director) (250) Rachelle Hole (250) Judy Gillespie (250) Brian Rasmussen (250) Daniel Salhani (250) Dixon Sookraj (250) Shirley Chau (250) Susan Hillock (250) Mary Ann Murphy (250) FACULTY LIAISONS (SESSIONALS) In order to best serve our students and community partners the School of Social Work may hire additional social work professionals to act in the role of Faculty Liaison between the UBC, students and the community during practicum. Both regular faculty and sessional liaisons may fulfill the official role of Faculty Liaison. Please contact the Field Education Coordinator for the contact details for the additional Faculty Liaison personnel. 8

9 GENERAL INFORMATION This MSW Field Education Manual has been developed to provide information on the overall administration and management of the field education program and to clarify the purpose, policies and procedures of the field practicum component of the MSW program. The field education standards meet the Canadian Association of Social Work Education (CASWE) requirements outlined in Field Education Standards at the Second University Level. It is expected that students will be actively engaged in their own learning and will take responsibility, with their Field Instructors, for designing a practicum that will meet their needs and fulfill the expectations of the university. The UBC School of Social Work (Okanagan campus) is committed to ongoing feedback and redesign of the MSW program and the field manual in order to achieve a high standard of excellence in teaching and learning. In this document, the terms practice, practicum and placement may be used interchangeably to refer to the student s practice experience in the field. Questions or comments regarding MSW practicum should be directed to the Field Education office, [email protected] PROGRAM BACKGROUND The School of Social Work, University of British Columbia (UBC) initiated the Master of Social Work (MSW) degree program in the fall of The full description of the MSW program is outlined on the School of Social Work website. Please refer to the UBC Okanagan Academic Calendar and the UBC website for institution-wide policies, procedures and guidelines. The Canadian Association for Social Work Education s (2008) accreditation standard SM 6.1 states that: The objectives of field education at the second professional degree level are the development of an advanced practice competence and the preparation of a professionally reflective, self-evaluating, knowledgeable and developing social worker. In compliance with this standard the UBC School of Social Work (Okanagan Campus) uses the development of competency for practice as the framework for our MSW practica. Through the MSW practicum students advance their professional practice competence through integrating and applying knowledge to practice, and performing and developing practice skills. Our practicum model involves faculty working closely with students to define those skills, areas of knowledge, and professional behaviours believed to be necessary for competent social work practice at the graduate level. Using this model, materials and processes have been developed to assist students and Field Instructors in describing learning opportunities, defining learning goals, and evaluating student performance. 9

10 MISSION STATEMENT Informed by a vision of social justice, the School of Social Work promotes social well-being, change, healing, and growth at multiple levels. We are committed to fostering the integration of varied and diverse theoretical perspectives which contribute to holding central the dynamic interplay between individuals and their environments. Recognition is given to the impact of harmful and oppressive environments, our interdependence, and the human need for caring, loving and sustaining relationships throughout the life course. We are committed to building collaborative relationships with communities and organizations to create change spanning the continuum from personal to societal for all, including marginalized populations. The School also addresses critical social issues integral to the Okanagan region. In particular, we acknowledge the injustices Indigenous peoples have experienced; their strengths and capacities, their contributions to social work knowledge and practice, and their rights to self-determination. Striving for excellence in teaching, practice, research, ongoing professional development, and community service, we share knowledge with local, provincial, national and global communities. Undergraduate and graduate programs advance the ideals of international, interdisciplinary, and interprofessional education. The School promotes the values of diversity, creativity, stewardship, leadership and innovation in the teaching-learning process. Our programs develop social workers who are competent, ethical, critical thinkers, and reflective in their practice. PHILOSOPHY Within the context of the social work profession, the design and delivery of the program emphasize the key values of diversity, collaboration, participation and integrity. The program fosters an inclusive climate of mutual respect, trust and support in which students engage in a reflective process of personal and intellectual development. Challenged by issues of diversity, oppression and contemporary social conditions, students analyze the social construction of social issues. Students develop the ability to integrate fundamental social work values, knowledge and skills and the capacity to think critically to clarify their assumptions and articulate their own positions relative to dominant authorities and established institutions. Students and faculty engage in teaching/learning experiences, which are highly interactive, value driven, and competency-based. The program promotes collaborative partnerships of students, faculty, consumers and the professional and academic community in creating a responsive and innovative program for practitioners well-grounded in social work theory, research and practice. 10

11 SOCIAL WORK CODES OF ETHICS AND VALUES Ethical behaviour is at the core of the social work profession. The MSW curriculum conforms to the codes of ethics governing the profession. All students and field placement personnel, both from the faculty and in the community are expected to adhere to the British Columbia and Canadian Association of Social Workers (CASW/BCASW) Codes of Ethics in all practice situations. A description of each Associations Code of Ethics follows. BRITISH COLUMBIA ASSOCIATION OF SOCIAL WORKERS The BCASW Code of Ethics can be found on the BCASW website and should be reviewed by all students and Field Instructors. The key elements of the document are discussed below. PHILOSOPHY The profession of social work is founded on humanitarian and egalitarian ideals. Social workers believe in the intrinsic worth and dignity of every human being and are committed to the values of acceptance, self-determination and respect of individuality. They believe in the obligation of all people, individually and collectively, to provide resources, services and opportunities for the overall benefit of humanity. Social workers are dedicated to the welfare and self-realization of human beings; to the development and disciplined use of scientific knowledge regarding human and societal behaviours; to the development of resources to meet individual, group, national and international needs and aspirations; and to the achievement of social justice for all. Social workers are pledged to serve without discrimination on any grounds of race, ethnicity, language, religion, marital status, gender, sexual orientation, age, abilities, economic status, political affiliation or national ancestry. PURPOSE Social work is a profession committed to the goal of effecting social changes in society and the ways in which individuals develop within their society for the benefit of both. Advancement toward this purpose is achieved through the complementarity of social reform and therapeutic approaches premised in the belief that social conditions of humanity can be bettered. The practice of social work has a primary focus on patterns of psychosocial relationships between people and the socio-economic resources, services and opportunities of their respective societies. The functions of social work include helping people to develop individual and collective social problemsolving skills; enhancing self-determination and the adaptive and developmental capacities of people; advocating, promoting and acting to obtain a socially just distribution of societal resources; and facilitating social connections between people and their societal resources. 11

12 ACCOUNTABILITY Social workers are accountable to the people they serve, to their profession and to society. This accountability is achieved by adherence to the philosophy, purpose and standard of practice determined by the profession. Failure to fulfill the obligation of this Code of Ethics may result in disciplinary procedures and appropriate consequences under the statutory or non-statutory authority of a recognized regulatory body. BCASW SOCIAL WORK DECLARATION As a member of the profession of social work, social workers commit to fulfill, to the best of their abilities, the following obligations: 1. I will regard the well being of the persons I serve as my primary professional obligation. 2. I will fulfill my obligations and responsibilities with integrity. 3. I will be competent in the performance of the services and functions I undertake on behalf of the persons I serve. 4. I will act in a conscientious, diligent and efficient manner. 5. I will respect the intrinsic worth of persons I serve in my professional relationships with them. 6. I will protect the confidentiality of all professionally acquired information. I will disclose such information only when properly authorized or when obligated legally or professionally to do so. 7. I will ensure that outside interests do not jeopardize my professional judgement, independence or competence. 8. I will work for the creation and maintenance of workplace conditions and policies consistent with the standard of practice set by this Code. 9. I will act to promote excellence in the social work profession. 10. I will act to effect social change for the overall benefit of humanity. CANADIAN ASSOCIATION OF SOCIAL WORKERS (CASW) In 1926, the Canadian Association of Social Workers (CASW) was formed. British Columbia social workers belonged to a branch of CASW until 1956 when the BCASW was formed as a separate society. BCASW has been an organizational member and affiliated with the CASW since that time. Their affiliation is reflected in the similarity of their codes of ethics, with minor variations occurring in the social worker's ethical responsibilities to the workplace and a definition of best interest of client. In 2005 the CASW adopted a new Code of Ethics and published Guidelines for Ethical Practice. The UBC School of 12

13 Social Work MSW program uses these documents as a reference for decisions regarding professional performance of students. COURSE DESCRIPTIONS SOCW 506 COURSE DESCRIPTION The requirements for successful completion of the foundational field practicum in the MSW program are provided in the SOCW 506 course outline. Once eligible all students completing the MSW program must be registered in this six (6) credit course and assigned a Faculty Liaison from the University of British Columbia. The practicum occurs in a supervised setting where the student applies generalist practice knowledge, skills, interventions, and ethics. Generalist practice can include individual, family, group, and community; organizational development; and policy change. Completion of the practicum prepares students for initial professional practice with various client constituencies. GOALS The overall goals for this generalist field practicum are to: Integrate classroom knowledge through application to agency-based practice experiences through the assessment, synthesis and integration of micro and macro perspectives Develop a professional social work knowledgebase Develop generalist practice skills Develop professional judgment that demonstrates the values, ethics and norms of the social work profession Facilitate self-reflection and critical evaluation of professional responsibilities and behaviours in order to enhance conscious use of self in professional practice Value the role of evidence-based and evidence-informed practice LEARNING OBJECTIVES The learning outcomes expected of students upon completion of the SOCW 506 practicum are: to examine the professional role and responsibilities associated with social work practice in that practicum setting, and use appropriate opportunities proactively to practice generalist social 13

14 work skills with clients; to understand and analyze the organizational context of the practicum setting, its philosophy and service delivery model, and participate as a team member working collaboratively within the organization; to describe and critically analyze the organizational, community and legislative context in which the practicum setting currently provides its services to clients, and be familiar with key community resources and current social issues affecting the agency; to articulate a multi level intervention model of planned change and work with client groups in a variety of roles, such as counseling, advocacy, education, group work and community development, appropriate to the client and the setting; to identify and begin to resolve some key ethical issues that arise in the practicum setting with reference to the CASW/BCASW Codes of Ethics and ethical decision making models; to set and meet individualized learning goals related to substantive and/or technical aspects of the practicum, and; to assess one s learning needs, and proactively create and access learning opportunities and resources to meet those needs during the practicum, within the context of lifelong learning SOCW 505 COURSE DESCRIPTION The requirements for successful completion of the advanced field practicum in the MSW program are provided in the SOCW 505 course outline. Once eligible all students completing the MSW program must be registered in this six (6) credit course and assigned a Faculty Liaison from the University of British Columbia. This advanced practicum in the MSW program is built on previous foundational learning and advanced social work knowledge gained throughout the MSW curricula. The practicum is individually designed to address the student s educational needs and professional development under the supervision of an approved Field Instructor. Learning experiences are provided to support the processes of critical analysis, synthesis, and evaluation of knowledge, and the application of advanced practice skills. GOALS The overall goals for this advanced field practicum component are to: 14

15 Integrate classroom knowledge through application to agency-based practice experiences through the assessment, synthesis and integration of micro and macro perspectives. Expand the professional knowledge base of students. Practice and refine advanced level social work practice skills. Facilitate students critical evaluation of their professional behaviour and enhance their consciousness of themselves as professional social workers. Develop professional judgment that demonstrates the values, ethics, and norms of the social work profession. Develop advanced, specialized or supervisory social work roles. Value the role of scholarship and develop the capability to undertake practice related research. LEARNING OBJECTIVES Upon completion of this course, students will have achieved the following learning objectives in advanced social work competency. Social Work Values and Ethics Recognize situations in which one s own biases may pose barriers to effective or ethical practice and seek to modify reactions or behaviours as needed. Consistently practice within the ethical and value framework of the social work profession within an agency setting. Critically analyze situations that pose ethical dilemmas and seek further resolution. Cultural Diversity Honour, value, and respect the diversity of client value systems, cultural norms, ethics, moral beliefs, abilities, and behaviours; and identify strengths in clients on which to build helping efforts. Communicate effectively and use appropriate intervention skills with individuals, families, colleagues, and community persons who are different in respect to race/ethnicity, age, gender, sexual orientation, physical and mental ability, ideology, values, and lifestyle. Social Welfare Policy and Services 15

