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

Transcription

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

28 Attend Field Instructor Training. Maintain good standing with the BC College of Social Workers. Understand adult learning principles. Ensure an environment for the student that is free of sexual or other harassment. Provide a minimum of one hour every two weeks of consultation and supervision to the student. To specify the agreed upon channels of communication and supervision with the student, i.e., face-to-face, by telephone, , etc.; Provide consultation to the Field Instructor as required. Assist the student in developing a Learning Contract to structure the field placement experience. Suggest learning activities and assignments to help the student learn a broad range of social work interventions common to generalist social work practice. Monitor student performance, providing feedback as appropriate to the student. Involvement in the formal evaluation of the student at the mid-term and at the end of the field placement. To liaise with and report to the Faculty Liaison any difficulties observed in the student s performance in the initial and on-going stages of the field placement. Complete an evaluation of the field placement experience at the end of the semester. SECTION 4: INTERN PLACEMENT TRACKER DATABASE (IPT) The IPT database is a secure online database used to complete administrative tasks related to field placements. Students, field instructors and faculty liaisons use the IPT to electronically complete required field placement forms. Students receive their IPT details at BSW orientation. Information about where to find the IPT database and default usernames and passwords are included in the personal handbooks supplied at orientation. Field Instructors receive an detailing their username and instructions for using the IPT. The Field Education Assistant is available to provide support to field instructors and students regarding the IPT database and can be reached at local 4104 or [email protected] Page 28 of 50

29 IPT Database Quick Reference Guide Where do I Find the IPT? The database is found online at How do I log in? Student default user information is found in the student handbook received at orientation. Field Instructors will receive a detailed outlining the IPT and their default login information. Organization ID ufvsw User Name use your default user name for your first login Password use your default password for your first login Create your private username and password after first login. Please contact Christina O Brien at [email protected] or local 4104 if you forget your user name or password. How do I view the required forms? From your home page click on the My Forms link on the left side of the page this will open the Online Forms List page. From the Online Forms List page click View beside the form you want to view, complete, or sign. The selected form will open in a new window. Some forms require the completion of the appropriate section or sections and your signature. Other forms require only your review and signature. How do I complete a section of a form? To complete a form you must be logged into your own IPT account. Text can be entered anywhere you see this (piece of paper and pencil) icon. Click the icon and a text box will open, there is no limit to amount of text you can enter. Some sections are competed using drop boxes or check boxes. Please remember to save your work as you go. How do I sign a form? To sign a form you must be logged into your own IPT account. Each from has a signature block listing the required signatures for each form. Click the link that appears after your title and name. The link is in blue and reads Click to sign Completed Document a text box will open allowing you to enter your name. Once you sign the form you cannot make changes. Please save your work frequently and enter your signature only when you have completed your portion of the form. If the from requires changes after it has been signed please contact Christina O Brien at [email protected] or local 4104 Page 29 of 50

30 SECTION 5: FIELD PLACEMENT APPLICATION PROCESS Apply for Field Placement Students complete the BSW Field Placement Request form in the IPT database and submit a resume and cover letter to the Field Education Assistant by the posted due date. Applications and resumes are reviewed and students are required to attend individual interviews with the Field Education Coordinator. For new students beginning the BSW in the Fall semester these interviews will take place in May and June prior to the program start. It is recommended that students come prepared to discuss their strengths, challenges, and goals for the field placement. To register for the field placement students must meet the following criteria: Successful completion of the Pre-requisites as per School policy Completion of or enrolment in the Co-requisites GPA of 2.67 or greater Eligible for a Criminal Record Check Please Note Students cannot begin their placement until a copy of their criminal record check clearance letter is received by the Field Education Assistant. In cases where students are completing their pre-requisites the term directly prior to the field placement, the Field Education Coordinator and student will plan for a field placement for the upcoming term. However, the student may not be able to proceed with the field placement if they do not successfully complete the pre-requisite courses and if their GPA is lower than The field placement is not confirmed until all of the pre-requisite course grades have been submitted. Students who are completing the pre-requisites the term prior to the field placement are not permitted to negotiate an early start date for the field placement. Page 30 of 50

