School of Social Work Renison University College

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1 School of Social Work Renison University College

2 Table of Contents Renison University College - School of Social Work BSW Practicum Manual INTRODUCTION... 3 Mission of the School of Social Work... 3 BSW Objectives:... 3 Accreditation... 3 BSW PRACTICUM SCHEDULE FOR FULL-TIME STUDENTS... 4 BSW PRACTICUM SCHEDULE FOR PART-TIME STUDENTS... 6 THE PRACTICUM IN THE SOCIAL WORK CURRICULUM... 7 Introduction... 7 Practicum Objectives:... 7 Relationship between the Integration Seminar and the Practicum... 7 THE FIELD TEAM APPROACH... 8 The Field Team... 8 Role and Responsibilities of Each Member of the Field Team... 8 SELECTION OF PRACTICUM SETTINGS AND FIELD INSTRUCTORS... 9 Criteria for the Selection of Practicum Settings... 9 Criteria for the Selection of Field Instructors ORIENTATION, TRAINING AND RESOURSES FOR FIELD INSTRUCTORS Orientation Beginning Practicum Instructor Workshops Additional Educational Opportunities RECOGNITION OF FIELD INSTRUCTORS MATCHING STUDENT AND PRACTICUM SETTING Failure to Secure a Practicum Disability Related Accommodation Process for Practicum PRACTICUM SCHEDULE Full-Time Students Part-time Students Time Away from Practicum GUIDELINES FOR FIELD INSTRUCTION EVALUATION OF PRACTICUM Intern Placement Tracing (IPT) Online Database LEARNING OBJECTIVES - Form A (on the IPT database) Underlying Principles END OF TERM EVALUATION OF STUDENT PERFORMANCE - FORM B (ON THE IPT DATABASE) Underlying Principles General Expectations to Guide the Evaluation of Student Performance Mid-Point Evaluation Final Evaluation Second Fail Policy POLICY AND PROCEDURES STUDENT AT RISK OF FAILURE OF THE PRACTICUM Procedure to Follow when a Practicum Ends Abruptly without a Review Field Practicum Appeal PROFESSIONAL CONDUCT POLICY SHARING OF INFORMATION POLICY USE OF AGENCY MATERIAL IN THE CLASSROOM POLICY SOCIAL MEDIA POLICY POLICY FOR ASSESSING CONDUCT OF STUDENTS IN THE SOCIAL WORK PROGRAM POLICY ON SAFETY AND SECURITY IN THE PRACTICUM HARASSMENT AND DISCRIMINATION POLICY PRACTICUM FOR PART-TIME STUDENTS STEP-BY-STEP PROCESS IN PLANNING YOUR PART-TIME BSW PRACTICUM EXPERIENCE Planning

3 SECURING YOUR PART-TIME PRACTICUM EVALUATION FOR A REDUCTION IN PRACTICUM HOURS Introduction Criteria for applying Process for application Role Play with a Simulated Client Written Submission Rubric for Assessment of Written Submission PRACTICUM SCHEDULE FOR PART-TIME STUDENTS Practicum Hours, Forms and Learning Modules for Part-time Students Completing 360 hours Practicum Hours and Requirements (Forms and Learning Modules) For Part-time Students Completing 600 hours and 720 hours PART-TIME PRACTICUM HOURS, INTEGRATION SEMINAR, TUITION AND REGISTRATION POLICY Part-Time Students without Reduced Hours Part-Time Students Earning Reduced Hours THE PRACTICUM ADVISORY COMMITTEE (under review) Membership SCHOOL OF SOCIAL WORK FACULTY AND STAFF APPENDIX: IPT INFORMATION AND FORMS INTERN PLACEMENT TRACKING (IPT): DATA REPORTING SYSTEM STUDENT PLANNING INFORMATION FORM LEARNING OBJECTIVES (FORM A) END OF TERM EVALUATION OF STUDENT PERFORMANCE (FORM B) STUDENT EVALUATION OF PRACTICUM (FORM C) FIELD INSTRUCTOR QUESTIONNAIRE (FORM D) REQUEST FOR REDUCTION OF PRACTICUM HOURS PRACTICUM PLANNING PROPOSAL PROGRAM PRACTICUM AGREEMENT PRACTICUM TIME SHEET PLACEMENT AVAILABILITY FORM WORK/EDUCATION PLACEMENT AGREEMENT FORM LETTER OF ACCOMMODATION CONSENT FOR TAPING CLIENT AUTHORIZATION FOR TAPING BSW STUDENT HANDBOOK, BSW PRACTICUM MANUAL, CASW CODE OF ETHICS 2005 and IPT MANUAL ACKNOWLEDGEMENT FORM

4 INTRODUCTION Renison University College - School of Social Work BSW Practicum Manual Social work is both the art and the science of providing services designed to assist individuals, families, groups and communities enhance their well-being. The Bachelor of Social Work (Honours) program offered through the School of Social Work at Renison University College provides students with a first-level professional Social Work degree. Full-time students complete the BSW program in three semesters (10 months) of study. The program provides flexibility to adapt learning plans for part-time students working in social services; studies may be completed within three years. Mission of the School of Social Work The School of Social Work prepares social work practitioners through an accessible and inclusive curriculum, both at the baccalaureate and masters levels, in a learning environment that fosters caring and competent social work practice within regional, national and international contexts and embraces principles of justice, equality and respect for diversity. BSW Objectives: To prepare students for ethical, critically reflective, anti-oppressive, competent and accountable social work practice. To ensure academic excellence not only through small class sizes, regular curriculum and program reviews, but also by adherence to the accreditation standards set by the Canadian Association of Social Work Education. To create and maintain learning opportunities with a variety of communities through student field practice and collaborative initiatives. To promote academic accessibility through the development of online, distance education and part-time studies in addition to the regular full-time program. To contribute to social work knowledge through research, publication and other scholarly activities. Accreditation The program is accredited by the Canadian Association of Social Work Education. Graduates are eligible for membership in the Ontario Association of Social Workers, the Canadian Association of Social Workers and are eligible to apply for certification to the Ontario College of Social Workers and Social Service Workers. 3

5 BSW PRACTICUM SCHEDULE FOR FULL-TIME STUDENTS Fall Semester SWREN 441R September 4, 2013 September 5, 2013 September 9, 2013 September 11, 2013 October 25, 2013 December 6, 2013 December 6, 2013 Students Orientation to the Bachelor of Social Work: Renison University College, REN2106, 9:30am 4:00pm Students Orientation to the Bachelor of Social Work: Renison University College, (continued) REN2106, 10.00am noon Students Orientation to the Practicum: Renison University College, REN2106, 1:00pm - 4:00pm Field Instructors Orientation: Renison University College, Dunker Family Lounge: 8: am, with an additional information session from 10.30am to noon for new Field Instructors Classes Begin Practicum Begins Learning Objectives (Form A) DUE To be signed via the online Intern Placement Tracking database (IPT) Mid-term oral evaluation with the Faculty Field Consultant, Field Instructor and student will occur during the on-site visits scheduled in the month of October End of Term Evaluation of Student Performance (Form B) DUE To be signed via the online Intern Placement Tracking database (IPT) Last Day of Practicum for the Fall Semester 4

6 Winter Semester - SWREN 442R January 6, 2014 January 8, 2014 February 14, 2014 February 17-21, 2014 March 2014 March 28, 2014 March 28, 2014 April 8, 2014 Classes Begin Practicum Begins Learning Objectives (Form A) updated and reviewed on IPT Reading Week Field Education Program Evaluation (Form D) DUE Last Day of Practicum for the Winter Semester End of Term Evaluation of Student Performance (Form B) DUE To be signed via the online Intern Placement Tracking database (IPT) Last day of Classes for the Winter Semester Spring Semester SWREN 443R April 9, 2014 April 14, 2014 May 16, 2014 June 20, 2014 June 24, 2014 June 24, 2014 June 27, 2014 June 27, 2014 Practicum Begins Classes begin Update and review Learning Objectives (Form A) via IPT End of Term Evaluation of Student Performance (Form B) DUE, via IPT Last day of Classes for Spring Semester End of Year Celebration for Field Instructors and Students Last Day of Practicum Student Evaluation of Practicum (form C) DUE via IPT The Integration Seminars are an integral part of the BSW Program. In addition to what is scheduled above, full-time students are expected to complete the requirements of the Integration Seminars as outlined in the course syllabi. Field Instructors are encouraged to ask full-time students for copies of the syllabi for the purposes of communication and practicum planning. 5