16 Critically analyze societal and agency policies that negatively affect clients, particularly in relation to oppressed groups, and identify appropriate actions to effect change. Understand the practical, theoretical and legal concepts underlying agency policy. Use research findings to determine optimal modes of service delivery to clients, particularly those who are members of oppressed groups. Professional Use of Self Make effective use of supervision and seek consultation when needed. Consider how personal values and beliefs influence interactions Function as an effective team member in an agency setting and with interdisciplinary teams and be assertive in resolving conflicts. Link theory and practice and translate concepts into action. Promotion of Economic And Social Justice Apply strategies and skills that promote social and economic justice in advanced agency-based social work practice with vulnerable clients, guided by knowledge of the dynamics and consequences of social and economic injustice. Advocate effectively for the best interest of clients on both case and class advocacy levels. Populations-At-Risk Recognize the impact of racism, sexism, poverty, homophobia, and other forms of oppression on families and select interventions that maximize self-determination and empowerment. Identify both individual and institutional oppression and develop strategies to address these issues. Advanced Social Work Practice Skills Demonstrate assessment skills relevant to practice interventions. Demonstrate a comprehensive theoretical understanding of client problems and the relationship between the proposed interventions and this understanding. Engage in collaborative goal setting and therapeutic planning. Establish and sustain effective, helping/therapeutic relationships. 16

17 Demonstrate advanced therapeutic practice skills. Implement appropriate therapeutic models and articulate reasoning behind treatment plan and interventions. Engage in reflective practice as it relates to the reciprocal nature of the therapeutic relationship. Terminate effectively, ensuring appropriate follow-up and referral if necessary. Evaluate client satisfaction, practice effectiveness and delivery of service, including the limits of particular practice, models, interventions and contexts. 17

18 FIELD PRACTICE COURSE REQUIREMENTS STUDENT PLACEMENT AGREEMENT In most cases a formal, legal contract (Student Placement Agreement) is initiated by the Field Education Coordinator on behalf of the University of British Columbia and is signed by the approved agency. While having an established agreement is preferred practicum placements will be permitted to commence without a fully executed contract. STUDENT ACKNOWLEDGEMENT All students (SOCW 505 and SOCW 506) are required to read and sign a Student Acknowledgement for Standard Domestic Student Placement form (Appendix II) provided by UBC s legal department. This form provides confirmation that the student understands and acknowledges some of the important conditions, policies and risks regarding their participation in practicum. STUDENT ACCIDENT INSURANCE UBC School of Social Work requires all practicum students to purchase student accident insurance. This coverage is of benefit to those UBC students performing course work in environments where the risk of injury is greater than in a classroom, e.g., laboratories, certain field work, or practicum. It provides a $50,000 maximum benefit for death or dismemberment, $100,000 for injury resulting in paralysis and a $10,000 excess medical coverage, e.g., ambulance, prescription drugs. Essentially, the basic BC Medical Plan or its equivalent from another province must be in place as the student plan provides only a measure of excess medical coverage. Physician/surgeon fees are not covered by the plan, as BC Medical, or its equivalent, will pay these costs for claims within Canada. The plan does not provide 24-hour coverage. It applies only during the involvement of the student in coursework. The cost of the insurance is $7/year/student. The commencement date for coverage will be the later of the required start date (first day of practicum) or the date on which the application is received by UBC Treasury. Retroactive coverage is not available therefore the School must have each student s $7 payment by September 30 of each year. Students must pay for the accident insurance through our secure online system at: MEDICAL COVERAGE All students registered at UBC should have basic BC Medical Plan coverage or the equivalent from another province. UBC students performing course work in environments where the risk of injury is 18

19 greater than that in a classroom (e.g., labs, certain field work, and practicum) are advised to purchase additional extended medical insurance. The MSW program, therefore, recommends students placed at the Ministry for Children and Family Development (MCFD), hospitals, distance placements, or others with increased risk, purchase extended medical coverage. TRANSPORTATION All students are required to provide their own means of transportation to and from their assigned placements. UBC does not provide any form of insurance for private vehicles, nor does UBC insure any personal items that may be damaged or stolen while located in private vehicles. If the student is using a private vehicle for practicum purposes it is the student s responsibility to ensure that they have and maintain the appropriate class of insurance and appropriate level of liability coverage. Please consider that insurance agencies are currently recommending liability coverage in the amount of 2-3 million dollars for all private vehicles. If the student will be consistently transporting multiple individuals in a private vehicle they may wish to increase their insurance above this amount. An insurance agent should be consulted by the student if there are any questions. PSSG CRIMINAL RECORD CHECKS As part of the admissions process, all students must complete and sign the Consent to a Criminal Record Check using the Ministry for Public Safety and Solicitor General (PSSG) form provided by the School. Instructions for completing the form properly are outlined on the School s website on the Criminal Record Check Requirement webpage. Once the application has been received and reviewed by PSSG, they will send notification of one of the following to the School 1) No Relevant or Specified Offence is Found Clearance Issued or 2)A Relevant or Specified Offence is Found Adjudication Process. If the criminal record check reveals a relevant and/or specified offence as applicable, a notice of adjudication letter is sent to the organization. For a full description of the adjudication process go to: The School will keep a record of the notification on file for each student while attending the program. The act requires that if a student who works with children or vulnerable adults is charged with or convicted of a relevant or specified offence as applicable subsequent to a criminal record check, the student must promptly report the charge or conviction to the organization, and submit a new, signed Consent for Criminal Record Check form. 19

20 RCMP CRIMINAL RECORD SEARCHES In some cases agencies also require students to go through an RCMP criminal record search. It is the responsibility of the student to fulfil this requirement. The procedure usually is as follows: 1. The student obtains and completes Consent for Criminal Record Search form from the most convenient RCMP detachment office. 2. The student presents in person the completed form, along with 2 pieces of proper identification (including 1 piece of government issued photo identification) to the front counter representative of the detachment. The student should also advise the front counter representative that she/he is a UBC student and that the search is required for course work purposes. This may qualify the applicant for a student rate. 3. The student pays for carrying out the search, unless indicated otherwise by her/his practicum agency. 4. The search is usually processed in 3-10 working days, although it may take up to 3 weeks. TIME REQUIREMENTS AND PRE/CO-REQUISITES Students complete 450 hours of practicum in SOCW 506 and 450 hours of practicum in SOCW 505. All students record their practicum hours on an electronic timesheet provided to the student through the Intern Placement Tracking (IPT) online system. Field Instructors verify student s completed practicum hours on a weekly basis. All MSW practicum students are encouraged to carefully plan the timing and length of their practica, noting that completing practicum at a slower pace may delay program completion and graduation. For SOCW 505 normally the student completes the required practicum hours in a full time format, after completion of all courses, or with only one 3-credit course remaining prior to completion of all MSW coursework. In exceptional circumstances a student may request a practicum placement that runs concurrently with their coursework through writing to the Field Education Coordinator. Practicum must be completed a minimum of 2-days per week, seven hours per day (not including a lunch break). Oneday per week practicums are not permitted under any circumstances. Practicums can be started at the beginning of the new term at three points per year: September, January or May. An approved practicum proposal is required prior to a practicum placement being confirmed. FOR SOCW 506 normally the student completes the required practicum hours in a 4-day (28 hour) per week format, Monday through Thursday of each week. Alternate schedules may be requested by students once per year by noting any the special scheduling requests under Accommodations and Special Requirements on the practicum selection form (due the first Friday in October). All practicums will be a minimum of 2-days (14 hours) per week (not including lunch breaks). Pre-requisite courses are SOCW 510 and SOCW 545. SOCW 555 and SOCW 509 are co-requisites. Practicums can be started in 20

21 either January or May, students must indicate on their practicum selection form if they intend to complete practicum from January April or May August. Practicums starting in January last until April 30 and students are expected to be available for practicum completion for all of January, February, March and April. INTEGRATIVE SEMINARS (SOCW 506 ONLY) All MSW students registered in SOCW 506 must be registered in SOCW 555 Integrative Seminar as a co-requisite. Integrative seminars are taught by School of Social Work faculty, the Field Education Coordinators, or other qualified individuals. The instructor for the integrative seminar may or may not also be the student s Faculty Liaison. The purpose of the integrative seminars is to provide students with a structured opportunity to integrate classroom learning and practical experience in the field. It is the intent of the faculty to provide a coordinated, integrated program for students that will enhance learning at all levels. Opportunities for discussion and linking of concepts and theories from each course to experiences in the field will occur throughout the MSW program. ABSENCES Students are expected to make appropriate and professional decisions regarding absences and notify their Field Instructor immediately, or leave a message if the Field Instructor is unavailable. If it is considered that the student has made unprofessional decisions in this respect, the Field Instructor and Faculty Liaison will meet to discuss the implications. The student is expected to make up any missed time. When the time lost in field placement due to illness exceeds that which can be reasonably recovered within the academic year, a medical deferment may be obtained upon approval of the Dean of the Faculty of Health & Social Development. A doctor s note or other documentation may be required. The Faculty Liaison, in consultation with the Field Education Coordinator, will then decide when the practicum can be completed, whether it can be completed by the student at the same agency, or at a new placement site, and how much time will be required to adequately evaluate the student's practice. STATUTORY HOLIDAYS AND OTHER BREAKS All students are strongly encouraged to take a break during the winter university break (Christmas) and regular statutory holidays, but to attend their regular practicum days through reading break in February in order to provide consistency of service to clients and agencies. The general expectation is that students will not take time off during reading break or spring break for personal or family vacations. If students wish to take time off at reading break, spring break, or some other time, they may do so if it is arranged with their Field Instructor and causes no complications or hardships for their clients or agency 21

22 work. It is suggested that students who wish to take time off make these arrangements prior to commencing their placement and get an agreement on this in writing from their Field Instructor, including a plan for how the missed hours will be made up. The Faculty Liaison may request a copy of this written agreement and/or plan. HOLY DAYS UBC recognizes the diversity of religious practices among its students. UBC will review requests from students to absent themselves from regularly scheduled classes, field placement hour and/or examinations on formal holy days of a recognized religion actively practiced by the requester. Consideration of such requests will be subject to operating constraints. Students will be required to make up missed hours or fulfil other such requirements as may be deemed necessary and appropriate in granting the request. Students shall inform their Field Instructor on the first day of the practicum of the holy days on which they wish to be absent during a semester, and shall discuss possible alternative arrangements with the Field Instructor. Field Instructors shall make reasonable efforts to accommodate such requests. In some instances, consultation with the Field Education Coordinator or Director may be advisable. FIELD EDUCATION ORIENTATIONS SOCW 506 students will be required to attend 2-3 practicum orientations in the fall term prior to the start of their practicum course. These orientations may be combined with orientations for undergraduate students. The orientation schedule will be announced in September. January 2 & 3, 2013 should also be reserved for on-campus practicum orientation for both Winter and Summer practicum students. The orientation plan for SOCW 505 students is dependent upon the number of students registered in practicum each term. Students will be informed of the orientation plan and schedule with as much advanced notice as possible. Questions regarding orientation to SOCW 505 should be directed to the Field Education Office. FIELD PLACEMENT LEARNING PLAN (LEARNING GOALS) Students work with their Field Instructor and Faculty Liaison to design a learning plan that builds on their current level of mastery. By the end of the third (3 rd ) week in the placement, the student and the Field Instructor should have identified appropriate, specific learning assignments and have completed the learning plan for review by the Faculty Liaison. This learning plan, which is updated and revised as needed, becomes the guide for the practicum experience. The student is evaluated on evidence which demonstrates that progress toward the goals in this plan has been successfully made. 22