31 Application Process for Field Placement Students must submit field placement applications for their 3 rd and 4 th year placements and must ensure that pre-requisites have been met before the placement starts. The process is as follows: 1. Complete and Submit a field placement request form online via the IPT database by the due date: Field Placement in Winter Semester SOWK 330 May 15 th Field Placement in Fall Semester (accessible to part-time students) SOWK 430 SOWK 330 SOWK 430 May 15 th May 15 th May 15 th 2. Prepare and submit an up to date resume in the format provided. A general cover letter is also required. 3. Complete a Criminal Record Check through the Ministry of Justice. The Field Education Assistant will the correct Criminal Record Check Application forms. Please note: Record checks completed thought the RCMP or a local Police Department Detachment do not meet the legislated required and will not be accepted by UFV. 4. Schedule an interview with the Field Education Coordinator the schedule will be provided through your student account by the Field Education Assistant. These interviews normally take place in May and June. 5. Arrange an interview with the agency contact provided to you by the Field Education Coordinator. The agency contact will connect with the Field Education Coordinator to discuss the possibility of a placement. 6. The Field Education Coordinator will confirm your placement with the agency. Criminal Record Check Criminal record checks completed through the Ministry of Justice are a legislative requirement of the British Columbia Criminal Records Review Act. UFV is required by this act to have a valid criminal record check, completed through the Ministry of Justice, on file for each student completing a practicum. Page 31 of 50

32 Students are responsible for the processing fee and for completing and mailing the paperwork to the Ministry of Justice. The Field Education Assistant will provide the correct paperwork. Please note: A municipal police department or RCMP detachment record check does not meet the legislative requirement of the British Columbia Criminal Records Review Act and cannot be accepted. For more information about the Criminal Record Review Program please visit the Ministry of Justice website: Link to the Criminal Record Review Act Who Must Have a Criminal Record Check under the Criminal Records Review Act Resume Students applying for a field placement are required to submit an up to date resume using the provided format. This resume format is used to provide consistency to our Field Placement Agencies and potential field instructors. Please note students are required to use their UFV student address on the resume. For those students who need support in developing their resume please review the UFV Career Center webpages Cover Letter Students applying for a Field placement are required to submit a cover. The cover letter should be general and outline the knowledge and awareness you will bring to the placement and what you hope to learn. For those students who need support in developing their resume please review the UFV Career Center webpages Field Placement Workshop All 3 rd year BSW students are required to attend a Field Placement Workshop prior to their field placement. This workshop serves as an opportunity for students to learn about the various important components of the field placement. Students are required to attend the orientation if they plan to complete a field placement in the winter or fall semesters. The Field Placement Workshop is held prior to the field placement. The Field Education Assistant will provide details. Page 32 of 50

33 Interview with the Field Education Coordinator After students have submitted an application to complete a field placement, they will be contacted by the Field Education Assistant to schedule an interview with the Field Education Coordinator. Students are to prepare for this interview by thinking about their prior experiences, populations that they have worked with and skills they have already acquired. Based on this reflection, it is hopeful that students will be able to identify skills they hope to acquire and populations they have not worked with. The Field Education Coordinator works closely with students to select field placements that will build on prior skills and provide a challenging experience to students. It is recommended that students come prepared to discuss their strengths, challenges, and goals for the field placement. Agency Interview When a potential field placement site has been identified, the Field Education Coordinator will send the student s resume and cover letter to the Agency contact. The Agency contact will inform the Field Education Coordinator if they want to proceed with an interview. The student is provided with the agency contact information and is expected to be self-directed and contact the Agency for an interview. The final decision to accept a student rests with the Agency. It is recommended that students familiarize themselves with the Agency prior to the interview. Depending on the Agency, the interview may be formal or informal. It is important for students to be prepared. The interview is an opportunity for the Agency to see if the student is a fit for them. It is also an opportunity for the student to see if the Agency will meet their learning needs. The UFV career centre provides useful information on interviews at the following link: Confirmation of Field Placement The Field Education Coordinator is contacted by the Agency to confirm the field placement. In some cases the Agency may inform the student at the interview. The Field Education Coordinator will follow up with the Agency if we do not hear within a week after the interview. Upon confirmation, a confirmation letter is sent to the Field Instructor, Student and Faculty Liaison confirming the field placement and providing contact information. Page 33 of 50