7 BSW PRACTICUM SCHEDULE FOR PART-TIME STUDENTS Fall Semester August 15, 2013 September 4, 2013 September 9, 2013 September 30, 2013 December 2013/ January 2014 Application for a Reduction of Practicum Hours Part-time students who are interested and eligible for applying for reduced practicum hours must apply by August 15, Part-time students entering the program in September 2013 must apply to Trish Noordstra, Field Education Coordinator. The evaluation process will take place September Student Orientation to the Bachelor of Social Work: Renison University College, REN2106: 9:30am 4:00pm All new part-time BSW students are required to attend. Classes Begin Reduction of Practicum Hours Assessments Complete Application for a Reduction of Practicum Hours Part-time students entering the BSW program in January 2013 who are interested and eligible for applying for reduced practicum hours must apply within three (3) weeks of being accepted into the Program to Trish Noordstra, Field Education Coordinator. The evaluation process will take place in December 2013 or January Winter Semester January 6, 2014 January 31, 2014 February 17-21, 2014 Classes Begin Reduction of Practicum Hours Assessments Complete Reading Week Spring Semester April 9, 2014 Classes Begin June 24, 2014 Year End Celebration for Students and Field Instructors 6

8 THE PRACTICUM IN THE SOCIAL WORK CURRICULUM Introduction Field education is an integral educational component of the BSW Program and is designed to provide students with opportunities for: Field-based learning experiences in community agencies The application of social work theory to practice in a social work setting Regular professional field instruction Professional development as generalist social work practitioners Practicum Objectives: To develop students understanding of social work as an integrated process encompassing a range of approaches in meeting human needs To develop students identification with the profession within the context of practice and as related to the contemporary social landscape To reinforce knowledge, values, skills and ethics acquired in the classroom and the community, which are consistent with the CASW Code of Ethics To enable students to acquire, develop and test their skills in direct and indirect social work practice To encourage students to develop a critical perspective on social work theory, practice, social programs and social service delivery systems To provide students with opportunities for critical self-reflection and awareness Relationship between the Integration Seminar and the Practicum Students participate in the Integration Seminar throughout all three semesters. The Integration Seminar runs concurrently with the practicum. The practicum and seminar combine to form the following three courses: SWREN 441R (Practicum 1), SWREN 442R (Practicum 2), and SWREN 443R (Practicum 3). A student must receive a credit in all three practicum courses to graduate A credit is based on the End of Term Evaluation of Student Performance (Form B), completed by the student, the Field Instructor and Faculty Field Consultant. Full-Time students attend bi-weekly Integration Seminars on campus. Part-time students participate in the seminar online with one mandatory on-campus session per semester. 7

9 THE FIELD TEAM APPROACH The Field Team Each student has a field team comprised of the following members: A Faculty Field Consultant (FFC) The Field Instructor (FI) The Field Education Coordinator (FEC) Director, Program and Field Education Role and Responsibilities of Each Member of the Field Team Students: Read the BSW Student Handbook and BSW Practicum Manual and to identify their learning needs in consultation with the Field Instructor and Faculty Field Consultant. Utilize learning opportunities and perform duties associated with the successful completion of their learning goals. Demonstrate professionalism both in school and the placement setting. Be prepared for field instruction, attend the Integration Seminars and meet with the Faculty Field Consultant as scheduled. Faculty Field Consultant: Maintains contact between the School, Field Instructor and student with one on-site visit in the first and second semesters and an offer for either an on-site visit or teleconference in the final semester. Agency settings located more than one hour drive from Renison, the contact in the first semester will be on-site but alternative modes of formal contact will be utilized for the second and third occasions (i.e. teleconference, Skype or a mutually agreed upon location, no more than one hour drive from Renison). Facilitates the Integration Seminars. Works with the student and the Field Instructor in evaluating the student s performance at the end of each semester and submits the grade to the Registrar s office, including the Field Education Coordinator in the . Reports to the Field Education Coordinator on the appropriateness of the field work setting as a learning environment. Ensure that all practicum documentation is submitted by the student and Field Instructor when required. Provides student consultation related to specific projects, tasks or cases and consultation to Field Instructors related to teaching and learning in the practicum. If a student is in difficulty, the Student at Risk of Failure of Practicum policy is followed. Field Instructor: Supports student in achieving the overall goals of the practicum and the agreed upon learning objectives. Orients the student to the setting and establishes regular field instruction times. 8

10 Participates in and signs three evaluations in consultation with the student and the Faculty Field Consultant, including feedback from others involved in the student s learning. Informs the Field Education Office of any perceived or potential student concerns as early as possible in order to support the student in their growth and development. Field Education Coordinator: Administration of the Field Education Program through the Field Education Office. Negotiates and approves practicum settings. Matches students to available practicum settings. Monitors evaluations related to students, Field Instructors, Faculty Field Consultants and field settings. Ensures that administrative contracts are processed. Ensures that all practicum documentation is submitted when required. Facilitates professional development opportunities for field instructors. Director, Programs and Field Education: Directs the administration of field education and program delivery. Provides collaborative leadership and ensures that practicum programs at both the Bachelor and Master level are conducted according to university and profession policies. Coordinates the management of student performance issues in the field and program with faculty, field education coordinators, faculty field consultants, etc. Oversees annual field education orientations for students and field instructors. Responsible for ongoing evaluation of field education and program delivery. SELECTION OF PRACTICUM SETTINGS AND FIELD INSTRUCTORS Criteria for the Selection of Practicum Settings A demonstrated commitment to the education of social work students. A demonstrated commitment to provide an environment that is safe and free from discrimination and harassment. Social work practice within the practicum setting is based on professional standards and is a respected component of the activities of the setting. Ability to provide learning experiences and assignments appropriate to the educational needs of the student and in accordance with the curriculum of the School. A qualified Field Instructor is available in accordance with the School s requirements and with adequate time for student instruction and necessary field orientation meetings. If the Field Instructor leaves the practicum setting after a student s field placement begins, the practicum setting will find an appropriate replacement. 9

11 Provision of adequate space, clerical support services and a milieu conducive to student learning and participation. The practicum setting allows and encourages full participation of the student in staff meetings, staff development activities, and other activities as deemed appropriate by the Field Instructor and the Faculty Field Consultant. The School reserves the right to determine the suitability of a setting for student practicum, taking into consideration such factors as the length of time the practicum setting has been in operation, staff turnover, organizational context, etc. Criteria for the Selection of Field Instructors Field Instructors should have a BSW or MSW (or equivalent degree as recognized by CASW or a provincial regulatory association) and a minimum of two years practice experience. They should be recommended by the practicum agency. Field Instructors are employees of the practicum settings and have demonstrated interest in supervision, field instruction and a willingness to meet the responsibilities of a field instructor as defined by the school. In exceptional circumstances, if a professional social worker (i.e., BSW, MSW or RSW) is not available at the agency; special arrangements may be made to provide the required social work instruction for the student. ORIENTATION, TRAINING AND RESOURSES FOR FIELD INSTRUCTORS Orientation All field instructors for the academic year are invited to attend a Field Instructor Orientation at the beginning of September. Beginning Practicum Instructor Workshops Field Instructors are required to attend the Beginning Practicum Instructor Workshops within one year of becoming a field instructor with Renison University College. These workshops are offered jointly by the School of Social Work at Renison University College and the Faculty of Social Work at Wilfrid Laurier University and are free of charge. There is also an online version of the workshops. Field Instructor training that has been received elsewhere may be acknowledged. Additional Educational Opportunities Efforts are made to provide additional training opportunities through periodic workshops and conference activities. 10