23 Students in SOCW 506 complete the competency-based learning plan and evaluation form available on the IPT system. Students in SOCW 505 develop an individualized set of advanced learning goals. The School of Social Work recognizes that by the time the student reaches SOCW 505 the student is often looking to develop a unique and specialized skill and knowledge base. Each student and practicum setting is unique. To this end we provide greater flexibility around practicum goal setting at the SOCW 505 level. Typically however students choose to have three to four integrated goals for the practicum. Goals should be developed keeping in mind the learning objectives of SOCW 505 as outlined in this manual. FORMAT FOR SOCW 505 LEARNING GOALS Most students find it helpful to use the following format for their goals: 1. State overarching goal: Provide a succinct statement outlining what you are aiming to achieve 2. Strategies: Provide a bullet point list that describes how you will go about achieving your goal. Identify particular learning opportunities (i.e. workshops), relationships (i.e. a dialogue with a clinical specialist), or methods (i.e. literature review, a practice paper, etc.) that you will use? 3. Evidence: Provide a bullet point listing of the tangible evidence that can be provided to UBC once you complete your goal. Describe the outcome or what will be accomplished and how you will know that your goals have been achieved. Examples of evidence: record of client contact (protecting confidentiality), sample case note or summary with identifiers removed (with permission of the agency), written feedback from a presentation you give, copy of a literature review, a completed power point presentation or weekly written summaries of learning/discoveries. GOAL DEVELOPMENT PROCESS FOR SOCW 505 LEARNING GOALS The process of developing learning goals for a SOCW 505 practicum is iterative and should actively involve both the Field Instructor and the Faculty Liaison, along with the student. The student should create an initial draft of their learning goals and then present it to their Field Instructor who may offer suggestions for refinement or revision of the document. Once an agreeable draft has been developed, it should be submitted to the Faculty Liaison via by the student. 23

24 Once the student submits the first draft of the learning goals the next step is to set a meeting time for the initial contact with the Faculty Liaison. During this meeting the draft goals may be workshopped in order for the Faculty Liaison to provide the student with hands-on support in developing a strong set of goals. After the visit the student will have the opportunity to re-work and re-submit their learning goals. It is not uncommon for a student to work through 2-4 drafts of their learning goals prior to receiving final approval on their goals from the Faculty Liaison. FIELD PLACEMENT LEARNING CONTRACT SOCW 505 All students in SOCW 505 must complete and sign a Field Placement Learning Contract (Appendix I) within the first three weeks of placement. This contract outlines the details of the field education placement for the Field Instructor, the student, and Faculty Liaison. A copy of the completed form, signed by the Faculty Liaison and Field Instructor, must be submitted to the Field Education Coordinator. FACULTY LIAISON VISITS & CONTACT Faculty liaisons are responsible for a minimum of two points of contact and one on-site visit to each of their local (Okanagan Valley) practicum students and his/her Field Instructor, and at least three points of contact for their distance students and Field Instructors. Contact should be personal and can be completed over the telephone or via Skype or similar technology. For SOCW 506 students and Field Instructors initial contact will be made by telephone within the first two weeks of the start of practicum, as well as at final evaluation time, and more frequently as necessary. Local students will receive an on-site visit at mid-term evaluation and more frequently as necessary. Distance students will receive telephone or Skype contact at mid-term evaluation. For local SOCW 505 students and Field Instructors an initial on-site visit will occur within the first three weeks of the start of the practicum. Typically, a second on-site visit occurs at the final evaluation; more frequently as necessary. At mid-term evaluation contact is typically made via telephone or Skype. See Appendix III for Guidelines for Faculty Liaison Visits. 24

25 STANDARD OF CARE EXPECTED BY STUDENTS Social work students are not held to the standard of care of fully qualified professionals, but rather that of a reasonable and educated social work student. Students are expected to be competent for their position and have greater skills than lay people. They are expected to know their own limits and, when appropriate, to refer the case to or seek assistance from the Field Instructor or other qualified staff. CONDUCTING RESEARCH IN PRACTICUM Students are advised not to engage in formal research activities (i.e., activities that could result in publication of results) during practicum placements unless an ethics approval has been received from an appropriate research ethics committee. Questions or inquiries should be directed to the Faculty Liaison and/or the Field Education Coordinator. ACADEMIC ACCOMMODATION (FOR STUDENT WITH DISABILITIES) It is the responsibility of the student to request academic accommodation in a timely manner. Students with a disability who may require academic accommodation and have not registered with the Disability Resource Centre should contact that office as soon as possible. Students seeking accommodation must notify the Field Education Coordinator, Field Instructor and Faculty Liaison no later than 5 business days after the commencement of a practicum course. Notification prior to the start of practicum is recommended. In the practicum, academic accommodation is a collaborative process characterized by discussion with the student, Field Instructor and Faculty Liaison. The Disability Resource Centre will be involved in this process as necessary. PROFESSIONAL AND PERSONAL RELATIONSHIPS The School of Social Work expects students to adhere to the Code of Ethics and Standards of Practice set out by the BC College of Social Workers (2009). The establishment of clear and appropriate boundaries with clients is of critical importance. In addition, students must recognize that their role may place them in a position of power and responsibility with clients. It is the student s responsibility to prevent abuse of this power both during and after the provision of social work services. Relationships with clients must be professional in nature and conflicts of interest must be identified, managed and whenever possible, avoided. Sexual relationships with clients are prohibited as this represents an abuse of power within the context of a professional helping relationship. For further information on sexual misconduct please see principle #8 in the BC College of Social Workers Code of Ethics and Standards of Practice (2009). STUDENT CONCERNS 25

26 Student concerns that cannot be discussed with the Field Instructor should be directed to the Faculty Liaison as soon as possible. If the concern cannot be mediated by the Faculty Liaison, the student should contact the Field Education Coordinator for additional support or assistance. 26

27 FIELD PLACEMENT PROCESS The responsibility for the administration, management and evaluation of the MSW field education program is carried by the Field Education Coordinator working in conjunction with School of Social Work staff and faculty members. SELECTION OF AGENCIES AND FIELD INSTRUCTORS FOR PLACEMENTS Through a placement process (see section on Assignment of Students to Field Placements), students are placed in an appropriate social work field practice setting under the direct supervision of an approved Field Instructor. Field placements are normally located within the UBC (Okanagan Campus) catchment area, but other provincial and national arrangements can sometimes be developed in consultation with the Field Education Coordinator. International field placements will not be approved, including placement with agencies in the United States. Approved placement agencies are those which meet the learning needs of the student and conform to national accreditation standards for social work field education. When an agency has indicated an interest in supervising a student in a field placement, the Field Education Coordinator ensures that the agency can provide both the range and depth of experience to provide a quality learning environment for the MSW student. AGENCY CRITERIA The following criteria are used as a guideline to assess the appropriateness of an agency as a placement setting: 1. The agency's philosophy of service is compatible with the philosophy, values and ethics of the social work profession. 2. The field setting shall accept students in field practicum without regard to age, race, class, culture, religion, ethnicity or sexual orientation. 3. The agency can clearly articulate its programs and methods. 4. The agency's programs and services offer students a range of learning opportunities appropriate to the goals of the MSW program. 5. The agency can provide students with a Field Instructor who holds a MSW degree and who has two or more years post-msw professional practice experience. 6. The agency demonstrates support for professional social work education and for the objectives and educational focus of the field instruction course. 27

28 7. The agency provides time for the Field Instructor to fulfill her/his role and responsibilities as Field Instructor, and to attend field instruction sessions and workshops whenever possible. 8. The agency shall hold central the learning goals of the student. FIELD INSTRUCTOR CRITERIA Once an agency has demonstrated that it meets these criteria, and has been approved, it will be necessary to identify the designated Field Instructor. Field instruction is a process that involves the Field Instructor and the student analyzing and integrating practice skills with the knowledge and value base of the profession. The goal is to develop the student's competence in the practice of advanced social work. The following criteria are presented as Field Instructor selection guidelines: 1) The Field Instructor should be a qualified social worker with an MSW degree and at least two years of professional social work practice experience. If this is not possible, a related graduate degree and extensive experience may be acceptable. In such cases the School of Social Work will then take increased responsibility for supporting the agency in their supervision of the student. 2) The Field Instructor will demonstrate the following attributes: a) knowledge of the practicum agency; b) interest in supervision and field instruction, and commitment of time; and c) a willingness to accept and apply the educational objectives of the MSW program curriculum. 3) The Field Instructor will be able to provide a minimum 1.5 hours weekly of formal individual supervision time, to provide the student with ongoing feedback about her/his progress towards achieving the established learning objectives. 4) The Field Instructor will attend meetings and workshops provided by the School of Social Work as regularly as possible. New Field Instructors are normally expected to complete the Field Instructor Training Course. Experienced Field Instructors are also encouraged to attend the course. Please refer to section on Roles and Responsibilities, for further details on the Field Instructor s duties. FIELD INSTRUCTORS FROM OUTSIDE OF THE AGENCY In exceptional circumstances a student may be granted approval to have a Field Instructor who does not work with the placement agency. In such cases, the Field Instructor must hold a Master of Social Work degree and meet all of the criteria outlined above. The Field Instructor must agree to volunteer this service to the student free of any remuneration. The practicum agency must also state an agreement to the proposed Field Instructor and practicum arrangements. 28

29 DISTANCE PLACEMENTS Field education is integral to the preparation of professional social workers; it is a core component of the MSW curriculum and a degree requirement for all students. A primary responsibility of the School of Social Work is to ensure that students are provided with approved agency-based experiences that maximize opportunities for learning and applying social work values, knowledge and skills. To meet this responsibility, the School of Social Work relies on relationships with a large number of agencies and professional social workers who provide field education opportunities and practicum supervision within the Okanagan Valley catchment area. However, for a variety of reasons some students may wish to pursue a practicum outside of the Okanagan Valley. Based on the diverse needs of our students and the resources and capacity of the School, we are in a position to support students who wish to pursue distance practicum according to certain important criteria, as follows: For SOCW 505 students may apply to complete a practicum placement anywhere in Canada. We are unable to support international placements at this time. Distance placement should be discussed during an individual appointment with the Field Education Coordinator prior to submitting a practicum proposal. For SOCW 506 the School will begin to offer a distance practicum option in May We are unable to provide a distance practicum option in January 2013 to SOCW 506 students. For further details students should refer to the SOCW 506 Distance Supplemental available on the MSW Field Education webpage. PRACTICUM SELECTION FORM & MATCHING PROCESS (SOCW 506 0NLY) The Practicum Selection Form provides students with the opportunity to indicate to the Field Education Office their practice interests and practicum preferences. The form is available on the MSW Field Education webpage. The form must be completed by the student and submitted to the Field Education Coordinator, with a current resume attached, no later than the First Friday in October. Students must indicate on the form whether they intend to complete a Winter (January April) or Summer (May August) practicum. The Field Education Coordinator also meets with each student individually to discuss her/his learning needs, interests and preferences in October/November. Taking this information into consideration, along with practicum options available, the Field Education Coordinator matches the student to an available agency. The student makes contact with the prospective Field Instructor and arranges an interview, providing the prospective Field Instructor with her/his resume and broad learning goals. It is the student s responsibility to inform the Field Education Coordinator if a proposed placement would involve a conflict of interest. Once the placement has begun, changes in the placement need to be 29

30 approved by the Field Education Coordinator. The School reserves the right to change any placement assigned to a student. SOCW ASSIGNMENT OF STUDENTS TO FIELD PLACEMENTS The process of matching a student with a field placement for SOCW 505 is comprised of the following steps: 1. The Field Education Coordinator meets with each student individually to discuss her/his learning needs, interests and preferences. The student prepares a written statement of her/his learning goals, placement and client interests and also provides a resume of past work experiences to discuss with the Field Education Coordinator. 2. Taking this information into consideration, along with practicum options available, the Field Education Coordinator suggests an available agency. 3. The student makes contact with the prospective Field Instructor and arranges an interview, providing the prospective Field Instructor with her/his resume and broad learning goals. 4. The intention of the interview between the Field Instructor and the student is to assess if the proposed match is satisfactory to both parties. If either have a sense that it is not, then either the student or the Field Instructor can decline the placement at this point. The Field Education Coordinator will attempt to re-match the student and Field Instructor. If in agreement, the student and Field Instructor can confirm the placement at this time. 5. It is the student s responsibility to inform the Field Education Coordinator if a proposed placement would involve a conflict of interest. 6. Once the placement has begun, changes in the placement need to be approved by the Field Education Coordinator. 7. The School reserves the right to change any placement assigned to a student. 8. Where specific learning needs are identified by the School, the School reserves the right to place the student in a practicum where these learning needs and concerns will be addressed and monitored. 9. After a placement is confirmed and a Faculty Liaison assigned, a student may be approved to leave the current agency and change to another under special circumstances. Requests for placement change are to be made in writing to the Faculty Liaison and the Field Education Coordinator. 30