34 The Field Instructor, Student and Faculty Liaison are linked in the IPT database where the necessary forms will be completed. All students are to begin the field placement on the same day unless other arrangements are made with the Field Education Coordinator. SECTION 6: THE FIELD PLACEMENT Start and End Dates All students are expected to start their placement on the same date. This is usually the Monday of the second week in January for the winter term and after Labour Day for the Fall term. We do offer some flexibility in the days of field placement throughout the term. We are firm that students must be in field placement a minimum of 13 weeks. This is to ensure consistency with the seminar that is taught alongside the field placement. If students are varying from the set days and hours of field placement, approval by the Faculty Liaison is required. In some instances, due to student absence or unforeseen circumstances, the end date of the field placement can be extended. The Faculty Liaison must be kept informed by the student and can facilitate the necessary paperwork. At the end of the term the student will receive an Incomplete on the transcript which will be modified when the field placement hours and requirements have been met. Hours of Field Placement The field placement hours are based on a 7 hour day. The time taken for lunch is not included in the hours. Students are at the site for 8 hours per day with 1 hour deducted for lunch. Some agencies operate for longer hours. This will impact the end date of the placement. Students are expected to adjust their hours so they are meeting the program requirements of being in placement for a minimum of 13 weeks. Students are to outline their days and hours of field placement in their learning contract at the beginning of the field placement. The hours must be communicated to and approved by the Faculty Liaison. Supervision Requirements Students are to be provided with a minimum of one to one and a half hours of direct face to face supervision a week by their Field instructors. Students and Agency Field Instructors are to negotiate dates and times of weekly supervision at the beginning of the Field Placement keeping in mind that there may be the need for flexibility. The schedule of the supervision can Page 34 of 50

35 be flexible. For example, it can be 20 minutes a day or a scheduled appointment for one hour on a weekly basis. The proposed schedule should be identified and documented on the Learning Contract. For those students who have a Social Work Consultant assigned to their field placement, an additional supervision schedule is required. Students are to meet with their Social Work Consultant a minimum of once every two weeks to help them integrate social work theory and knowledge with their field placement experience. These meetings can be a combination of face to face, over the telephone or via supervision sessions. Forms to Complete During the placement The Field Placement requires the completion of several forms. These forms are completed online though the IPT database. The Faculty Liaison, student, Field Instructor and Field Education Coordinator have access to all forms assigned to them on the IPT database. Students are evaluated on their performance in the field placement. Field Instructors and students are expected to set up a regular supervision schedule where students receive a minimum of 1 hour of designated, uninterrupted supervision per week. The student evaluation process is a joint process whereby both the student and the field instructor complete the evaluation. The field instructor is to complete the comments section on the form. The grade of Credit/No credit is assigned by the Faculty Liaison Students and Field Instructors will receive detailed IPT information and required usernames and passwords prior to the start of the field placement. If you did not receive this information please contact the Field Education Assistant at local Beginning Of Placement Forms Field Placement Contract This form outlines the responsibilities of the Student, Field Instructor, Faculty Liaison, Social Work Consultant (if applicable) and Field Education Coordinator. Each person must read, complete, and sign this form. Liability Form UFV Work Experience Placement Agreement This form outlines the coverage provided to the student during field placement. The dates of the field placement must be identified on this form. It is recommended that the months of the field placement rather than the exact dates be used. The university information is completed on the form. Please note the field placement agency is identified as the Employer. Page 35 of 50