12 RECOGNITION OF FIELD INSTRUCTORS The School of Social Work views the practicum as a significant component of the program and recognizes the important role Field Instructors play in the education of the students. As acknowledgment of Field Instructors the School has created: Adjunct Instructor Status - Field Instructors are recognized by the official title Adjunct Instructor for the duration of the student s practicum. This appointment, which is nonsalaried, entitles Field Instructors to library privileges, access to the University of Waterloo recreational facilities and to the School of Social Work s online platforms. Field Education Award - An annual award is presented to a Field Instructor who provides exemplary service and commitment to students. The award is presented at the End-of-Year Celebration. To be considered for the award the field instructor must have a student in the year of nomination. Furthermore the field instructor must demonstrate: Regular commitment to field education with the BSW Program, Consistent representation at School of Social Work field events (i.e. orientation, practicum fair, group field seminars, etc.), A history of receiving positive evaluations from students, and The provision of creative and exceptional field education and support to students. Students nominate candidates for the Field Education Award. The recipient of the award is determined by the Faculty and Staff following consultation from the Field Education Coordinator with the Faculty Field Consultants and the Practicum Advisory Committee. Certificates Certificates for long standing service to agencies and field instructors are awarded on an annual basis at the End of Year Celebration. MATCHING STUDENT AND PRACTICUM SETTING Practicum settings and field instructors are chosen according to the criteria outlined earlier in this Manual. Students do not select their own practicum settings. Full-time students have the opportunity to learn about potential field placements through a Placement Fair and pre-placement interviews. Students share their learning goals and impressions of potential practicum with the Field Education Coordinator who determines the final match of student to setting. Part-time students may suggest potential settings that interest them and meet for preplacement interviews with such settings; the Field Education Coordinator determines the final match of student to setting. Students work with practicum agencies to ensure needed documentation (i.e. police checks, Children s Aid Society check, etc.) is completed prior to placement. 11

13 Failure to Secure a Practicum Should a student be unsuccessful in securing a practicum following the guidelines for the practicum planning process, the School s obligation in relation to field placements is to make a reasonable attempt to secure a practicum for a student typically by arranging up to three pre-placement interviews. If unsuccessful, the Field Education Coordinator may request that a review committee be struck consisting of the Director of Programs and Field Education, Field Education Coordinator, a Field Instructor and Faculty member, both of whom are members of the Practicum Advisory Committee. The function of this committee is to advise what additional steps, if any, might be taken to resolve the practicum difficulty for the student. Students enrolled in the Full Time Program may not begin employment with their Practicum Agency until completion of their academic year. Disability Related Accommodation Process for Practicum This process is designed to provide direction and guidance to students who believe they may require disability related accommodation in their field practicum. It is put in place to facilitate a successful experience and is based on the understanding that accommodation may only be provided on disclosure of the need for accommodation. This process is a collaborative one between the student, agency, the Field Education Coordinator and/or the Faculty Field Consultant and AccessAbility Services. PRACTICUM SCHEDULE Full-Time Students Full-Time students are required to complete a minimum of 720 practicum hours over three semesters (Wednesdays, Thursdays and Fridays at approximately 21 hours per week), in accordance with the normal operating schedule for the agency. It is important for students to negotiate their hours and time away from the agency with their Field Instructors well in advance of the holiday and semester breaks. The Integration Seminar is a required component of the field practicum. Students are credited for seminar hours (approximately 36 hours over the academic year) as part of the total number of practicum hours. In order to maintain the continuity of the learning experience and the competent fulfillment of obligations to clients and agencies, students must complete their practicum hours evenly over the academic year. While students may complete the 720 hours (or more) prior to the end of the academic year, they may not leave the practicum earlier than two weeks before the end of the academic year. 12

14 Part-time Students Renison University College - School of Social Work BSW Practicum Manual Part-time students are required to complete a minimum of 720 practicum hours unless a reduction of hours has been approved. Due to the individualized nature of the part-time program, the days and hours committed to practicum per week will be negotiated by the agency, student, and school. A student must commit to attend the practicum a minimum of one full day (hours determined by Agency practice) per week. Practicum may also be completed in an intensive, full-time block practicum over approximately 20 weeks. Part-time students who have received full reduction of 360 hours do not include the Integration Seminar in their total number of hours due to the limited number of hours they are at their practicum sites. Students required to complete more than 360 hours may include the Integration Seminar in their total number of practicum hours. Time Away from Practicum Students may miss one to two days without needing to make up the time. However students are expected to make up for any absences which are above and beyond two days. Field Instructors should be informed of all absences and ways to make up the time should be negotiated with the Field Instructor. In instances where a student misses more than two consecutive days of Practicum because of illness, a doctor s note may be required by the Field Instructor with a copy for the Field Education Coordinator. Absence for other than compassionate reasons or approved religious or civic holidays should be compensated for by overtime or make-up hours. If more than four consecutive placement days are lost due to external circumstances (i.e. strikes), alternative placement experiences may need to be arranged. GUIDELINES FOR FIELD INSTRUCTION Instruction in the field should reflect the practicum objectives as outlined in this manual. The learning needs and goals of the student should provide the primary focus for field instruction and student evaluation. For full-time students, field instructors are expected to provide a minimum of two hours per week of regularly scheduled individual field instruction. Part-time students should receive a minimum of two hours of field instruction for every practicum hours. Students are responsible to be prepared for field instruction and to provide the Field Instructor with documentation of practice such as an audio/video tapes or process recordings. In the Full-time program Field Instructors should strive to assign students direct work responsibility with clients no later than the 6 th to 7 th week of the fall semester. 13

15 In the part-time program students should be assigned direct work responsibility with clients at approximately 120 hours. If the part-time student has received a reduction in practicum hours these responsibilities must occur before 120 hours. EVALUATION OF PRACTICUM The student plays an active role in the formulation and writing of a practicum learning plan by detailing Learning Objectives (Form A) at the beginning of the first term of practicum. Objectives include a description of the activities and identifying the criteria to determine whether the objective has been met. The student reviews/updates the Learning Objectives at the beginning of subsequent terms. These Learning Objectives serve as the basis for the End of Term Evaluation of Student Performance (Form B) at the end of each term. Intern Placement Tracing (IPT) Online Database The School is using an online database called Intern Placement Tracking (IPT). Students, Field Instructors, Faculty Field Consultants and Field Coordinators/Directors have access to the IPT database anywhere there is an Internet connection to effectively and efficiently complete administrative tasks relating to field education. These include keeping relevant practicum and contact information up-to-date and accessing and completing forms online. Further information about IPT can be found in the Appendix. Both the Learning Objectives (Form A) and End of Term Evaluation of Student Performance (Form B) are available online through the IPT database. They are also listed in the Appendix to this Manual. LEARNING OBJECTIVES - Form A (on the IPT database) Underlying Principles The student, in consultation with the Field Instructor and Faculty Field Consultant, is expected to complete learning objectives each term. The student will bring an awareness of his or her own learning needs; The Field Instructor is aware of the expectations of the agency and the learning experiences which can be provided in that setting; The Faculty Field Consultant assures that no areas of expectation for learning are overlooked. Guidelines for the expectations of learning are found in End of Term Evaluation of Student Performance (Form B). 14

16 END OF TERM EVALUATION OF STUDENT PERFORMANCE - FORM B (on the IPT database) Underlying Principles Student performance will be evaluated in the context of the practicum objectives of the School of Social Work and the specific learning objectives of the student. The evaluation is a collaborative process; the student, Field Instructor and Faculty Field Consultant participate in the evaluation, with each completing specific sections and all signing the evaluation form. The Field Instructor has responsibility for the final ratings of performance in the evaluation for the field practicum and the Faculty Field Consultant has responsibility for the final ratings of performance in the Integration Seminar. General Expectations to Guide the Evaluation of Student Performance First Semester - students are expected to become oriented to the agency, their role, and the client population. Second Semester - students are expected to develop their skills with respect to their roles and the client population. Third Semester - students are expected to demonstrate professional competency in regards to the agency, the role of the practitioner, and the client population. Mid-Point Evaluation An oral evaluation will be conducted half way through each semester by the student and Field Instructor. This evaluation is to summarize the student s progress, review learning objectives and make revisions where appropriate, as well as establish tasks and expectations for the second half. Final Evaluation The Field Instructor and Faculty Field Consultant must submit, through the IPT database, an evaluation of the student s performance in the field using the End of Term Evaluation of Student Performance (Form B). The student completes sections of the form as well. This evaluation is to be read and signed by the student, Field Instructor and Faculty Field Consultant. The final evaluation is an indicator of progress and does not produce a numerical grade. However the evaluation will determine if for the term being considered, a student either receives a credit or does not receive a credit. The following scale will be used for completing Sections IV and VI of the End of Term Evaluation of Student Performance (Form B): 15