31 SOCW SECURING A PLACEMENT Once eligible students are permitted to begin practicum in either September, January or May. The exact practicum start date can be negotiated with the Field Education Office and practicum agency. In order to ensure adequate time to make all necessary practicum arrangements the following deadlines will apply to all prospective MSW practicum students: September Practicum Start (proposal due by July 2) January Practicum Start (proposal due by October 15) May Practicum Start (proposal due by March 1) Each individualized student practicum proposal is reviewed and decided upon with consultation from Field Education Office. Please be aware that approval of your plan is not automatic, but we will work with you to come up with something that meets our standards and will benefit your learning objectives. An approved Practicum Proposal is required prior to any MSW placement commencing. PROCESS AND GUIDELINES The following outlines the guidelines and process to be followed for securing an MSW field placement: 1. Students are advised to arrange a one-on-one meeting with the Field Education Coordinator to discuss their practicum plans and learning needs, interests and preferences prior to submitting the application form and proposal. 2. Following the meeting with the Field Education Coordinator the student should complete practicum interview(s) with the agency or agencies agreed upon with the Field Education Coordinator. 3. All students must apply for placement by completing the MSW Placement Application Form (Proposal) found on-line. Students must also attach an up-to-date resume. The contents of the proposal are described in more detail below. 4. Placement proposals are reviewed by the Field Education Office and contact is made with agency personnel in order to verify that the available opportunity meets School of Social Work standards. 5. Students are responsible for keeping the Field Education Office informed of negotiations between themselves and agencies. They are also responsible for updating the Field Education Office with changes to their contact information. 31

32 6. Students may be asked to revise their proposal in order to provide more clarity or depth of information regarding the specific practicum arrangements made with the agency. 7. Students will be provided with final approval of their proposal from the Field Education Office via Once the proposal is approved the student will be assigned a Field Liaison and will receive information regarding upcoming integrative seminars. An introductory is also sent to the Field Instructor. Students are responsible for seeking assistance from the Field Instructor for issues pertaining to the placement. If the Faculty Liaison is unavailable and the matter is urgent the student should contact the Field Education Coordinator or Student Education Coordinator. 9. It is the student s responsibility to inform the Field Education Coordinator if a proposed placement would involve a conflict of interest. 10. The School of Social Work reserves the right to change any placement assigned to a student. 11. After a placement is confirmed and a Faculty Liaison assigned, a student may be approved to leave the current agency and change to another under special circumstances. Requests for placement change are to be made in writing to the faculty liaison and the Field Education Coordinator. SOCW 505 PLACEMENT APPLICATION FORM (PROPOSAL) The basic (non-workplace) SOCW 505 Placement Application Form (Proposal) should be completed on line using the template provided. Students should make sure they have obtained all of the required information to complete the application form properly before starting. Students may want to complete the proposal in a word document and copy and paste it to the application form. The application form includes the following elements: Name of agency you are hoping to do your practicum with (agency name, address, phone number, and name of your contact person there), Field Instructor contact information (workplace address, phone number and address) and credentials What kind of assistance, if any, is required from the Field Education Office in securing the placement Explanation of the type of learning experiences sought through the practicum, including proposed activities, goals and intended learning outcomes Explanation of supervision agreement. Students must identify the format, frequency and timing of formal and informal supervision with as much specificity as possible 32

33 Evidence-informed practice is an expectation of advanced work at the MSW level. As a student engaging in a learning opportunity the School requires that MSW students dedicate a portion of their practicum time toward integrating knowledge gained from reviewing the literature into their practice. Within their proposals MSW practicum students are expected to identify proposed readings, videos, websites, etc. that will be reviewed over the course of the practicum. Clearly identify whether or not this will be a paid/workplace practicum Proposed timeframe for completing the practicum (hours pre day/ days per week/ days of the week/ any planned absences) Details of scheduled tasks/activities Anticipated start and end dates The on-line form will not allow submission unless all categories are completed. SOCW PRACTICUM IN THE PLACE OF EMPLOYMENT This policy recognizes that students studying at the advanced MSW-level are considered to be professionals; consequently, the school endorses the opportunity for students to be reimbursed for their practicum experiences. It also recognizes that some may elect or be encouraged to engage in an unpaid practicum as this option is best suited to their learning needs. In considering the option of a paid/workplace practicum, the most important criteria is the need to give MSW students the opportunity to develop new skills and knowledge. The School cannot guarantee all students will be able to take advantage of a workplace or paid practicum. All practica in the place of employment must have prior approval of the Field Education Coordinator (see below for a description of the approval process). A practicum completed where the student is employed is called a workplace practicum and may be paid or unpaid. In either case, the student now has two roles: that of employee and that of student. A practicum in the place of employment requires a clear delineation between the student and employee roles. Such a distinction is required to protect the student s learning and to avoid any conflict of interest. Students and agency personnel need to be cautioned that a practicum at the student s place of employment may not be appropriate because the student and the organization may find it difficult to differentiate between the focus on learning and the focus on work. For example: The student s learning needs may be minimized in the interest of meeting agency priorities. The student may feel constrained to think critically about their practicum/ employment agency. If the practicum is paid, the student may be obligated to perform certain tasks beyond those appropriate to the learning goals. 33

34 A negative evaluation of the student s performance may affect the student s employee status. Workplace conflict and disputes due to the dual role of the student may create tension for the student and/or the agency. CRITERIA FOR APPROVAL A workplace practicum placement may be approved if the organization offers a wide range of opportunities and when the agency manager is aware, and agrees with, the school s policies related to workplace practicum. It is expected that agency staff will acknowledge the importance of maintaining a focus on learning when offering students a practicum opportunity in their setting. The school presumes that the agency will agree to maintain the following principles during the practicum experience of their current employee(s)/ubc MSW student: Agency The agency meets the criteria for an approved placement (see Agency Criteria above). The agency releases the Field Instructor to provide the student with a minimum of 1 hour of direct educational supervision per 15 hours of practicum. The agency releases the student from job-related responsibilities to assume the practicum role. The agency provides a procedure for addressing potential conflicts of interest and ethical concerns in the practicum in the place of employment situation. Field instructor She/he meets the criteria for approval as a Field Instructor (see Field Instructor Criteria above). She/he must be willing to fulfil the Field Instructor responsibilities (see Field Instructor in Roles and Responsibilities section below). She/he is a different individual than the student s employment supervisor. Practicum The practicum is in a different program, unit or department than the student s employment. Practicum tasks, roles, and methods are different from employment responsibilities. The reporting structure (e.g., supervisor student reports to) is different for the practicum and the student s employment. 34

35 Practicum activities span the learning outcomes of the practicum course. The student is released, during practicum hours, from any duties and expectations associated with regular employment. In other words, the student is freed from the worker role and enabled to engage in the learner role. There is a clear understanding among all agency personnel that the primary focus of the practicum is education/learning. Confidentiality between the field instruction staff and the work staff will be maintained in order to encourage the student to challenge themselves in their learning process while not jeopardizing their return to employment (i.e. information concerning their evaluation and progress will not be shared). Implications for conflict of interest, potential ethical concerns, and academic objectives have been discussed and addressed with the place of employment. PROCESS FOR APPROVAL The Field Education Coordinator will give consideration to proposals for practicum in the place of employment that meet the above criteria and that are presented according to the following guidelines. Student Proposal After carefully considering the criteria detailed above, the student submits a proposal to the Field Education Coordinator that includes: Description of the agency in which the proposed practicum would take place. Description of the student s current employment responsibilities. Description of the focus and activities (duties/responsibilities) involved in the proposed practicum, with an emphasis on 1) how these differ from current employment responsibilities; and 2) how the proposed practicum fits with the student s learning needs and interests. Name/title/contact information of current employment supervisor, name/title/contact information of proposed Field Instructor, and name of the department/section/program in which the practicum will take place. Information demonstrating understanding of the potential for conflict of interest and arrangements made with agency to address such conflicts should they arise. Agency Support Letter 35

36 An agency that is supporting a student s proposal for a practicum in the place of employment is asked to provide a letter that includes the following: A brief description of the student s employment role within the agency, including supervisor. A brief description of the student s proposed practicum within the agency, including Field Instructor; Assurance that the student will be released from duties as an employee to fulfil the requirements of the practicum/learning agreement; Assurance that the Field Instructor will be released to provide the student with a minimum of 1 hour of direct educational supervision per 15 hours of practicum; An outline of the procedure that will be used to ensure that the practicum is distinct from the student s employment role; and An outline of the procedure that will be used should a conflict of interest situation arise regarding the student s employment and practicum roles. The Student Proposal and Agency Support Letter must be submitted at least two months prior to the anticipated start date of the practicum and should come from the students current workplace supervisor. 36

37 FIELD EDUCATION POLICIES COMBINING EMPLOYMENT AND A PRACTICUM If a student is considering accepting paid employment after a practicum has already begun, they must advise the Field Education Coordinator prior to accepting any paid shifts. The student may or may not be required to participate in the above process depending on the nature and extent of the paid work being considered. EXPENSES No financial remuneration is available to students while in placements. However, agencies, in accordance with their own incidental cost policies, are expected to reimburse students for expenses incurred when carrying out responsibilities while in field placement. When this is not possible, students need to be informed prior to confirmation of the practicum. Students and Field Instructors are encouraged to discuss this in the preliminary interview. STUDENT SAFETY IN PRACTICUM SETTINGS Practicum sites are expected to provide students with specific orientation to their policies and procedures regarding risk management and staff/student/client safety. If the Field Instructor does not provide this orientation, the student must ask for it. Students should also learn about the practicum site s informal methods for assessing and handling risky situations. Although the risk of physical danger to a student in practicum is generally low, student safety is paramount to the School of Social Work. The following is provided as general tips for enhancing safety in the placement environment. PERSONAL SAFETY WITH CLIENTS Students should never give out personal information, such as telephone numbers or addresses, to clients and should be cognizant of inadvertently providing identifying information (e.g. I catch the bus at... or I live near... ). Students should not see clients while alone at an agency or without access to a professional for support and guidance if required. If a student is concerned that a client may have the potential to become physically violent, they should notify agency personnel immediately. Protective measures, such as positioning oneself for an easy exit, keeping a cell phone available, and immediately leaving if one feels endangered, should be used in all potentially volatile situations. Diffusing techniques such as allowing lots of physical space, using nonthreatening body language, speaking in a calm yet firm tone of voice and communicating an understanding of the client s concerns, 37