36 If a student is injured or involved in an accident during the course of the placement the Field Education Coordinator and Faculty Liaison must be notified within 24 hours. The school will work with the student to complete any required Worksafe BC forms. The Learning Contract The Learning Contract is a guide to monitor and direct the student s learning and the field instructor s teaching. It is a joint process and negotiated agreement between the student, the field instructor, and the faculty liaison who leads the seminar. It identifies the process and content of student learning and is referred to throughout the field placement. The Learning Contract provides structure and guidelines for the learning in the field placement. It helps to identify and define the following: What the student needs and wants to learn What learning activities/tasks/strategies will be used to meet the student s learning objectives How the student s learning and accomplishments will be monitored and evaluated The instructional/supervisory meeting times and process of instruction/supervision Identification of the roles and responsibilities of all those involved in the student s learning, including the student Tally of Hours The Tally of Hours form is a record of the hours spent in placement and the details of what you accomplished. Include details of how you spent your day. This can consist of meetings or training you attended, tasks you completed or were assigned or research you completed etc. Also record the number of hours you were there each day. If you were there for 8 hours and had an hour for lunch please record 7 hours for that day. Middle Of Placement Forms SOWK 330/SOWK430 Midterm Evaluation The Midterm Evaluation is jointly completed by the Student and the Agency Field Instructor through the IPT database. If a Social Work Consultant is assigned to a placement they should be consulted during the midterm evaluation process. The Faculty Liaison will meet in person with the student and Field Instructor to discuss and review the Mid-term Evaluation. Page 36 of 50

37 Tally of Hours Form Continued Students will continue recording their placement hours and details. End of Placement Forms SOWK 330/SOWK 430 Final Evaluation The Final Evaluation is jointly completed by the Student and the Agency Field Instructor through the IPT database. If a Social Work Consultant is assigned to a placement they should be consulted during the Final evaluation process. The Faculty Liaison will meet via teleconference to review and discuss the Final Evaluation. Tally of Hours Form Completed The Tally of Hours form will reflect the completion of 420 placement hours and provide details of how the student spent that time in placement. Evaluations of the Field Placement As part of the requirements of the Field Placement course students are expected to complete an evaluation of their field placement. We also ask field instructors to complete an evaluation of the placement. These evaluations are only viewed by the Field Education Coordinator and the feedback is used to evaluate the Field Education Program on an ongoing basis. These evaluations are important for the continued improvement of our Field Program. Personal Safety and Security in the Field Placement The social work profession has become increasingly concerned about the safety and security of social work practitioners in the workplace. Work-related violence against social workers may include physical and/or verbal assault, the threat of assault and harassment. Such concern about workplace violence also draws attention to the safety and security of social work students in field placement settings. The School of Social Work and Human Services is concerned about student safety and security. Student field placements have the potential to involve a certain level of risk and vulnerability. Students are not expected to enter into high risk situations in a field placement setting. Based on the situation, the Risk Management office of the University will need to be contacted. The University does provide WorkSafeBC and liability coverage to students in field placement. Page 37 of 50

38 The following expectations are in place to deal with personal safety and risk in field placements: Students are required to participate in field placement safety training provided by their agency The School expects that agencies should have policies and procedures dealing with safety and security issues for all personnel. We expect that these safety and security policies and procedures need to be a part of the student s site orientation at the agency. However, if this information is not formally presented, it is the student s responsibility to initiate discussion of such policies and procedures with the Field Instructor. Students should not be alone in the placement setting either during working hours or after hours unless this has been discussed with the Faculty Liaison and appropriate training and backup is available. Students who perceive themselves at risk, at any time, in any field placement setting, are obliged to contact their Faculty Liaison or the Field Education Coordinator immediately. The topics that should be covered in a safety orientation include: Office and agency security such as interviewing rooms, emergency exits, disaster plan, parking areas, before and after hours work regulations. Agency emergency procedures for contacting security, police and backup assistance. Policies and procedures for home and community visits that include where, when, with another worker or escort, under what conditions a visit should or should not be made, and emergency backup plans. Transporting clients (personal car, agency vehicle, insurance and liability, when, where, with another worker, under what conditions would a student be expected to transport). Assessment and handling of agitated and/or violent clients (de-escalation techniques, physical restraint of clients, treating clients with a history of violence). Potential risks and safety issues unique to a particular setting and/or client population SECTION 7: FIELD INSTRUCTOR INFORMATION IPT Database The IPT database is a secure online database used to complete administrative tasks related to field placements. Students, field instructors and faculty liaisons use the IPT to electronically complete required field placement forms. Additional information can be found on page 28 of this manual. Page 38 of 50