17 0 = Not Meeting Expected Level 1 = Difficulty Meeting Expected Level 2 = Approaching Expected Level 3 = At Expected Level 4 = Above Expected Level 5 = Outstanding The ratings should be determined according to the student s performance within the semester/term of the evaluation. The overall ratings in Section IV and V are at the discretion of the Field Instructor. For SWREN 441R and SWREN 442R, students are required to be at the Expected Level (3) or higher (4 or 5) in 80% of the graded categories in Section IV: Performance Evaluation and Section VI: Evaluation of Performance in Integration Seminar. Categories that are marked as N/A are not to be counted. For SWREN 443R, in order to receive satisfactory rating, students are required to be at the Expected Level or higher for all categories. There are two options available if a student does not receive satisfactory ratings in the Performance and Integration Seminar Evaluation for SWREN 441R and SWREN 442R: The student may receive credit (CR) for that semester but must be considered at risk and the Student at Risk of Failure of the Practicum process must be initiated if it was not initiated during the semester. The student s performance is deemed unsatisfactory and receives a No Credit Received (NCR) for the semester. The student will repeat the semester and the Second Fail Policy will apply. Second Fail Policy In the event of an unsatisfactory rating (fail) in SWREN 441R or A/B; SWREN 442R or A/B; SWREN 443R or A/B, the student will be given the opportunity to repeat the course. If the student receives a second rating of unsatisfactory in SWREN 441R or A/B; SWREN 442R or A/B; SWREN 443R or A/B, he or she will be asked to withdraw from the program. 16

18 POLICY AND PROCEDURES STUDENT AT RISK OF FAILURE OF THE PRACTICUM The evaluation of a student who is experiencing difficulty progressing satisfactorily in the practicum and/or the Integration Seminar and therefore, at risk of failure, should be, in so far as possible, a conclusion agreed upon by the student, the Field Instructor, the Faculty Field Consultant, and the Field Education Coordinator. It is important that concerns related to unsatisfactory performance be raised as early as possible in order to create a plan to address the problem areas and assist the student to perform satisfactorily. Concerns regarding being at risk may be raised by the Field Instructor, the student, or the Faculty Field Instructor. Procedures to follow when the Problem is identified by the Field Instructor Level I If the Field Instructor determines that a student is having difficulty performing satisfactorily in the practicum, the Field Instructor will: a. document the problematic behaviour or lack of progress. b. share the concerns and identify with the student a plan to address the problems. c. inform the Faculty Field Instructor and/or Field Education Coordinator. Level II If the student continues to experience difficulty, the Field Instructor will notify in writing the student and the Faculty Field Consultant that the student is at risk of failing the practicum and detail the initial concerns, the actions taken and any additional and/or ongoing concerns. The Faculty Field Consultant and Field Instructor will make every attempt to meet with the student within one week of receiving written notification from the Field Instructor. The Faculty Field Consultant will advise both the student and Field Instructor of the date fixed for the review. The purpose of the meeting will be to review and clearly identify all problem areas. Recommendations from this meeting may be: a. The student will remain in the practicum setting with a specified written plan that includes goals to be pursued, actions to be taken, acceptable time frames and indictors established for monitoring progress. The plan will be documented with copies to the student, Field Instructor, Faculty Field Consultant and the Field Education Coordinator. A future meeting date will be determined to review the student s progress. The student may be offered an extended placement in the same practicum setting in order to meet the requirements (subject to approval by the Director, Program and Field Education). Only one extension of the practicum will be allowed. Extension of the placement does not guarantee the practicum requirement will be achieved. b. The student will be asked to withdraw from the practicum, and will be required to repeat the practicum in a different setting. The practicum period must be repeated within one year following the date on which the conditions were set (subject to the 17

19 approval of the Director, Program and Field Education). A student can only repeat a practicum one time. c. The student is asked to leave the practicum and will not receive the practicum credit requirement. This will necessitate a review of the student s status by the School of Social Work and may result in the student being required to withdraw from the program. The Field Education Coordinator will submit a written report to the Director of Program and Field Education stating whether there is consensus between the Field Instructor and the student. If there is no consensus, the report will acknowledge this fact and be forwarded to the Director of the School of Social Work as well as the Director of Program and Field Education. The report will be copied to the student, the Field Instructor and the Faculty Field Consultant. The Director, Program and Field Education and the Director of the School of Social Work will make plans accordingly and notify, in writing, the student, field instructor and Field Education Coordinator. A student may appeal a decision concerning the practicum course through the School of Social Work. Procedures to follow when the problem is identified by the Student Level I If the student believes that his/her learning needs are not being met, the student will discuss the issue with his/her Field Instructor to seek resolution of the concerns. If there is no resolution, the student will inform the Faculty Field Consultant and Field Instructor in writing. The Faculty Field Consultant will make every attempt to meet with the student and Field Instructor within one week of receiving written notification from the student. The Faculty Field Consultant will advise both the student and Field Instructor of the date fixed for the review. The purpose of the meeting will be to clarify the concerns and create a plan to meet the student s learning needs. A written report summarizing the concerns and the course of action agreed upon to resolve them will be sent to the parties involved. Level II If the difficulty continues, either the student or the Field Instructor will notify in writing the Faculty Field Consultant. The Faculty Field Consultant will organize a review with the student and Field Instructor and Field Education Coordinator. Recommendations from this meeting may be: a. Continuation of placement with specified, agreed upon goals. The plan will be documented with copies to the student, Field Instructor, Faculty Field Consultant and Field Education Coordinator. A future meeting date will be determined to review progress. b. Relocation of the student in a different practicum setting with credit given and information regarding the student s learning needs shared with the future Field Instructor. 18

20 c. Withdrawal from the practicum by the student (should the student decide continuing in the program no longer meets his/her career goals). The Field Education Coordinator will submit a written report to the Director, Program and Field Education stating the option agreed upon. If there is no consensus, the report will acknowledge this fact and be forwarded to the Director, Program and Field Education as well as the Director of the School of Social Work. The report will be copied to the student, the Field Instructor and the Faculty Field Consultant. The Director, Program and Field Education and Director, School of Social Work will make plans accordingly and notify, in writing, the student, field instructor, the Faculty Field Consultant and Field Education Coordinator. A student may appeal a decision concerning the practicum course through the School of Social Work. Procedures to follow when the problem is identified by the Instructor of the Integration Seminar. Level I If the Instructor of the Integration Seminar determines that a student is having difficulty performing satisfactorily, the Instructor will: a. document the problematic behaviour or lack of progress, b. share the concerns and identify with the student a plan to address the problems and c. inform the Field Education Coordinator. Level II If the student continues to experience difficulty, the Instructor of the Field Integration Seminar will notify in writing the student and the Field Education Coordinator that the student is at risk of not meeting the requirements and detail the initial concerns, the actions taken and any additional and/or ongoing concerns. The Field Education Coordinator and Instructor of the Field Integration Seminar will make every attempt to meet with the student within one week of receiving written notification from the Instructor of the Field Integration Seminar. The Field Education Coordinator will advise both the student and Instructor of Field Integration Seminar of the date fixed for the review. The purpose of the meeting will be to review and clearly identify all problem areas. Recommendations from this meeting may be: a. The student will remain in the Integration Seminar with a specified written plan for the Integration Seminar that includes goals to be pursued, actions to be taken, acceptable time frames and indictors established for monitoring progress. The plan will be documented with copies to the student, Instructor of the Integration Seminar, Field Education Coordinator and Director, Program and Field Education. A future meeting date will be determined to review the student s progress. b. The student is asked to leave the Integration Seminar and not meet the credit requirement. This will necessitate a review of the student s status by the School of 19