38 should be used if a client becomes verbally aggressive or abusive. Students should never raise their voice or criticize or correct an angry client. If a student suspects a client may have a weapon they should remove themselves from the environment as quickly and safely as possible and seek assistance from an agency staff member or emergency personnel (911). Do not attempt to remove any weapons. SAFETY WHEN ON HOME VISITS When seeing clients in an area outside of the agency such as a client s home, students should discuss any safety risk in advance with the Field Instructor. Helpful strategies may include ensuring someone knows where you are going and when you will return, asking in advance who will be with the client when you visit, being aware of your surroundings and/or prearranging to be telephoned during the visit. RESPONDING TO A BOMB THREAT In the unlikely event that a bomb threat is received at your practicum agency it is important to respond effectively by following any safety plans or procedures that the agency has in place. In the event of a lack of guidelines for responding to a bomb threat the following steps should be taken: Remain calm Make a preliminary assessment of the severity of the situation (do not immediately dismiss comments about blowing the building up as simply venting or a hoax) Call If you decide to evacuate inform others of the threat and encourage them to go with you. If time permits take your personal belongings with you. Ensure you have been informed by police that all is clear prior to re-occupying the building Seek relevant information from your Field Instructor Inform your Faculty Liaison of the incident promptly Remember, your personal safety must always be the overriding concern. CLIENT SUICIDE PREVENTION Students should be aware and follow the placement agency s policy regarding suicide prevention and intervention. The following are some basic guidelines for students to consider regarding suicide prevention: Pay attention - realize someone might be suicidal. Reach out. Asking the suicide question DOES NOT increase risk. 38

39 Listen. Talking things out can save a life. Don t try and do everything yourself. Get others involved. Don t promise secrecy and don t worry about being disloyal. If persuasion fails, contact emergency services (911) or the crisis line. Should you be concerned that a client may harm him/herself it is imperative to report this to agency personnel so that a complete suicide risk assessment can be arranged and a safety plan can be implemented for the client. Never intervene in a suicide attempt if it is not safe to do so (e.g. attempt to take a weapon away, step onto a ledge to talk to a client considering jumping, etc.). HARASSMENT/ DISCRIMINATION Students may believe they are being harassed by others (e.g. Field Instructor, other workers or practicum students, clients) based on gender, religion, sexual orientation, ethnicity, and other personal characteristics. It is important to voice these concerns with non-offending others such as the Field Instructor, Field Coordinator or Faculty Liaison to discuss safety and options. Concerns and complaints about harassment in any form are taken very seriously by the School of Social Work. Students with questions or concerns about harassment are encouraged to contact the Director of the School, the Dean of the Faculty of Health & Social Development or the UBC Human Rights & Equity Advisor. The School adheres to the policies outlined by the University s Equity Office regarding discrimination and harassment. An overview of these, including options for complaint resolution, can be found in The Guide to UBC s Policy on Discrimination and Harassment. PROTECTION OF PRIVACY & FREEDOM OF INFORMATION The School of Social Work supports the protection of privacy and the freedom of information in accordance with: UBC Policy #118, Records Management UBC Policy #106, Access to and Security of Administrative Information Systems All applicable Canadian federal, provincial and local laws and statutes, including the Freedom of Information and Protection of Privacy Act R.S.B.C c. 165, sections 26(a) and 26(c) For more details regarding the University s polices, including the process for requesting student information kept by the School, go to: LIMITS TO PRIVACY 39

40 The School of Social Work must also balance the need for privacy against its duty to protect present and future students or persons who might otherwise be placed in jeopardy such as a situation where a student is acting in an unprofessional or unethical manner. Information disclosed during meetings with professors, the Field Education Coordinator, the Field Education assistants, or the Director will not be kept confidential in all circumstances, such as where the information raises concerns about the student s capability of assuming the professional responsibilities of social work practice. Field Instructors, agency personnel and faculty may also share pertinent information with each other in a respectful and professional manner, for the purpose of identifying student issues and enhancing problem-solving about the concerns. The School of Social Work reserves the right to share information with the University or third parties as required by law and University regulations. PROFESSIONAL LIABILITY UBC students are covered for professional liability/malpractice coverage while engaged in certain University-sponsored activities such as practicum. Subject to certain policy exclusions, the insurance pays legal costs in defending a claim and damages agreed by negotiation or awarded by the Court. The policy provides a limit of liability of not less than $2 million per occurrence. Therefore, students do not have to purchase additional coverage. Students can request a letter confirming such coverage from the UBC Treasury department so that they can present this to another party, if required. CONFIDENTIALITY Confidentiality is an extremely important form of trust. Clients entrust social workers and students with personal information about themselves and their relationships with others. Likewise, agencies often entrust students with in-house information about their operations. Agency personnel and clients are alike in that they reveal confidential information to students based on a belief that they can trust that it will only be used for the intended professional helping purposes and that the student will take any necessary measures to safeguard confidential information. The student s responsibility to maintain confidentiality does not end when the practicum is completed. Instead any confidential information obtained while in practicum must remain confidential and not be shared. STUDENT CONFIDENTIALITY POLICY STATEMENT Confidentiality is a fundamental tenant of social work practice. Practicum students are expected to uphold professional standards of conduct, including respect for the confidentiality of client and agency information obtained while in practicum. Students shall exhibit the highest degree of professional discretion and integrity when encountering confidential data or materials. GENERAL GUIDELINES 40

41 The information disclosed to a social work student during the course of the relationship between the student and a client is confidential to the greatest possible degree. However, this does not preclude the student from sharing information with their Field Instructor for the purpose of supervision, nor does it prevent completing necessary documentation. The client should feel free to make a full disclosure of information to the social work student in order that the student may most effectively provide needed services. The client should be able to make this disclosure with the knowledge that the student will respect the confidential nature of the communication. The student should not reveal confidential communications or information without the express consent of the client, unless required to do so by law. The obligation to safeguard client confidences is subject to certain exceptions which are ethically and legally justified because of overriding social considerations. Where a client threatens to inflict bodily harm to another person and there is a reasonable probability that the client may carry out the threat, the student should take reasonable precautions for the protection of the intended victim, including notification of the police. Similarly, by law, anyone who is aware that a child is being abused or neglected, or there is a serious threat to a child s well-being, is required to make a report to the Ministry of Child and Family Development. Clients should be informed of such limits to confidentiality from the outset of any clinical encounter. Clients should be encouraged to discuss their problems candidly, knowing at the same time, that their privacy will be respected, and that they will not be discriminated against based on the information they share. However, confidentiality, like other ethical duties, is not absolute. If breaching confidentiality becomes necessary, it should be done in a way that minimizes harm to the client or the agency and that heeds any applicable laws. Discussion of client s problems or of private problems outside the agency or university classroom, or in a public place (such as the university hallways, a public washroom, a café, or an elevator) is unethical and violates confidentiality. Outside of the agency or the university classroom, discussion of a client (even if the student believes he or she is safeguarding the client s identity) is unwise and may impair public confidence in the social work profession. Within the walls of UBC classrooms, students must use the utmost care and professional discretion in discussing, obtaining, and sharing information about clients and agencies. Discussing a client by name is to be avoided. When inquiring about clients or agencies with other students remember that in many cases it is considered inappropriate and unprofessional to gain information about parties out of personal curiosity or personal concern when posing questions as a social work professional or student. Discussion of client information with client s family and friends is unethical and is a breach of confidentiality unless the student has the client s express permission to do so. Prior consent of the client must be sought when releasing information to any external parties. Standard practice is to keep any information you see or hear confidential. Only share information with people who have a proven need to know. Discretion should also be used when you are discussing a client or private agency information 41

42 and you may be in earshot of other employees, workers, or clients who do not have a need to know with respect to the confidential information you are discussing. Generally, identifying information should only be released with the written consent of the client. Always follow agency protocols regarding confidentiality and the release of information. PROFESSIONAL CONDUCT FOR SOCIAL WORK STUDENTS The School of Social Work is charged with ensuring that all of its graduates have the requisite skills and can meet the professional practice standards to be eligible for professional registration as Registered Social Workers in the Province of British Columbia. Professional social work behaviour requires adherence to the BC Association of Social Workers (BCASW) and the Canadian Association of Social Workers Social Workers (CASW) Code of Ethics (see page 10) and the BC College of Social Workers Standards of Practice. The professional conduct of social work students is directed by these standards, as well as by UBC policy. Professional social work ethics and standards are taught throughout the School s curriculum. GENERAL POLICY Social work students are expected to behave in a professional manner in all aspects of the program and are responsible and accountable for their actions. Faculty are expected to help students interpret specific School and/or practicum guidelines and apply them in their conduct. It is the responsibility of social work faculty and students to familiarize themselves with the guidelines. Examples of unprofessional conduct include but are not limited to: Disruptive and inappropriate behaviour; Behaving in a manner which endangers students, faculty, staff, practicum agency staff, clients and/or volunteers; Harassing or being abusive towards students, faculty, staff, practicum agency staff, clients and/or volunteers; Breaches of confidentiality; Sexist, homophobic, racist or otherwise discriminatory attitudes and/or behaviours. In addition, social work students convicted of, or admitting to, serious illegal activities that are inconsistent with the practice of social work or likely to harm clients (such as assault, sexual assault, fraud, or trafficking in narcotics) will be subject to a review procedure. Social work students should also note that the laying of criminal charges, the commencement of civil proceedings, or the commencement of student disciplinary proceedings does not preclude UBC from initiating a review procedure. ADVANCEMENT 42

43 Although satisfactory performance in both academic coursework and in practicum placements is a prerequisite to advancement, it is not the sole criterion in the consideration of the suitability of student for advancement or graduation. The School of Social Work reserves the right to require a student to withdraw from the MSW program if the student is considered to be unsuited to proceed with the study or practice of social work. A student may be considered unsuited to proceed with the study or practice of social work if she or he engages in unprofessional conduct. REVIEW PROCEDURE FOR ALLEGED UNPROFESSIONAL CONDUCT When a member of faculty, staff, practicum agency, or a student colleague (the Complainant ) believes that unprofessional conduct may have occurred, the Complainant is expected to first discuss the alleged unprofessional behaviour with the student. If the matter is not resolved satisfactorily between the student and the Complainant, or if the alleged unprofessional behaviour persists, the Complainant will bring the matter to the attention of the Field Education Coordinator and the Director, whose practice will generally be as follows: 1. The Director will use reasonable efforts to notify the student of the allegations in writing, and invite her/him to meet with the Director to discuss the matter. 2. The Director may decide to undertake a review of the student s behaviour in the program as related to the complaint. 3. Based on the circumstances the Director may decide to meet with the student and the Complainant separately or together to review the allegations. The student may bring one student advocate/support person with them, provided that at least 24 hours notice of the participation of an additional party is provided to the Director. During this meeting, the student will be given the opportunity to respond to the allegations. This may resolve the matter satisfactorily for all parties. If the student does not respond to the invitation or if she/he refuses to meet with the Director, the meeting will proceed without the benefit of the student s response to the allegations, and the student will be informed in writing of the process of this meeting within a maximum of fourteen days or another timeframe agreed to by the student and the Director. 4. Subsequent to this meeting, the Director will make a decision and inform the student in writing of the outcome within fourteen days. The Director may decide to dismiss the complaint if the complaint is unsubstantiated or, if substantiated, is not a serious matter. The Director may also suggest remedial options. However, if the Director finds that the complaint is a serious matter and is substantiated, the Director could determine that the student is unsuited to proceed with the study or practice of social work and should be required to withdraw from the MSW program. 43

44 If the student is not satisfied with the Director s decision, the student can appeal to the Dean of the Faculty of Health and Social Development, and then to the UBC Okanagan s Senate Committee on Appeals on Academic Standing. Any costs associated with an appeal are the responsibility of the student. PERSONAL SUITABILITY FOR THE SOCIAL WORK PROFESSION PREAMBLE The School of Social Work recognizes our responsibility to the social work profession to uphold standards of academic and professional excellence and to operate within the standards and policies of the University of British Columbia and the Canadian Association for Social Work Education (CASWE). We acknowledge our obligation to the social work profession to make reasonable efforts to ensure that graduates of our programs are suitable for the demands of practice. The following personal suitability policy will apply equally to all BSW and MSW students in assessing their fit with the profession. In exceptional circumstances, a committee formed and chaired by the Director and comprised of a minimum of 3 Faculty members, may decide to pre-empt some of the review stages outlined above. In keeping with the University of British Columbia policy and the Mission Statement of the School of Social Work all students are expected to be treated equally and fairly. This applies to any review of problems associated with the student s conduct or competence. Faculty, staff, agency personnel and students are expected to respect human rights laws and policies. PURPOSE The purpose of this policy is to identify behaviours or issues that may result in the need for a review of a student s personal suitability for the social work field and to provide a set of procedures to be followed when a review is conducted. POLICY Potential issues that occur within the student body, classroom, university, field agency or community that may trigger a personal suitability review include, but are not limited to: Inappropriate disruptive, harassing, discriminatory, or unethical behaviour(s) Conflict(s) of interest Excessive absences or tardiness Any academic and non-academic misconduct Non-compliance with School, University or agency policy Competency or skills deficits 44