39 Field Instructors will receive an detailing their username and instructions for using the IPT. The Field Education Assistant is available to provide support to field instructors and students regarding the IPT database and can be reached at local 4104 or Agency Criteria Criteria for Selection of Field Placement Agencies The School of Social Work and Human Services at the University of the Fraser Valley is committed to providing a standard of field placement opportunities to Social Work students as per accreditation standards set forth by the Canadian Association of Social Work Education (CASWE). We value the contribution of field placement agencies to social work education. This document is designed to outline the criteria identified for the selection of field placement agencies for the Bachelor of Social Work and Master of Social Work programs at the University. Responsibilities of the Field Placement Agency o The Agency's mission statement/ philosophy of service should be compatible with the values and ethics of the social work profession, and with the School's mission statement. o All levels of the Agency should be aware and interested in participating in Social Work education. This would include management, administration, executive boards, professional and clerical staff. o Each agency must submit an Agency Data Form to the UFV School of Social Work and Human Services Field Education Office. o Each agency will name a Field Instructor who meets the qualifications outlined by the School of Social Work and Human Services and will have primary responsibility for the field placement at the agency. Page 39 of 50

40 Administration in the Agency must be in agreement that time will be allocated to the Agency Field Instructor and shall be sufficient for: Individual supervision and instruction of the student Preparation for and participation in meetings with the student and Faculty Liaison Completion of an evaluation of student performance Participation in field instruction training and development provided by UFV UFV Expectations of the Field Placement Agency o Recognition of the relevance and importance of the field instruction/supervisory role o Support for Field Instructors to attend the Field Instructors' Workshops and Seminars that are required and facilitated by the School of Social Work and Human Services o Provision of suitable space and working facilities to be available for students. These include desk space, privacy for interviewing, phones and any dictating equipment as needed including office supplies. Note: The School recognizes and accepts that students may have to share space and sometimes desks because of the lack of space and stringent cutbacks in some settings. Provision of transportation costs for students for out of office travel to interviews, meetings, etc., where such compensation is indicated and provided to Agency Staff Criteria of the Social Work Field Placement The availability of a qualified Field Instructor is essential in keeping with CASWE Accreditation Standards. The School requires Field Instructors to have a minimum of a Bachelor of Social Work Degree with two years of post-degree professional experience in the area of practice. The setting and organizational structure should be such that students are allowed a fairly wide range of learning experiences and social work functions to support generalist social work practice. Learning opportunities should reflect the micro, mezzo and macro levels of intervention. Page 40 of 50

41 Considerations The School of Social Work and Human Services values the expertise of Field Instructors and also welcomes the participation of many diverse and other 'non-traditional' agencies where the opportunity for community development work and other experiences are plentiful. The professional qualifications and field experience of potential Field Instructors in these cases will be assessed on an individual basis. Field Instructor Criteria The Bachelor of Social Work Program at the University of the Fraser Valley is accredited by the Canadian Association of Social Work Education (CASWE). Field Education is a key component of our BSW program. We believe the role of the Field Instructor is critical to the development of the student s learning experience and their development as a future social worker. We are committed to seeking qualified field instructors who demonstrate a commitment to the values and ethics of the Social Work profession. Requirements of Potential Field Instructor Bachelor of Social Work (BSW) or Masters of Social Work (MSW) Degree Minimum of two years of relevant experience Sufficient experience in the specific setting to be able to interpret the work of that agency. Interest and enthusiasm to provide field instruction to students Interest in social work education and teaching Eligible for registration with the BC College of Social Workers UFV Expectations of Field Instructors Willingness to: o Abide by UFV School of Social Work and Human Services policies and procedures o Coordinate, facilitate and evaluate the student's learning in the practicum o Be in constant and clear communication with the School at all times and complete all necessary student evaluations and other required paperwork Page 41 of 50