21 Social Work and may result in the student being required to withdraw from the program. A student may appeal a decision concerning the practicum course through the School of Social Work. Procedure to Follow when a Practicum Ends Abruptly without a Review Although not recommended, on occasion, a student may leave, or be asked to leave, a practicum without a formal review process. Should this occur, the Faculty Field Consultant will ask for a meeting with the student and the Field Instructor and/or request written reports from both student and Field Instructor. The Field Education Coordinator will consult with the Director, Program and Field Education to determine the next steps for the student. The student may receive a mark of unsatisfactory or be required to complete the practicum in a different setting. Field Practicum Appeal A Field Practicum Appeal may occur when a student has been unable to meet one or both milestone requirements, has been required to complete extra time in the Field Practicum Setting, or is required by the School to withdraw from that practicum setting. The steps for a Field Practicum Appeal are as follows: 1. If the student is dissatisfied with the decision of the Field Education Coordinator, then an appeal may be made to the Director of the School of Social Work 2. Upon receipt of this appeal, the Director will convene a Field Practicum Appeals Committee comprised of the following members: a BSW Faculty member, who will act as Chair; the Director, Program and Field Education; a member of the Field Practicum Committee. 3. The Field Practicum Appeals Committee will review the original decision and recommend to the Director, School of Social Work that a) the original decision stands, or b) a new decision be made. During this review, the Committee may request that the student and/or the involved Field Instructor take part in the review process. If they wish, they may be represented by another person, other than a lawyer, or they may submit written material to the Committee. 4. The Director of the School will make a final decision. (Under review) PROFESSIONAL CONDUCT POLICY Preamble The School of Social Work adheres to the Canadian Association for Social Work Education s (CASWE) Accreditation Standards. In abiding by the standards of the national governing 20

22 body, CASWE, the School of Social Work provides students and the surrounding communities a measure of confidence regarding competent, well-prepared professional social workers at the undergraduate and graduate level. The School of Social Work and the agencies providing field education share in the responsibility to assist students to develop the skills to conduct themselves in a professional manner both in the classroom and in the field. Policy Statement The School of Social Work sets expectations of students conduct consistent with the expectations of professional conduct for practicing social workers. Based upon CASW Code of Ethics as well as workplace ethics, the student is expected to demonstrate commitment to his/her social work education as well as honesty, responsibility, reliability and courtesy. Communication is the foundation of professional conduct. Procedural Guidelines 1. Attendance Attendance is expected in all social work courses and in the practicum setting. A student may miss up to two days in total for acceptable reasons. Acceptable reasons include illness, compassionate leave and/or religious holidays. The student must make every effort to inform the instructor as early as possible prior to the absence. In last minute circumstances (e.g. accident) the student must notify the instructor at the earliest possible time. Other exceptional circumstances should be discussed with course and field instructors well in advance. A student anticipating a major disruption of classroom attendance must inform the Director of the School in writing with a list of all who have approved the absence. Students with more than two unexcused absences risk failure. 2. Lateness and Departing Class Early A student is expected to attend class and practicum at the assigned/designated time. A student is considered to be late, or to have an early departure from class, when s/he is fifteen minutes late to class, or leaves early, depending on the length of the class period. The accumulation of three late arrivals or the equivalent amount of time as an early departure, equals one absence. Every late arrival or early departure, beyond the third will be counted as an additional absence unless the professor has prior knowledge of it and excuses it. The instructor will consider special circumstances that necessitate lateness or departing early. It is the student s responsibility to bring any special circumstances to the attention of the instructor at the earliest possible time. 21

23 For online or multi-modal classes, since sessions are time sensitive, postings for each session are due as outlined in the course syllabus in order to receive full credit for each session. Late postings, and/or the lack of responses as interaction with other members in the course, will be considered lateness for the purposes of this professional conduct policy. Professors are responsible for taking attendance. A sign in sheet that requires a student s signature may be passed around at the beginning of every class session. It is the responsibility of the students to make sure they sign this sheet. If a student is late, the professor will put an L next to the student s signature. In Field Integration Seminar, attendance will be tracked in the student s file. Students with more than two unexcused absences (four later arrivals and/or early departures) risk failure. 3. Professional Courtesy The student is expected to focus his/her attention on the class and/or instruction being provided. Use of a personal computer for reasons unrelated to course content, or use of a cell phone in the class, is not acceptable. (Under review) SHARING OF INFORMATION POLICY Preamble The School of Social Work and the agencies providing field instruction share responsibility for the education of the students in the Bachelor of Social Work Program. An important aspect of this collaboration is the sharing of information about student performance in the practicum. Policy Statement Personal information that you provide to Renison University College may be used and disclosed as necessary for official college purposes and will be used to carry out college practices or policy, including the coordination of activities that are part of your classroom and field education. Your personal information is only shared within the college or university on a need-to-know basis to university officers, employees or instructors, including field instructors, who need the information in the performance of their duties and for the proper discharge of college functions. Guidelines for Sharing of Information Sharing information may be for the purpose of: facilitating classroom or field education experiences for you while in the program, mobilizing appropriate resources to support your success in the program, 22

24 evaluating your progress in the program and, providing letters of reference. USE OF AGENCY MATERIAL IN THE CLASSROOM POLICY Preamble To facilitate the integration of theory and practice, students may be using examples from their field practice in the classroom or in written assignments. The types of material that may be used could include, but is not limited to, social histories, case plans, video or audio tapes, and process recordings. The following section in the CASW Code of Ethics (2005) applies to social work educators, practitioners and students: A cornerstone of professional social work relationships is confidentiality with respect to all matters associated with professional services to clients. Social workers demonstrate respect for the trust and confidence placed in them by clients, communities and other professionals by protecting the privacy of client information and respecting the client s right to control when or whether this information will be shared with third parties. Policy Statement Students and faculty of the School of Social adhere to the CASW Code of Ethics (2005) regarding protection of the confidentiality of clients. Guidelines for Use of Agency Information in the Classroom In order to ensure that confidentiality is maintained when agency material is used in the classroom: Precaution must be undertaken and indicated to preserve confidentiality such as changing names and other identifying data. If the agency also has guidelines, select the strictest ones to guide in the preserving of confidentiality. Share knowledge with the client regarding how the information is recorded and to be used. It shall not be used in an unethical manner or without the knowledge and consent of the client for purposes other than agreed upon by written consent. The client, and agency or Field Instructor must also give consent for materials to be used for classroom purposes. Material and recording are the property of the agency and should not be retained or copied by the student or faculty. Dating materials with a time limited consent should be considered. All video and audio taped material must have the client s written permission. Special consideration needs to be taken for concealment of client identity in the use of video recordings. 23

25 SOCIAL MEDIA POLICY Preamble The academic unit has a policy regarding ethical use of all forms of social media to ensure the privacy, confidentiality, and interests of the academic unit and its field practicum community and demonstrates how the policy and procedures are consistent with the relevant human rights legislation, with the mission of CASWE- ACFTS, and with the mission of the academic unit concerned. (CASWE Standards for Accreditation, May 2012). With more and more social workers embracing social networking sites such as Facebook, LinkedIn and Twitter, the question arises where do you draw the line in terms of boundaries with your clients or other professional relationships? The rapidly changing world of social media has exceeded our ability to understand the impact that these forms of communication may have in the world. As professional social workers increasingly use social media, we need to establish guidelines that protect us and those with whom we work from potential negative consequences consistent with the CASW Code of Ethics (2005). The CASW Code of Ethics (2005) outlines the core social work values as: Respect for the inherent dignity and worth of persons Pursuit of social justice Service to humanity Integrity of professional practice Confidentiality of professional practice Competence of professional practice Policy Statement The School of Social Work recognizes the importance of the internet and is committed to supporting your right to interact knowledgeably and socially on the internet through interaction in social media. The School of Social Work strives to provide its members with an environment of free inquiry and expression. Freedom of expression and academic freedom in electronic format have the same latitude as in printed or oral communication. Members of the School of Social Work community are responsible and accountable for their actions and statements. The use of unfounded or derogatory statements or misrepresentation is not viewed favorably by the School of Social Work or your practicum agency and can result in disciplinary action up to and including school/practicum termination. 24