45 Impairment in functioning or professional effectiveness due to personal problems, substance misuse, mental health or cognitive difficulties, or psychosocial distress In addition, social work students convicted of, or admitting to, serious illegal activities that are inconsistent with the practice of social work or likely to harm clients (such as assault, sexual assault, fraud, or trafficking in narcotics) will be subject to the procedure set out in this policy. Social Work students should also note that the laying of criminal charges, the commencement of civil proceedings, or the commencement of student disciplinary proceedings does not preclude the University from initiating the procedure set out in this policy. Should there become concerns regarding student s suitability for the social work profession; the following three stage process will be undertaken: STAGE 1: REVIEW Concerns and issues can be identified by faculty, staff, Field Instructors or students and are brought to the attention of the student by his/her Faculty Advisor. All difficulties should be verbally (and in writing) identified to the student and an Action Plan for addressing these developed. All parties have a responsibility to identify issues when they become evident and the Faculty Advisor has the authority to mediate this process on behalf of the School of Social Work. STAGE 2: FORMAL REVIEW (MEETING WITH THE DIRECTOR) If the difficulties identified in Stage 1 are not adequately resolved, the Faculty Advisor will set a Stage 2 Formal Review meeting with the student, the Director and any other involved individuals as deemed required (i.e. the Field Education Coordinator, Course Instructor, Field Liaison and/or Instructor, etc.). The student may choose to bring an advocate to this meeting. The identity of the support person must be conveyed to the Director at least 2 days prior to the meeting or he/she may not be permitted to be present. At least 48 hours prior to the meeting, the coordinating Faculty Advisor will submit a detailed report of the concerns regarding the student, including his/her assessment of the student s performance (or concerns) in the program. This report will be sent to the student, the Director, and all other members scheduled to attend the review. It is the student s responsibility to provide evidence of the implementation of the Action Plan developed in stage one. Evidence can include written reports, audio or video tapes of mock clinical interviews, time sheets, process recordings, reflection papers and statements from professional social workers, other students or faculty who have observed the student in a practice setting or in the classrooms. Stage 2 meetings will be led by the Director and the agenda will be as follows: 45

46 1. Review of current concerns about the student s suitability for social work practice, including the nature of the specific feedback that has been provided to the student in Stage 1, 2. Specification of the goals and tasks outlined in the Stage 1 Action Plan and identification of ways in which the plan has not resolved concerns, as well as identification of any other concerns that may have emerged, 3. Statement of additional actions required (including additional written assignments or practicum hours) to be completed and expected behavioural changes along with a timeframe and schedule for the faculty member to review progress, 4. Statement of any additional actions to be taken by the School or student. The outcome from the Stage 2 meeting will be documented and forwarded to all participants, including the student, within one week. STAGE 3: DECISION ON TERMINATION Should the concerns not be adequately resolved at a Stage 2 Review, or if additional difficulties emerge, another meeting will be convened in order to conduct a Stage 3 Review. At Stage 3, the Director notifies the student in writing that she/he is at risk of being terminated from the program as a result of the serious nature of the continued concerns and a meeting is scheduled. A designated professional from the community will be required to attend this meeting. The student may also invite one individual as a support person to accompany him or her to this meeting. The identity of the support person must be conveyed to the Director at least 2 days prior to the meeting or he/she may not be permitted to be present. Stage 3 meetings will be led by the Director. The agenda for a Stage 3 meeting is: 1. Assess the degree to which the student has not met the expectations outlined in Stage 2, 2. Discuss any other relevant or extraordinary issues that should be taken into consideration for this review, 3. Make a decision regarding the personal suitability of the student. The Director will determine whether or not additional timeframes, actions, or plans will be made to try and allow the student to demonstrate an acceptable level of competency, performance or conduct. However, the typical outcome at this point is to make a determination about whether or not the student is suitable for the profession and terminate him/her from the program. In the case of a decision to terminate the student, the Director will require the student to permanently withdraw from his/her program of study. 4. A formal letter from the Director will be forwarded to the student within one week. 46

47 This process, including the outcome, will be clearly documented and a copy of all notes and letters will be kept in the School s student file. Note: During the review meeting the Director may ask the student and his/her support person to leave the room for an in-camera dialogue prior to communicating the final decision to the student. In addition, the Director may reserve finalizing a decision in order to seek further consultation. APPEAL A student has the right to appeal any decision made under this policy. A written request to appeal must be submitted to the Dean of the Faculty of Health and Social Development within 30 days of the date of the formal letter. Should a student not be satisfied with the decision of the Dean, an appeal may be made to the Senate Committee on Appeals of Standing and Discipline. CONFLICT OF INTEREST A conflict of interest occurs when objectivity in a student s evaluation or supervision is compromised by personal factors or learning opportunities. Examples of possible conflict of interest situations include the following: a student or a student s spouse/partner may sit on the board of directors where a student could be placed; a student may be receiving services from the agency being considered; or, a student s spouse, partner or close family member could be a potential Field Instructor. The student is obliged to inform the Field Education Coordinator of the circumstances that may compromise the integrity of the practicum. This policy applies to instances that may arise prior to, or during the practicum, and applies to students, Field Instructors, and faculty. STUDENT AT RISK OF FAILING Challenges in the practicum generally fall into one or more of the following categories: A concern about the practicum setting. A concern about the student s performance. The match of the student to the Field Instructor/setting. No matter what the concern or challenge may be some general principles apply in all situations: 1. The safety and well-being of clients is paramount, and their needs will be of primary concern. If the Field Instructor determines that clients are being harmed, the student is removed from contact with clients immediately. 2. Roles and responsibilities will be adhered to as outlined in this manual. 47

48 3. The standard used in the program to determine professional behaviour is the BCASW and CASW Codes of Ethics. 4. The goal of all parties involved will be the achievement of due process as outlined in this manual. If all previous interventions have failed, and the student is at risk of not successfully completing the placement, a more formal process must be under taken. The process for dealing with issues or concerns that could lead to practicum breakdown or student failure is as follows: 1. Notice The student, Field Instructor, or Faculty Liaison can initiate the process by giving written notice to the other parties and to the Field Education Coordinator documenting specific concerns. 2. Review A review of the situation takes place within two weeks of the written notice. It is the responsibility of the Faculty Liaison to organize this process and elicit input from all other parties. 3. Assessment Based on information gleaned from the review process, the Faculty Liaison will, in consultation with the Field Education Coordinator, provide a written assessment and recommendations to both the student and Field Instructor, no later than one week following the review. 4. Decision A decision is made to do one of the following: a) the student is reconfirmed in the same setting, with the establishment of a new educational plan; b) the student is reconfirmed in the same setting with necessary changes to the practicum setting and a new educational plan is developed; c) the student is placed in a different practicum (every attempt will be made to have the student start in their new setting within two weeks of this decision being made); d) the student is given the opportunity to take time to deal with personal issues, and return to complete the practicum at a later date; e) the student withdraws from the field practice course; f) the student fails and is removed from practicum (they may make application to reenrol at a later date);or g) The student fails and is required to withdraw from the program (this would be the outcome if it was determined that the student performed in an unethical or significantly unprofessional manner). 48

49 5. Outcome communicated The Faculty Liaison will communicate the results of this review and the corresponding decision in writing to the Dean, the Director, the Field Education Coordinator, the Field Instructor, and the student. 6. Documentation The process and outcome is documented by the Field Education Coordinator and the Faculty Liaison, and a copy is placed in the student s file. When the decision is made to defer completion, have the student take a leave or fail the student, the documentation is completed no later than one week after the initial review. 7. If the student has a concern about the process or decision, they are invited to speak first with the associate director and then with the director. 8. Appeal The standard UBC appeal procedures are available. If a student is allowed to re-enrol, the faculty requires that this new practicum be a directed practicum. This means the setting and the Field Instructor will be specifically chosen by the Field Education Coordinator and the Faculty Liaison. If the decision is to place the student in a new placement the following areas need to be addressed: A plan needs to be developed for appropriate termination of tasks and responsibilities and closure with clients and colleagues, whether or not the student is directly involved in this process. New learning goals need to be established which focus on the learning needs identified through this experience, and these need to be accepted by the new Field Instructor. A decision needs to be made regarding the number of practicum hours required of the student at the new placement in order to provide sufficient opportunity to assess performance. This decision is made by the Faculty Liaison in consultation with the Field Education Coordinator and the new Field Instructor. It is important for the student to recognize that the hours they accumulated at their first practicum may not be recognized due to the time required to perform an adequate evaluation at the subsequent placement. A decision needs to be made regarding whether or not the Faculty Liaison remains the same or changes. 49

50 GUIDELINES FOR RESOLVING PRACTICUM ISSUES It is recognized that in some instances the practicum will not proceed according to the expectations of the student, the Field Instructor, the Faculty Liaison, or all three. Problems may be the result of the student s inability to make appropriate use of the practicum learning experience, issues in the learningteaching environment may preclude students appropriate investment in the placement, or the experience in practicum may demonstrate that the student is not suited to the social work profession. For all of these reasons it is necessary to have established policies and procedures for dealing with such challenges. Very early in the practicum, it is the Field Instructor and student s responsibility to initiate discussion about each of their expectations of the student-instructor relationship. Through this early discussion the Field Instructor and student will begin to mutually contract ways of relating and dealing with challenges together, before they arise. By appreciating the value in agreeing to give and receive feedback and deal with issues promptly, it is more likely that difficulties will be addressed before they intensify or negatively affect the quality of the placement. Generally, the relationship between the Field Instructor and the student is very positive, but due to the nature of this relationship, stress and tension may occur. Consequently, part of the learning will encompass the productive management of this relationship and these discussions are meant to facilitate this process. It will be incumbent on the student and the Field Instructor to identify any concerns and issues and seek to develop and implement a plan to ameliorate them. The ideas, plans and insights generated from these initial discussions will advance the learning and teaching opportunities in the practicum to the mutual benefit of both the student and the Field Instructor. Either the student or the Field Instructor may request, at any time, the involvement of the Faculty Liaison or the Field Education Coordinator in this process. Faculty Liaisons have a number of students in practicum assigned to them, and they are responsible for visiting these students with their Field Instructors as early as possible in the term. Settings which are new to our program, or those which have new Field Instructors, will usually be visited within the first two weeks of placement. The main purpose of these sessions is to clarify the program goals for the practicum, to assist in the development and clarification of the learning plan, and to ensure that the Field Instructor and student have an agreed-upon process for dealing with concerns. It is expected that students and Field Instructors will work at resolving difficulties together, and resort to the policies and procedures for dealing with practicum concerns which follow, only after all other efforts have failed. 50