42 o Attend and participate in the School s seminars, workshops, and conferences on Field Education as appropriate Demonstration of: o Professional behavior with regard to the University of the Fraser Valley s statement on Human Rights, Sexual Harassment, the Canadian Association of Schools of Social Work's Standards of Professional Social Work Practice, the Canadian Association of Social Workers' Code of Ethics o Knowledge and skills essential for competent practice o Understanding of the field placement education model o Creativity, flexibility and independence o Continued professional development Commitment to: o Anti-oppressive practice with students, clients, and within their organization. o Provide the student with opportunities to become involved in practice activities o at the micro, mezzo and macro levels of practice o Provide an orientation for the student: to the agency's total program and its relevant communities to the agency's safety policies and procedures and ongoing support to ensure safety in the field to legal and ethical issues specific to the agency s mission and programs. o To engage the student in learning to apply social work theory to practice with the knowledge base of the profession o Be prepared and available for ongoing consultation and provide weekly supervision o Inform the Faculty Field Liaison promptly of performance, administrative or competency issues related to the students. o Work cooperatively with the School in evaluating the student and the Field Education program Page 42 of 50

43 Considerations In the absence of the above specified criteria, educational background and field experience is considered for persons wishing to supervise students in a placement. We recognize that there may be people with a variety of backgrounds, levels of enthusiasm and field practice who would be interested in providing field instruction to social work students. We encourage those people who are interested in supervising student placements to contact the Field Education Office provided they are able to ensure that a social work perspective is reinforced throughout the educational process. In such cases, a Social Work Consultant model is used. The School is continuously developing links with a wide range of placement settings to provide diverse learning experiences for our students. Placements will vary from large to small organizations and grassroots agencies where the value and expertise of staff are recognized. Potential Field Instructors who are interested in providing a valuable social work educational experience work in a number of different social service settings, including community justice programs, hospitals, child and youth services, shelters and mental health agencies are encouraged to complete an application for Field Instructors or contact the Field Education Office at the UFV School of Social Work and Human Services. Many agencies adopt a team approach to field instruction. The principal members of the team are the Field Instructor and Student; however, there are many others who play an important role in the field education experience. Agency staff from other disciplines may also contribute to the field education process and, indeed, the School of Social Work supports and encourages a multi-disciplinary field education experience. If the field instructor and the student have had a pre-existing professional or social relationship, this information should be shared with the Field Education Office so that the appropriateness of the placement can be determine Training and Orientation We recognize and value the contribution of our field instructors and strive to keep them informed and oriented to the UFV Field Placement Social Work program. We offer training sessions throughout the year in various locations across the Fraser Valley and the Lower Page 43 of 50

44 Mainland. We also host a Field Practice Conference every second year in January for Field Instructors and students. Supervision of Students Our program requires that students receive a minimum of one hour of direct, scheduled supervision each week. There is flexibility in how this supervision is scheduled, given that it is agreed upon by the student and the field instructor. There is an expectation that students are prepared for the supervision sessions. This is an opportunity to reflect on cases and integrate theory to practice. Potential Field Placement Difficulties At certain times in the course of the field placement, difficulties or concerns may arise with respect to the learning experience or the field instruction process. At the earliest possible time, the Field Instructor, the student, and the Faculty Liaison have a responsibility to identify and deal with issues, concerns, or potential issues. The school has a policy in place to deal with difficulties in the field. This policy can be found in the policy section of this manual. Harassment and Discrimination Incoming UFV students are informed of their right to study in an environment free from harassment and discrimination at Student Orientation events held every September. Information regarding harassment and discrimination is published in the New Student s Guide to UFV as well as the University Calendar. Bachelor of Social Work students in particular are apprised of their rights under BC s Human Rights Code while enrolled in SOWK 312: Legal Knowledge for Social Work Practice. Information from the UFV Human Rights and Conflict Resolution webpages The University of the Fraser Valley is committed to providing an environment supportive of working, teaching, scholarship and research, and the fair treatment of all members of the University community. The basis for interaction among all members of the University is mutual respect, co-operation, and understanding. Harassment of any kind violates fundamental rights, personal worth, and human dignity. All members of the University community are entitled to an atmosphere free of harassment while pursuing university-related activities. Page 44 of 50