26 Guidelines for Interactions about the School of Social Work and Your Practicum on the Internet These guidelines in this social media policy will help you make appropriate decisions about your school and practicum-related online exchanges. They will help you open up respectful, knowledgeable interactions with people on the internet. The guidelines also protect the privacy, confidentiality, and interests of the School of Social Work and your practicum, including colleagues, employees and clients. Note that these policies and guidelines apply to school and practicum-related sites and issues and are not meant to infringe upon your personal interaction or commentary online. As professional social workers however, it is our responsibility to understand and live by the Code of Ethics consistently. Students may approach field instructors, faculty or staff to connect on professional social media sites. If you are developing a Website, social networking group or writing a blog that will mention the School of Social Work, your practicum and / or their employees or clients, identify that you are a student and that the views expressed on the blog or website are yours alone and do not represent the views of the School of Social Work and/or practicum agency. Unless given permission in writing by either the School of Social Work or your practicum supervisor, you are not authorized to speak on behalf of either the School of Social Work or your practicum agency. If you are developing a site, group or writing a blog that will mention the School of Social Work, your practicum and / or their employees or clients, as a courtesy to the School and/or agency, please let the School of Social Work and/or your practicum supervisor know that you are writing them - and you should clearly state your goals and what your social medium intends to say or reflect. Representatives of the School of Social Work and/or your practicum supervisor may choose to visit from time to time to understand your point of view. Confidential Information Component of the Social Media Policy You may not share information that is confidential about the School of Social Work, your practicum setting and/or clients and colleagues. If you have any question about whether information has been released publicly or doubts of any kind, speak with the Director, Programs and Field Education, School of Social Work, the Field Education Coordinators or your field instructor before releasing information that could potentially harm the School of Social Work, your practicum and / or their employees or clients. Respect and Privacy Rights Speak respectfully about the School of Social Work, your practicum and/or their employees or clients. Do not engage in name calling or behavior that will reflect negatively on the School of Social Work or your practicum's reputation. 25

27 The School of Social Work encourages you to write knowledgeably and accurately, using appropriate professionalism. Despite disclaimers, your Web interaction can result in members of the public forming opinions about the School of Social Work, your practicum and / or their employees or clients. Photographs Taking and sharing photographs without consent is a breach of confidentiality. Agencies increasingly use photography for professional consultation, research and education purposes. Know your agency s policy regarding photography including any limitations on its use. Legal Liability Recognize that you are legally liable for anything you write or present online. It must be noted that anything published on the web is NOT confidential. Students can be disciplined by the School of Social Work for commentary, content, or images that are defamatory, pornographic, proprietary, harassing, libelous, or that can create a hostile work environment. You can also be sued by any individual or organization that views your commentary, content, or images as defamatory, pornographic, proprietary, harassing, libelous or creating a hostile work environment. Guidelines for Interactions with Clients (Past and Present) on the Internet Do not friend your clients (current or past) and do not allow your clients (current or past) to friend you. Do not use messaging on websites such as Twitter, Facebook, and LinkedIn to contact your clients or respond to clients who may have contacted you. These sites are not secure. Become intimately familiar with the privacy controls on these networks and ensure that the general public cannot see personal details of your life you would prefer to share only with your immediate friends and family. Only use your professional (work/practicum) address to communicate with clients. All communication with clients should be of a professional nature and not involve personal discussions and/or disclosures of any kind. Do not discuss details of your work with clients. If you choose to communicate with your clients by , please be aware that all s are retained in the logs of your and their Internet service providers. While it is unlikely that someone will be looking at these logs, they are, in theory, available to be read by the system administrator(s) of the Internet service provider. Tips for Responding to Social Media Requests from Clients Here are examples of what you can say to clients who request or attempt to contact you through any form of social media: 26

28 Friending I do not accept friend requests from current or former clients. This holds true on Facebook, LinkedIn, and all other social networking sites. My reasons for this are that I believe that adding clients as friends on these websites can compromise confidentiality and blur the boundaries of our working relationship. If you have questions about this, please feel free to bring them up when we meet and I will be happy to talk more about it. Interacting Please do not use messaging on websites such as Twitter, Facebook, and LinkedIn to contact me. These sites are not secure and I may not read these messages in a timely fashion. If you need to contact me, please use the system outlined in our first meeting. I prefer to use only to arrange or modify appointments. Please do not use to send content related to our work together, as is not completely secure or confidential. If you choose to communicate with me by , please be aware that all s are retained in the logs of your and my Internet service providers. While it is unlikely that someone will be looking at these logs, they are, in theory, available to be read by the system administrator(s) of the Internet service provider. You should also know that any I receive from you and any responses that I send to you will be printed out by me and kept in your file. Consequences The use of unfounded or derogatory statements or misrepresentation of the School of Social Work, faculty, staff, colleagues, clients or fellow students can result in disciplinary action up to and including school/practicum termination. (Updated June 2013) POLICY FOR ASSESSING CONDUCT OF STUDENTS IN THE SOCIAL WORK PROGRAM Preamble The academic unit has a policy requiring that the performance of professional responsibilities of social work students be in accordance with the relevant social work codes of ethics. (CASWE Standards for Accreditation, May 2012, page 8) The academic unit has a policy regarding the professional suitability of the student for the profession of social work. Students are made aware that serious or repeated violations of the Code of Ethics put them at risk of exclusion from the program on the basis of professional unsuitability. (CASWE Standards for Accreditation, May 2012, page 8) General standards of student conduct are defined by the Renison University College Code of Student Conduct. This policy pertains to professional conduct and applies to any social work course or related learning environment including the practicum within the Social 27

29 Work Program. It is an attempt to balance the commitment of the School of Social Work to support and assist students in becoming professional social workers, with the need to protect the safety and well-being of all students, staff and faculty as well as vulnerable individuals, families, groups and communities. Policy Statement The School of Social Work holds a reasonable expectation that its students will adhere to recognized ethical obligations and professional standards such as the CASW Code of Ethics (2005), Social Work Code of Ethics and Standards of Practice adopted by the Ontario College of Social Workers and Social Service Workers and/or the Code of Ethics of the provincial social work association/college in which the practicum takes place. The School has an obligation to take action when a student acts in an unethical or unprofessional manner. The purpose of this policy is to provide examples of conduct that may require a review and to provide guidelines for a process of review. The School of Social Work will undertake to resolve any concerns in a fair, timely, reasonable and effective manner. Guidelines It is important that students review and become familiar with: The Canadian Association of Social Workers Code of Ethics and Guidelines for Ethical Practice; The Code of Ethics and Standards of Practice provided by the Regulatory/Governing bodies in the student s province or territory; The Academic Policies, Procedures and Regulations of the School of Social Work, Renison University College and the University of Waterloo; The policies, regulations and procedures of the field placement agency. The major values and principles as included in the Social Work Code of Ethics that guide professional social work practice are: Empathy and concern for clients Respect for individual worth and dignity Human capacity for growth and change Self-determination Honesty and integrity Confidentiality Social and individual responsibility Social justice, human rights and equality Limits of Confidentiality The School of Social Work recognizes that the safety and confidentiality of students or others who have been subject to unprofessional conduct under this Policy must be an important priority. The School of Social Work must balance the need for confidentiality 28

30 against its duty to protect present and future students or persons who might otherwise be placed in jeopardy by a student who is acting in an unprofessional or unethical manner under this Policy. Information disclosed during meetings with instructors, field education coordinators and field instructors, or the Director will not be kept confidential if the information raises concerns about the student s capability of assuming the professional responsibilities of social work practice. Instructors and/or program coordinators and/or the Director will share pertinent information with each other in a respectful and professional manner, for the purpose of identifying student issues and enhancing problem solving about the concerns. The School of Social Work reserves the right to share information with the University or third parties as required by law and University regulations. Criteria for Assessment The following list of examples illustrates situations in which a student may be assessed on her/his suitability to remain in the Social Work Program at Renison. The list is not exclusive of other misconduct. a) Concealment of relevant information or providing false information on the Application for Admission to the School of Social Work, Renison University College, University of Waterloo; b) Persistent and/or serious breaches of the CASW Code of Ethics (2005) including, but not limited to: Evidence that a student cannot effectively exercise judgment or function effectively within a professional social work context; Persistent substance abuse (e.g., alcoholism, drug addiction, use of illegal drugs) that interferes with one s ability to function within a professional social work context; Charges or convictions of a criminal offense involving violent or abusive behaviour (e.g. physical assault, sexual assault); Persistent and/or serious conduct that contravenes the policies of the field practicum setting; Speech or behaviour that contravenes the provisions of the Ontario Human Rights Code (i.e.: discrimination or harassment because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, religion, marital status, gender, age, socio-economic status, political affiliation, disability or diagnosis) that may interfere with the provision of professional services to the client or with the provision and maintenance of an environment conducive to learning; Persistent and/or serious inability to form a professional, helping relationship. 29