51 ROLES AND RESPONSIBILITIES All field placement personnel will exhibit social work values, adhering to the CASW/BCASW Codes of Ethics (see page 10) in all practice situations. The following is a description of the roles and responsibilities of each person involved in the field practice experience. It is important to understand each person s role and to address concerns and/or inquiries appropriately. FIELD EDUCATION COORDINATOR This person works for UBC and has academic and administrative responsibility for practicum, and reports to the Director. The person in this role has two main tasks: 1) to locate and secure quality practicum placements within the community, including matching students with available practicum opportunities, and 2) to distribute to students, Field Instructors, and faculty liaisons necessary information about practicum, including facilitating orientation sessions. The Field Education Coordinator is the director of field placements. No practicum is to go ahead without this person s approval. This person may also be an instructor for the integrative seminar and will become involved if there are major concerns that arise in the placement. In some cases the Field Education Coordinator may also act as the Faculty Liaison. Their responsibilities are as follows: 1. Communicate with the Director of the School and the faculty as a whole regarding resources needed, experiences and concerns of students, Field Instructors, faculty liaisons, and agency administrators. 2. Establish with members of the School appropriate policies and requirements of placements. 3. Review and assess resources for field placements. Maintain an ongoing awareness of, and contact with, agency administrators and leaders of community groups and services to explore potential educational and field practicum opportunities. 4. Facilitate professional development for those associated with field instruction. Plan orientations, seminars, workshops, and appreciation events for Field Instructors, individually and in groups, on and off campus. 5. Plan and implement the process for selection of students to field placements. This process includes providing an orientation to students regarding the field selection process and field placement requirements, e.g., education plans, field roles, placement dates, field policies, interview process; consulting with students to select an appropriate placement setting based on the student s experience and learning needs; arranging pre-placement interviews with students and Field Instructors to determine suitability; follow up consultation with Field Instructors and students regarding the appropriateness of the student/placement match. 51

52 6. Design guidelines and schedules for each year level considering evaluation dates, integrative seminars, etc. 7. Arrange distribution of all field materials, calendars, manuals, learning plans and evaluation forms. Review and organize the updating of the field manual. 8. Match Faculty Liaisons to agencies in which students are assigned. 9. Ensure the necessary contractual agreements with practicum settings are completed. 10. Offer consultation to and support relationships between students, Field Instructors, agencies and Faculty Liaisons. 11. Aid in resolving problems and conflict in the field placement, which necessitates a change of Field Instructor or field placement. Coordinate any resulting change in placement. 12. Coordinate the development of evaluation instruments. 13. Chair the Field Education Committee and work with the Committee to identify strengths and areas for further development in the field education programs. FACULTY LIAISON This person is a faculty member, or other qualified individual employed by UBC, who is responsible for liaison between the social work program, the Field Instructor, and the student. This person also represents the School of Social Work in the community. Their function is to make the initial and final visits to placements, to ensure collection and posting of evaluation documents has taken place, and to become involved if concerns arise in placements. The Faculty Liaison must keep fully informed with what is going on in each placement. In addition, where necessary, this person may provide the student with communication strategies, assistance with building bridges between theory and practice, and problem solving support. The Faculty Liaison either assigns a grade for the practicum, or recommends a grade to the Field Education Coordinator or the Director of the School of Social Work. The responsibilities of the Faculty Liaison are as follows: 1. Arrange meetings with the Field Instructor and student in the following circumstances: early in the beginning of placement in order to develop and approve the Learning Plan within the outline of field education expectations and learning objectives (settings which are new to our program, or those which have new Field Instructors, will usually be visited within the first two weeks of practicum); at mid-term for evaluation session when appropriate or requested; at term end for evaluation session; and 52

53 promptly if any issue or concern arises for the student in practicum. 2. Maintain an understanding of the nature of the field placement, including the range of available learning opportunities and supervision format to ensure a congruent fit between the educational experiences provided by the agency, the student s learning needs, and the curriculum. 3. Consult with the Field Instructor regarding the development and implementation of the educational design as well as the program s policies and procedures. Consult with, monitor, support and advise the Field Instructor regarding their role. 4. Consult with students regarding their learning objectives, progress and/or problems in the field. 5. Formally review and evaluate the student s performance with the Field Instructor and student as participants in the evaluating process, in accordance with departmental policies. 6. Following the identification and communication of problems, facilitate resolution of concerns between the student, Field Instructor and/or agency. Examples of such concerns may include student performance, supervision, and/or learning opportunities. 7. Collaborate with the Field Education Coordinator, Field Instructor and student in the determination of the withdrawal of the student from the field, based on the seriousness of the concerns or the inappropriateness of the placement. 8. Evaluate the placement at the end of the student s practicum with the Field Instructor and possibly designated agency administrative staff to determine if changes need to be made for subsequent placements. Provide feedback and recommendations to the Field Education Coordinator regarding the field experience and available learning opportunities. 9. Participate in orientations, seminars and workshops for Field Instructors. 10. Act as an information liaison so that community and/or agency needs are communicated to the program. Such feedback provides the basis for more responsive approaches and the availability of school resources and expertise to agencies and/or communities. 11. Assign the final grade in the field education course, taking into account the Field Instructor s and student s evaluations and comments. 12. Maintain responsibility for the documentation of the learning contract, the evaluation, and ongoing documentation of concerns, if any, regarding the student practicum. 53

54 FIELD INSTRUCTOR Field Instructors are traditionally experienced social workers (or in some cases a human service professional with a non-social work background but with many years of professional experience and expertise) who are employed by the agency that provides the practicum setting, and have been assigned instructional responsibility for the student by his or her employer or manager. This person is responsible for providing the student with supervision and evaluating the student s progress (with support and consultation from the Faculty Liaison, or Field Education Coordinator). Field Instructors provide students with day-to-day instruction, guidance, and support, in keeping with the standards of the School of Social Work and their agency. They have a dual role as both teacher and practitioner. It should be noted that if the Field Instructor will be absent from her/his position for longer than one day, it is expected that she/he will assign one of her/his co-workers to temporarily supervise and support the student. If the Field Instructor's absence is for an extended period of time an alternate supervisor, or in extreme situations, an alternate setting will be chosen. The responsibilities of the Field Instructor are as follows: 1. Carry out the specific educational expectations of the department as outlined in the Field Education Manual. 2. Participate in the selection of practicum students through pre-placement interviews and assessment of students referred by the Field Education Coordinator. 3. Provide an orientation to the student. The orientation includes information on mandate, policies, procedures, services, intake, case assignments, committees, task groups, planning and referral processes, sources of funding, administrative structure, relevant legislation, and linkage to other agencies. 4. Assist the student in the development of the Learning Plan within the outline of field education expectations and learning objectives. 5. Assume primary responsibility for the development and implementation of student learning activities and coordinate with other staff involved with the student. Notify the Faculty Liaison and the Field Education Coordinator if they are absent longer than one week. Designate an appropriate alternate Field Instructor for any absence longer than one day. 6. Provide a diversity and sequencing of experiences in treatment approaches, client populations, and social/personal issues, in order to enable the student s achievement of the educational objectives as reflected in the learning plan and course objectives. 7. Encourage student participation in agency activities that may enhance their learning. Facilitate observation of and work experience with other workers. 54

55 8. Provide a minimum of one and a half hours of field instruction time weekly (on average)for regularly scheduled supervision, and be available or assign a designate(s) to be available for brief, informal encounters for guidance of the student. 9. Assist the student in valuing and integrating theory and knowledge with social work practice. 10. Review practice course outlines and bibliographies to understand what the student is learning. Assist the student in applying learning to the agency setting. 11. Assist in preparing the student for the broad educational goal of preparation for generalist social work practice, in addition to preparing the student for service provision within the agency setting. 12. Assess the student s performance and learning needs through direct observation of the studentin-action. 13. Provide opportunities for the student to observe the work of the Field Instructor and to engage in follow-up discussions based on these observations. 14. Confer regularly with the Faculty Liaison and notify them if there are any questions or concerns around the student s progress or policies of the program. Inform the Faculty Liaison of problems in field placement and follow School resolution procedures. 15. Involve students in on-going evaluations of their performance focusing on their learning assignments. Inform students about and examine with them difficulties in performance and/or other issues and develop approaches to address these issues. Complete mid-term and final evaluations of the student s progress. 16. Meet with the Faculty Liaison to review and evaluate the field experience from both the School s and the agency s perspectives to plan for future placements. 17. Participate in field education seminars, workshops and meetings whenever possible. PRACTICUM STUDENT A Practicum Student is any social work student enrolled in practicum, whether third year, fourth year, or graduate level. The student s role is to engage in an adult learning and professional development process whereby she or he gains the knowledge, skills, and values necessary for professional social work practice. Generally, students are not volunteers or agency employees but rather active participants in an educational process. Students are responsible for familiarizing themselves with the Field Manual and 55

56 providing any necessary information found in the Manual to their Field Instructor. Students also have the following responsibilities: 1. Be aware of the terms and conditions, policies and procedures outlined in this MSW Field Education Manual. 2. Attend orientation and practicum preparation sessions. 3. Schedule an initial meeting with Field Education Coordinator and provide written notice a minimum of 2 months prior to the desired practicum start date. 4. Consult with the Field Education Coordinator throughout the placement process. 5. Formulate a learning plan in consultation with the Field Instructor and Faculty Liaison, taking responsibility for the development of learning objectives. 6. Pursue learning opportunities and actively participate with the Field Instructor to review and analyze learning experiences. This process requires honest self-examination and minimal defensiveness in acknowledging one s limitations in knowledge and skills as well as those personal characteristics or values which might pose barriers to effective professional functioning. 7. Demonstrate major responsibility and initiative in their learning process. 8. Carry out agency assignments, observe agency policies, preserve confidentiality, provide written reports and records, and otherwise behave in an appropriate professional manner while in field placement. 9. Make optimal use of supervision by preparing for supervisory sessions and sharing academic course content and materials with Field Instructors. 10. Promptly inform the Faculty Liaison of any major changes or problems in the practicum. In addition, students are expected to use Faculty Liaisons as consultants to enhance their professional development and practice effectiveness. 11. Observe the agency s schedule for working hours. In the case of illness or other extraordinary circumstances necessitating absence, notify the Field Instructor immediately and make up the missed time. 12. Act in a professional manner as a representative of the agency/organization and school. 13. Adhere to the BCASW/CASW Codes of Ethics. Breaches of these standards may result in the student being removed from the placement, the initiation of a formal review under the Professional Suitability policy, or other disciplinary measures. 56

57 EVALUATION Evaluation is seen as an ongoing process of assessing and clarifying the extent to which the student is applying knowledge, values and skills in practice. Participation of the student and feedback to the student are essential to promote the integration of theory and practice and to promote professional growth and development. Formal evaluations are conducted at specified times in the practicum. While it is expected that Field Instructors and students will monitor and discuss student progress on an ongoing basis throughout the placement period, formal evaluations are to occur at two particular points: mid-term and final at the end of the placement period. SOCW MID-TERM EVALUATION PROCESS This evaluation is to be carried out by the field instructor and the student. Student performance will be rated using the: a) Student s Learning Plan b) Field Instructor s Narrative c) Student s Narrative All evaluation forms will be provided to students and field instructors through the IPT system. This evaluation is completed by the student and the field instructor. The Faculty Liaison will attend the evaluation at the request of the student and/or field instructor. The Faculty Liaison will review and file the evaluation package. If the student does not agree with the evaluation may submit a letter outlining their concerns. If a student refuses to submit their evaluation, the placement may be terminated. SOCW FINAL EVALUATION PROCESS The process of final evaluation is the same as for the mid-term and includes the: a) Student s Learning Plan c) Field Instructor s Narrative d) Student s Narrative This final evaluation package will be retained by UBC. Students and field instructors are asked to print copies for their own records. SOCW MID-TERM EVALUATION The mid-term evaluation will be carried out in a meeting with the student and Field Instructor using the written narratives and learning plan as the focus of their discussion. The Field Instructor and/or the 57

58 student may invite the Faculty Liaison to join them for a mid-term evaluation meeting or they may choose to proceed on their own. PROCESS The process for the mid-term evaluation is as follows: 1. The Field Instructor and the student set up a time to meet, and decide ahead of time how they will conduct the session. 2. Prior to the evaluation meeting, the Field Instructor will prepare a 2-3 page written narrative that describes the following: a. the student s adjustment to the agency setting b. the student s approach to learning and supervision c. the student s emerging strengths and d. any emerging concerns. 3. The student will also prepare a 2-3 page written narrative to bring to the meeting that describes the following: a. the orientation process b. the relationship with the Field Instructor c. the beginning work activities d. the approach to supervision e. any emerging concerns. 4. The student and Field Instructor will meet to review and reflect on the student s performance and practicum experience to date using the written narratives and learning plan as basis for their discussion. 5. Following the meeting, students submit to the Faculty Liaison signed copies of the narratives along with a printed and signed copy (student and Field Instructor) of practicum hours completed. 6. If there is any concern about the potential of a student to not successfully complete the course the student, the Field Instructor and the Faculty Liaison must all be made aware of the situation, and a remedial plan is to be specified (see Student at Risk of Failing section in this document). 7. If the student does not agree with the written evaluation the student may attach a letter outlining the concerns. 58