45 The Human Rights and Conflict Resolution Office provides confidential services to students, faculty, staff, and administrators at the University of the Fraser Valley, who seek advice, assessment, and assistance in the resolution of interpersonal conflicts between members of the University community. The Office is responsible for ensuring that the University's Harassment Prevention Policy is enforced and that members of the University community comply with British Columbia's Human Rights Code. The Human Rights and Conflict Resolution Office will assist complainants to determine whether their request falls within the jurisdiction of the Office and, if not, where they might be referred in order to address their concern. If the issue does fall within the jurisdiction of the Office, the Officer will offer services to assist the individual to seek redress for his or her concerns. The Harassment Prevention Policy applies to all members of the University community. The University community includes individuals who are either students or employees of the University, or who have been students or employees of the University within the previous six months prior to any complaint being made. Service providers, contractors, independent societies, and associations operating on campus, and their employees, agents and visitors, must conduct themselves in a manner consistent with UFV's Harassment Prevention Policy. What If The Behaviour Takes Place Off Campus? Harassment is prohibited either on campus or off campus if university-related activities are taking place. Harassment prohibited under this policy may occur on campus or off campus during university-related activities. For additional information, or to schedule a confidential appointment, please contact: Kim S. White, Cert.Con.Res., M.A., R.C.C. Human Rights Advisor Office: Abbotsford Campus, Building A, Room 273 Telephone: [email protected] Page 45 of 50

46 Vicarious Trauma in The Field Placement Vicarious trauma is a normal reaction to stressful and sometimes traumatizing work with clients. (Grobman, p. 102) Given the nature of the situations that social work clients often experience, students can and do experience symptoms of vicarious trauma while in field placement. It is important for students to educate themselves in this area and make themselves aware of the symptoms. It may be helpful to plan for counseling support through UFV Student Services or other resources to allow for emotional health while in the field placement. We strongly suggest Field Instructors and Students discuss secondary trauma prior to and during the field placement to ensure there is an awareness of its existence, symptoms, prevention, and treatment. SECTION 8: GUIDELINES AND POLICIES RELATED TO FIELD PLACEMENTS The School of Social Work and Human services has developed important policies and guidelines related to field education. These policies and guidelines are in place to provide guidance to students and field instructors throughout the field placement. SWHS Guidelines Absence from Field Placement If a student is absent from Field Placement, the following guidelines apply: 1. The Student must inform the Field Instructor of any absence or tardiness from the field placement, preferably in advance, via telephone or Any Absence due to sickness /injury is to be compensated by the student working overtime or completing make-up hours: The Student and the Field Instructor will work together to coordinate and will inform the Faculty Liaison. 3. Circumstances which require a prolonged absence are to be brought to the Faculty Liaison for consideration: (A doctor's certificate may be requested.) Every effort will be made to support the student to complete the field placement including granting an extension if required. Pending the length of the absence and the timing in the term, the student may need to withdraw from the field placement. Withdrawal would be discussed in consultation with the Field Education Coordinator and the Director. Page 46 of 50