31 Complaint Procedures Level 1: Written complaints shall be submitted to the Director of the School of Social Work or designate within a reasonable period of time of an alleged incident or series of incidents. The Director or designate will examine the complaint and may meet with the complainant to gain a full understanding of the basis for the complaint. The Director may also meet with the student against whom the complaint has been made. The Director may also consult with the Field Education Coordinator, School of Social Work, where the complaint pertains to the field practicum of the social work program. The Director shall decide whether or not the complaint has sufficient merit to proceed, and in the event the Director decides to proceed to the next level, both the complainant and the student shall be advised in writing. If the Director decides the complaint should be dismissed, both the complainant and the student, against whom the complaint has been made, shall be advised in writing that no further action on the complaint will be taken, and a copy of the letter shall be placed in the student s file. Level 2: When the Director is satisfied that a review is warranted, the Director or designate will provide the student, against whom the complaint has been made, with full information concerning the complaint. The Director, after consultation with other administrators, shall determine, based upon the nature and seriousness of the complaint, if the student against whom the complaint has been made should be suspended from the social work program pending a final resolution of the complaint. Level 3: Within seven (7) working days following the Director s decision that a review is warranted, the Director or designate will set up a Review Committee to assess the student's conduct and advise both the student and complainant of the date fixed for the review. The Review Committee shall consist of the Director or designate (who shall chair the Review Committee and be a non-voting member except in the case of a tie), the Field Education Coordinator (voting) (when the problem arises in the practicum) or a faculty member of the School of Social Work (voting) (if the problem arises outside of the practicum) and one faculty member, or Field Education Coordinator (voting). The student and complainant will be expected to appear before the Committee. If either or both the student and complainant will be bringing a support person to the review meeting, notice in writing shall be given to the Committee and to the opposite party at least three (3) days prior to the date fixed for the review as to who the support person is, what capacity they are appearing under, and what issues they will be speaking to. As well, the support person or persons shall be apprised of the Committee s procedures and processes. The use of legal counsel by either party at this stage in the procedures is not permitted as there is a further right of appeal following the proceedings and decision of the Review Committee. The Committee shall undertake to resolve conflicts and concerns in a positive, timely, reasonable, fair, and effective manner. 30

32 The Committee shall decide within ten (10) working days or such longer period as the Committee may decide, whether the student will be permitted to continue in the program with or without restrictions, or be suspended from the program for a period of time with or without conditions for readmission. The student shall be informed by registered letter of the Committee s decision. After a final decision has been made with respect to the student s status in the Social Work program, materials will be retained in the student's file for a period of ten (10) years, after which period they may be destroyed. (Under Review) POLICY ON SAFETY AND SECURITY IN THE PRACTICUM Social work students need to be aware of safety risks associated with their field placement experience. The location of any agency, although accessible to clients being served, might present safety risks. Home visits, street interviews and community group work are some assignments associated with additional risks. Students who perceive themselves at risk, at any time, in any placement setting, are obliged to contact the Field Education Coordinator or the Field Education Office immediately. All placement agencies are responsible for ensuring that students are aware of the safety protocols of the agency, including fire procedures. In addition, students should be made aware of how to handle emergency situations in the absence of their Field Instructor during regular hours or during after-hours work. Students also have a responsibility to request information and seek instruction to ensure their own safety and to avoid behaviours associated with an unacceptable, increased risk of injury. There are three areas of risk to which students might be exposed in the field placement. These are: 1. Risk of physical injury related to travel to and from the field placement. 2. Risk of a lawsuit for physical injury or property damage if students were to have passengers (such as other students or clients) in a personally owned auto involved in an accident resulting in bodily injury and/or property damage, while engaged in their field practice responsibility. 3. Risk of physical injury or illness, which may occur in the performance of assigned and prescribed duties during the course of the field placement. Students Travelling to and from Field Placements The School of Social Work at Renison University College, our field practicum agencies, and the University of Waterloo are not responsible for theft or damage to students personal 31

33 property while they are performing practicum duties or traveling to and from their practicum settings. Students need to ensure they have adequate insurance coverage for their vehicle as required by the placement agency. Students Transporting Other Students or Clients in a Personally Owned Vehicle In the event of an accident, the student could be considered responsible and their own insurance would be required to respond. Injury to Student or Illness as a Result of Placement Related Activity Ontario students in placement in Ontario are covered by Workplace Safety & Insurance Board (WSIB) under an account provided by the Ministry of Training, Colleges & Universities, if the placement setting is registered with WSIB. Where the placement setting is not registered with WSIB, the Ontario Ministry of Training, Colleges & Universities provides insurance coverage for the student through ACE INA insurance. In the event of a placement related accident or illness: The student must follow agency protocol. The student must notify their Field Instructor immediately. The student or Field Instructor must notify the Field Education Coordinator or Field Education Office immediately to be appraised of the required procedure regardless of whether or not the students intends to make a claim. HARASSMENT AND DISCRIMINATION POLICY Renison University College has developed a policy on Harassment and Discrimination, which is consistent with university-wide practice. This document fully outlines the philosophy, principles and procedures related to harassment and discrimination as they affect the Renison University College community, which includes practicum students and can be found online: Specific procedures have been adopted that students can follow if an incident occurs during their placement. Renison University College cannot legally bind its placement agencies to its harassment and discrimination policy. However, placement agencies and the School of Social Work acknowledge a shared responsibility to work together regarding the field education of students. 32

34 Specific Procedures for the Placement Student Experiencing Harassment or Discrimination The student should document the experience immediately. Documentation should include such information as the date(s) and place(s) the incident(s) occurred, a description of the actual harassment experience(s), any earlier related incidents, discussions, observations made by others, etc. and the personal impact of the experience. Students are encouraged to seek support from someone at the School of Social Work whom they trust and who can provide support and guidance. This individual could be the Field Education Coordinator, the Instructor of the Integration Seminar or the Director, Program and Field Education. Students are encouraged to speak to Marilyn Malton the Harassment and Discrimination Advisor at Renison University College. She can be reached at x or [email protected]. At any point in the process, the student may decide to pursue the complaint through the Human Rights Commission, the Social Work Regulatory/Governing Bodies in your Province or Territory, or the courts. 33

35 PRACTICUM FOR PART-TIME STUDENTS BEFORE A PART-TIME STUDENT CAN BEGIN THEIR PRACTICUM THE STUDENT MUST COMPLETE ONE SWREN400 LEVEL COURSE. STEP-BY-STEP PROCESS IN PLANNING YOUR PART-TIME BSW PRACTICUM EXPERIENCE Planning Part-time BSW students play an important role in practicum planning. The Field Education Coordinator is available to assist and should be contacted at the beginning of the practicum planning process. This process should generally start about three months in advance of when you wish to begin. Students will complete their practicum after completing at least one course and prior to completing three five courses, as the integration of course materials and practicum support the greatest learning opportunity. It is the student s responsibility to discuss their practicum with the Field Education Coordinator at the half way point of their course work. 1. Carefully consider your current knowledge base and your past experience (professional and personal), and develop broad learning goals. 2. Determine what sort of schedule you can work with for your practicum. Consider the time frames that will work best for you. 3. Prepare/update your resume. 4. Complete the Student Information Planning Form and send it to the Field Education Coordinator, along with your updated resume. 5. Should you wish to complete the practicum in your current work setting you must contact the Field Education Coordinator to make this request. The following criteria must be met: The practicum must be carried out in an area of work that is clearly different and distinct from your employment responsibilities (i.e. different department, branch office, or program, etc.); Field instruction must be carried out by a social worker who is not responsible for the day to day administrative or practice supervision of the student in the work setting; The Field Instructor must satisfy the School of Social Work criteria (See Criteria for the Selection of Field Instructors). 6. Should you wish to complete the Practicum in a different setting, then the you should review the partner agencies listed on the School of Social Work website: 34

36 7. Contact the Field Education Coordinator to discuss your preferences regarding the practicum. The Field Education Coordinator will assist you in planning next steps. SECURING YOUR PART-TIME PRACTICUM Following this discussion the Field Education Coordinator will arrange one or more preplacement interviews for you. 1. After the pre-placement interviews and an offer of a practicum has been made, complete a Practicum Planning Proposal form and submit it to the Field Education Coordinator for review. The Field Education Coordinator must approve this proposal in order to proceed with the practicum. 2. On approval of the practicum proposal, complete the Practicum Agreement Form with the Field Instructor and submit it to the Field Education Coordinator who will follow up with contractual correspondence with the agency. 3. The Field Education Coordinator will inform the Faculty Field Consultant who will be the liaison between the student and the agency. The Faculty Field Consultant may also facilitate the Integration Seminar. Contact will be established by the Faculty Field Consultant immediately upon the student beginning practicum. EVALUATION FOR A REDUCTION IN PRACTICUM HOURS Introduction The School of Social Work accommodates those students who are qualified, and who can demonstrate an acceptable level of knowledge and skill, by offering an opportunity for an evaluation for a reduction in field hours. Criteria for applying The student must have at least three years of paid social work/social services experience as approved by the School of Social Work. Process for application 1. Contact the Field Education Coordinator within three weeks of receiving an offer of admission to the Part-Time BSW Program to discuss eligibility. 2. Complete and submit to the Field Education Coordinator a Request for Reduction of Practicum Hours form including an updated resume, a completed personal learning analysis and two letters of reference from employers. 3. The Field Education Coordinator reviews the submissions and advises the student in writing to proceed, if deemed eligible. 35