59 SOCW FINAL EVALUATION The final evaluation follows the same basic process as the mid-term evaluation except the student will also present a practicum portfolio (see below for a full description of the portfolio). The final evaluation will be carried out in a meeting with the student, Field Instructor and Faculty Liaison using the learning plan, narratives and practicum portfolio as the focus of the discussion. PROCESS The process for the final evaluation is as follows: 1. The student coordinates a time for the Faculty Liaison and Field Instructor to meet for the final evaluation. 2. Prior to the evaluation meeting, the Field Instructor will prepare a 2-3 page written final narrative that describes the following: a. the student s overall progress since the mid-term evaluation; b. the student s continued approach to learning and supervision; c. description of work activities since the mid-term evaluation; d. the student s strengths; and e. any recommendations of areas for future growth or focus. 3. The student will also prepare a 2-3 page written final narrative to bring to the meeting that describes the following: a. the progress of the placement since the mid-term evaluation; b. the continued relationship with the Field Instructor; c. description of work activities since the mid-term evaluation; d. areas of strength; and e. areas for future development or focus. f. 4. The student will prepare a practicum portfolio for discussion at the meeting. 5. The student, Field Instructor and Faculty Liaison meet to review and reflect on the student s performance and practicum experience since the mid-term using the written final narratives and the learning plan as basis for their discussion. 6. Following the meeting, students submit to the Faculty Liaison signed copies of the final narratives along with a printed and signed copy (student and Field Instructor) of practicum hours completed. 7. A copy of the final narratives and learning plan will be retained by the School of Social Work for a limited period of time only. The student may retain the originals and is encouraged to keep these documents safe for future reference. 59

60 8. If the student does not agree with the final evaluation the student may attach a letter outlining their concerns. SOCW 505 PRACTICUM PORTFOLIO (LEARNING OUTCOME EVIDENCE BINDER) The portfolio is a mechanism for both organizing and presenting written projects and other evidence pieces from the student s graduate level social work practicum experience. The portfolio serves as one tool used for assessment and evaluation of student learning and performance in the field. In addition, it allows for reflections, activities and accomplishments to be systematically recorded and preserved for future reference. In order to reflect both the process and the product of the student's learning experience the practicum portfolio is to be compiled by the student over the course of the time that he/she is in practicum. It will be presented to the field instructor and faculty liaison as the focus of the final evaluation. The student is responsible for independent progress on the development and completion of the portfolio. However, advice or assistance may be provided by the Faculty Liaison or the Field Education Coordinator upon request. Both the contents and quality of the portfolio will be taken into consideration when determining the student's final grade. PORTFOLIO FORMAT AND CONTENTS Each portfolio will be individualized in accordance with the student's learning plan. However, a degree of standardization in the organization of the portfolio is expected. The portfolio will contain relevant content and will be organized in a binder with one section dedicated to each learning goal. Each section and sub-section of the portfolio should be separated by labeled tabs. In addition, each portfolio should demonstrate a high degree of professional integrity and accountability for the student's time and actions while in practicum. The portfolio must also demonstrate professional sophistication, critical reflection, academic honesty and an understanding of the role of an advanced social worker, including social work values, ethics, principles and methods. The mandatory elements of the portfolio include: A copy of the completed and signed Learning Contract A copy of the finalized Learning Goals Practicum Attendance Log (timesheet) Evidence pieces for each learning goal Mid-term evaluation documents Any certificates for professional development or training taken as part of the practicum hours 60

61 Optional portfolio elements include: GRADING Process recordings Sample of a completed client intake or assessment (with idenitfying information removed) Self-reflection paper Literature review or annotated bibliography Grant proposals or budgets Brochure or newsletter prepared by the student PowerPoint presentation (paper copy of) Individualized self-care plan Logs of client contact, meeting attendance, community networking contacts made, etc. Media coverage of work or an activity that was part of the practicum (ie. community event) Program or community development curriculum, reports, or planning documents Other materials that may augment, explain or critique the student's performance SOCW 505 and SOCW 506 are each 6-credit courses. The grade (pass/fail) for each course is determined by the Faculty Liaison in consultation with the Field Instructor and student. 61

62 INTERN PLACEMENT TRACKING (IPT) SOFTWARE Intern Placement Tracking (IPT) was developed in close association with the Brigham Young University (BYU) School of Social Work. BYU has been effectively using IPT for the last seven years in managing their BSW and MSW Field Placement Programs. In UBC Okanagan School of Social Work is launching this program as well. There are many advantages to using Intern Placement Tracking software. The primary benefit is that the software easily organizes and "tracks" essential fieldwork information, including: Practicum students (with colour photos, addresses, phone numbers, and mailing addresses, as well as other demographic data), field agency, and Field Instructor Information, active and inactive practicum placements, notes and comments regarding field experiences and documents such as evaluations and learning agreements. Intern Placement Tracking includes the following features (and more): Simple Data Entry Allows easy assignment of students to agencies and supervisors Data import and export capabilities Web based. Field information from anywhere you have the internet. Extensive reporting & report customization capabilities Allows for students, Field Instructors, and agencies to access and update their own information as needed. All that is needed is internet access and a web browser to access your information. Each student, agency, and Field Instructor will receive account log-in details via in early The log-in page for UBC Okanagan s IPT account can be found at UBC Okanagan School of Social Work s organization ID is: ubcosw The first time you login to IPT you will use your default User Name and Password provided by the School of Social Work. Once you login using your default password, you are required to set a new User Name and Password. Your User Name and Password may be anything you like, just make sure to write down the information. For security reasons, we cannot retrieve either your User Name or Password. If you forget your User Name and or Password please contact the Field Education Coordinator who can re-set these for you. 62

63 After you enter your User Name and Password you will be re-directed to UBC s IPT homepage. At the homepage a number of links are provided along the top of the page, as well as on the left hand side. Please contact the Field Education Coordinator with any questions about the IPT system, or with any comments or suggestions on how to make the site more useful or informative. 63

64 APPENDIX I FIELD PLACEMENT LEARNING CONTRACT FOR SOCW 505 The purpose of this form is to outline the details of the field education placement for the field instructor/agency, the student, and the faculty liaison. Student s Name: Course: Agency Name Agency Address: Agency Phone Number: Field Instructor(s): Practicum Start & End Dates: Practicum Days & Hours: Scheduled Supervision Time: Mid-Term Evaluation Date: Final Evaluation Date: Driver's License Required: Yes No Vehicle Required: Yes No Criminal Record Check Required: Yes No Other Agency/Practicum Placement Information: I acknowledge that I have read the most recent version of the field manual and agree to abide by the outlined field policies and procedures, as well as the policies of the agency. I understand the evaluation procedure and will conduct myself according to the highest professional standards and in accordance with the BCASW/CASW Codes of Ethics. Student Faculty Liaison Field Instructor Date 64

65 APPENDIX II STUDENT ACKNOWLEDGEMENT FORM ACKNOWLEDGEMENT FOR STANDARD DOMESTIC STUDENT PLACEMENTS Facility: ( Facility ) Placement Dates: ( Facility Experience ) I, the undersigned, hereby ACKNOWLEDGE, WARRANT, AND REPRESENT THAT: 1. I am 19 years of age or older, in good health and appropriate physical condition, and I am not suffering from any physical or mental condition that might be aggravated by my participation in the Facility Experience or that might pose a danger to myself or others while I am engaged in the Facility Experience. 2. I have been informed of my obligation not to disclose any confidential information or records, including but not limited to patient information and medical records to which I may have access or learn about through attendance at the Facility, to anyone in any manner except as authorized by Facility policy. 3. I have been advised to become familiar with and observe Facility s regulations, rules, policies and procedures. 4. I have been advised that the Facility may require that I submit a current criminal record check prior to commencement of my first placement in the Facility. Further, if I have a criminal record, the Facility retains the sole right to immediately terminate my placement or place any restrictions it deems necessary on me during the term of my placement. 5. I have been advised of the risks present in the Facility setting, and the fact that the Facility is not responsible for exposures risks that occur beyond the Facility s reasonable control. Further, I have been advised that I should have the vaccinations, screenings and other as listed in Schedule A, if any, and that the Facility may require me to withdrawal from the Facility Experience if I fail to do so. 6. I have been advised to arrange for accident insurance coverage on my own account that will cover any expenses that I may incur as a result of accident during the Facility Experience. 7. UBC does not assume any liability for any injury, loss, accident or property damage which may occur because of my participation in the Facility Experience. 8. I consent to the disclosure by UBC during the period of my participation in the Facility Experience of any personal information that is in the possession of UBC, other than records of my academic performance, that may be necessary to a hospital, supervising medical personnel, provider of medical treatment or next of kin where a representative of UBC is informed that I may require medical attention or treatment. 9. I acknowledge that the Facility will be providing feedback to UBC as to my performance at the Facility Experience. 10. I acknowledge that the Facility may require me to withdrawal from participation in the Facility Experience if I fail to meet acceptable health or performance standards. I have read and understood this form prior to signing it, and am aware that by signing this form I am waiving and releasing certain legal rights. This form may be delivered by facsimile transmission. 65

66 Date: Participant (Print Name): Witness (Print Name): Participant (Signature): Witness (Signature): This form must be complete in full, signed, dated and witnessed before participation in the Facility Experience can begin. SCHEDULE A 1. Required vaccinations: (a) No required vaccinations. 2. Required screenings: (a) No required screenings. 3. Other: (a) None. 66

67 APPENDIX III GUIDELINES FOR FACULTY LIAISON VISITS The purpose of the Faculty Liaison meeting is to help promote the student s learning. These joint meetings are working sessions centred on 1) how the placement is going generally and 2) helping students and community partner agencies if there are concerns. Faculty Liaisons have the responsibility to assign or recommend a pass/fail grade to each student and therefore need to see evidence of the student s learning. For the initial visit, the student s draft written learning contract forms the basis of the discussion. Not knowing, struggling, and making mistakes are essential parts of any good learning process. Sharing these parts of the process can be invaluable. Although the Faculty Liaison is available to assist and support you or the agency should you encounter difficulties in your placement (including following procedures for when a student is at risk of failing practicum), many students do not have much contact with their liaison for most of the practicum. Students whose Field Instructor does not have a social work degree are encouraged to proactively communicate with their Faculty Liaison if social work specific knowledge or supervision is needed at any time within their placement. In these cases the Faculty Liaison will work with the student, the Field Instructor, or both, to provide a social work perspective, but will function within the boundaries of the student s learning contract and the agency s policies. The mid-term evaluation is generally completed by the student and the Field Instructor. However, the Faculty Liaison can be present at the request of the student or the Field Instructor. Even if the Faculty Liaison is not present for the mid-term evaluation, signed copies of the evaluation documents must be submitted to the Faculty Liaison for our records. The Faculty Liaison will follow-up on the evaluation as needed. In circumstances where at the mid-term it is recognized that the student needs to revise her learning goals, the Faculty Liaison will become involved in revising the goals and approving the new version of the learning contract on behalf of the School of Social Work. For the final evaluation, the Faculty Liaison meets together with the student and the Field instructor to evaluate the last half of the practicum, as well as the learning experience as a whole. The final evaluation documents are to be submitted to the Faculty Liaison at the time of the evaluation. If desired, students and Field Instructors may keep photocopies for their own records. Grading, following the final evaluation the Faculty Liaison assigns or in some cases recommends a grade of Pass or Fail to the Field Education Coordinator and/or Director. 67