47 4. Approval of absence for professional development activities is at the discretion of the Field Instructor. In these cases, consultation may also occur with the Faculty Liaison and/or Field Education Coordinator. 5. Students are expected to comply by agency hours of operation. Any change in start time or end time must be negotiated by the Field Instructor and the Student prior to the implementation. Chronic lateness is a serious professional issue and can result in the termination of a field placement. Guidelines for absence from Seminar 1. The seminar is an extension of the Field Placement. 2. Attendance is required in all seminar classes and online requirements must be met. 3. Students must inform the Faculty Liaison/Instructor if he/she will be absent from the seminar prior to the seminar. Students who miss a seminar class will be required to complete and submit an additional assignment on a topic identified by the Faculty Liaison prior to the next seminar. 4. Failure to complete required assignments or inform the Faculty Liaison/Instructor of absence may result in the student having to be withdrawn from their Field Placement until the seminar course requirements have been met. Accident or Injury while at Placement Students injured or involved in an accident during their placement must notify the School of Social Work and Human Services the day of the injury or accident. Students should contact the Field Education Coordinator Lucki Kang at or [email protected] If necessary the School will work with the student to complete and submit the required Worksafe BC paperwork. Receiving Salary for the Field Placement The field placement is an unpaid learning experience. The School does not approve any students being paid by the agency for the field placement. On occasion, an agency may offer the student a paid position while they are completing their field placement. Students must complete the hours of the unpaid field placement prior to receiving payment or being hired as an employee with the agency. Non-compliance and receiving payment from the agency during the field placement can result in the field placement being terminated and the student receiving NO CREDIT for the course. Page 47 of 50

48 Use of Personal Vehicle During Field Placement Many agencies require their staff and students to have access to a vehicle in order to do the work of the agency. Students may be expected to have personal vehicles available for use during their field placement. Some agencies may choose in their policy to reimburse students for travel expenses related to agency work but the student should not expect to be reimbursed for mileage or expenses to and from their home to the agency. The student should discuss this with their Field Instructor at the beginning of the field placement and must adhere to agency policy regarding mileage reimbursement. SWHS Policies These policies are in place to provide guidance to students and field instructors throughout the field placement. To view the policy, please double click the corresponding pdf icon. If you are unable to open the pdf s below please contact the Field Assistant at local Accommodation for Disability in Field Placement SWHS Accommodation for Disability In Field Policy.pdf Confidentiality in Field Placement confidentiality in field placement.pdf Extension of the Field Placement Extension of the field placement.pdf Harassment/Discrimination in Field Placement Harassment and Discrimination in Field Placement.pdf Labour Dispute and Strike Procedures Labour Disputes and Strike Procedures.pdf Liability and Insurance Liability and Insurance.pdf Page 48 of 50

49 SWHS Policies Continued Personal Safety and Risk in the Field Placement Personal Safety and Risk in the Field Placement.pdf Student Professional Behaviour Policy Student Professional Behaviour Policy.pdf Students Experiencing Difficulty in the Field STUDENTS EXPERIENCING DIFFICULTY IN THE FIELD.pdf Volunteering at the Agency after the Field Placement volunteering at the agency after the field placement.pdf Witnessing Client Documents in Field Placement WITNESSING CLIENT DOCUMENTS in FIELD PLACEMENT.pdf Workplace Field Placements Workplace field placements.pdf Related UFV Policies A complete list of UFV policies can be found on the University Secretariat page through the following link Below you will find a list with a link to a pdf of some UFV polices. Please double click the pdf icon to open the policy. If you are unable to open the pdf s below please contact the Field Assistant at local Page 49 of 50

50 Related UFV Policies Continued Field Placement #57 Field-Placement-(57) [1].pdf Student Academic Misconduct #70 Student-Academic-Mi sconduct-(70)[1].pdf Student Non-academic Conduct #204 Student-Non-Acade mic-conduct-(204)[1].pdf Harassment Prevention #18 Harassment-Preventi on-(18)[1].pdf Accommodation of Students with Disabilities #93 Accommodation-of-S tudents-with-disabilities-(93)[1].pdf Academic Warning #79 Academic-Warning-( 79)[1].pdf Incomplete Grade #103 Incomplete-Grades-( 103)[1].pdf Course Repeat Course-Repeat-(86)[ 1].pdf Page 50 of 50