37 4. The Field Education Coordinator meets with the student to describe the evaluation process: a written submission and role play with a simulated client. The evaluation takes place within one month of the student s first semester. The evaluation consists of a demonstration of practice skills involving an interview with a simulated client and a written submission. The evaluation is conducted to assess levels of skills and will be measured against relevant expectations as outlined on the End of Term Evaluation of Student Performance (Form B.) This evaluation will normally be completed by two faculty members and the Field Education Coordinator. Their decision will be final. Eligibility to apply for reduction of hours does not guarantee that students will receive reduced hours. Reductions will only be given if a student successfully demonstrates that he or she has the requisite skills typically attained by students during their first 1.5 practicum credits. If a student is not successful in demonstrating the knowledge and skills for the 360 hour practicum experience, they may be recommended for a slightly shortened practicum of 600 hours or may be required to complete the full 720 hours. Role Play with a Simulated Client The purpose of the simulation is to allow the student to demonstrate skills in beginning an interview, engagement, clarification of role and purpose, empathy and use of self. As such, the student will be expected to conduct an interview based on a provided case with a client for approximately 15 minutes. Students with a great deal of experience in a particular field are advised to consider the case presented as a generic case, not as a case from their specific field of interest. Students will be required, through all parts of the evaluation, to demonstrate evidence of: an understanding of their role and purpose, address issues of authority, an ability to demonstrate empathy and understanding of needs, concerns and issues of the population served by the agency where they work, an ability to gather information for assessment purposes and develop a plan of action, an awareness of professional values and ethics in their practice and an ability to apply theory to practice. Relevant sections of the End of Term Evaluation of Student Performance (Form B) will be used as a guideline to assess the student s performance. Written Submission The student will create a paper with the description and analysis of a client situation in the student's social work practice, demonstrating linkage of theory and practice and proper APA referencing. This paper must be submitted on or before the date of the simulation and should be 5-6 pages in length, typewritten, double spaced and duplicated (3 copies) using the following headings: 36

38 agency policies and services assessment and intervention termination values/ethics (professional) professional identity personal strengths and areas for learning This submission is intended to complement the simulation in the overall evaluation for reduced hours. It will be graded using the rubric on the following two pages. Students must receive a mark of 75% or 72/95 to receive a full reduction. 37

39 Rubric for Assessment of Written Submission Criteria Inadequate Average Good Outstanding/ Excellent Agency, policies, and services Assessment and intervention Minimal or no understanding of the chosen case. Negligible reference to agency policies, services, or profile. 0-5 Inadequate identification of problem areas or strengths of the situation. Interventions are either unrealistic or absent. Reference to policies, services, and agency profile but not linked to the needs presented in the case. 6-9 Identifies some areas for growth but does not formulate a plan to address these needs. Communicates a clear understanding of agency policies, services and profile and links these resources to the client s needs Completes a clear assessment and formulates a plan to address these concerns. Clear and concise case presentation. Agency profile, relevant polices, and applicable services coherently presented. 15 Accurately and holistically assesses and identifies the client s situation both needs and strengths. Develops a clear plan that is realistic and appropriate. Subtotal Termination Values/ ethics (professiona l) Oppression Awareness 0-5 Minimal or no acknowledgeme nt of the issue of termination. 0-5 Minimal or no discussion of professional values or ethics. Assessment of oppressive factors not considered. 6-9 Mentions the end of the relationship without providing support. 6-7 Refers to professional ethics and values casually, recognition of oppressive factors Has clearly provided client with appropriate resources and talked about termination. 8-9 Has evaluated interventions and treatment in relation to professional ethics and values, and clearly appreciates the effects of oppression on clients. 15 Has been discussing termination from the inception of the relationship. Has prepared a plan with resources with the client. Has reviewed the progress the client has achieved and set goals with the client. 10 Provides knowledge of professional code of ethics and the social work values. Clearly identifies how they have guided the interaction in the situation. Assessed for oppressive factors and how they may contribute to the client s situation

40 Criteria Inadequate Average Good Outstanding/ Excellent Professional Identity Personal strengths and areas for learning Minimal or no acknowledgeme nt of social work as a professional career. 0-5 Minimal or no mention of strengths or deficits. Refers to social work as helpers or caretakers but does not take it to the next level. 6-7 Able to acknowledge superficial areas of strength and deficit. Clearly sees social work as a profession that is unique and regulated. 8-9 Clearly demonstrates selfawareness by identifying areas of strength as assets and areas of learning as growth opportunities. Clearly identifies self as a member of a profession that offers a unique perspective and makes a contribution as helping professionals working with people in their environment. 10 Clearly identifies strengths and deficits. Presents a plan to address deficits and to capitalize on strengths. Subtotal APA, language use, Page limit, clarity and conciseness 0-5 More than 5 errors, page limit not adhered to, or unclear and wordy throughout 6-9 Three to five errors, close to the page limit, largely clear and concise with some wordiness One to two errors, page limit adhered to, clear and concise and accurately linked. No wordiness. 15 No errors found, page limit adhered to, crystal clear, full and compact. Concepts neatly presented Total /95 39

41 PRACTICUM SCHEDULE FOR PART-TIME STUDENTS The practicum schedule in the part-time program is established on an individual basis according to the following criteria: 1. Registration Part-time students must register for SWREN 441R for the semester they plan to begin their practicum. 2. Academic Semester of Practicum Start-Up The student may choose which semester to begin practicum, ensuring time for completion of hours within the 3 years allotted. The beginning of the practicum should coincide with the beginning of an academic semester. 3. The amount of hours worked per week Part-time students negotiate with their field instructors the days and amount of hours they work per week. The Part-Time Practicum must be a minimum 7 hours (one day) per week between Monday and Friday as weekend/alternative arrangements are not often available. Part-time students are expected to complete all the requirements of the integration seminar through LEARN, the online learning platform. Given the above criteria, part-time students are expected to determine their practicum schedules and deadlines according to the number of hours completed rather than by established dates as is done in the full-time program. The charts on the following pages illustrate the relationship between the deadlines for the completion of learning modules, hours worked, and evaluations. 40

42 Practicum Hours, Forms and Learning Modules for Part-time Students Completing 360 hours SWREN 441R SWREN 442R SWREN 443R Requirements Learning Objectives (Form A) due Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Module 7 End of Term Evaluation of Student Performance (Form B) due Learning Objectives (Form A) Reviewed Module 8 Module 9 Module 10 Module 11 Module 12 Module 13 Module 14 End of Term Evaluation of Student Performance (Form B) with attached Form A Student Evaluation of Practicum (Form C) Field Instructor Evaluation (Form D) due Deadlines 30 hours 30 hours 45 hours 60 hours 75 hours 90 hours 105 hours 120 hours 120 hours 150 hours 150 hours 185 hours 220 hours 255 hours 290 hours 325 hours 360 hours 320 hours 360 hours 360 hours 41

43 Practicum Hours and Requirements (Forms and Learning Modules) For Part-time Students Completing 600 hours and 720 hours SWREN 441R SWREN 442R SWREN 443R Online Integration Seminar Deadlines for PT students completing 600 practicum hours Deadlines for PT students completing 720 practicum hours Learning Objectives (Form A) 80 hours 100 hours due Module 1 80 hours 100 hours Module 2 90 hours 130 hours Module hours 160 hours Module hours 190 hours Module hours 240 hours End of Term Evaluation of Student Performance (Form B) with attached Form A 120 hours 240 hours Module hours 288 hours Module hours 336 hours Learning Objectives (Form A) 220 hours 340 Reviewed Module hours 384 hours Module hours 432 hours Module hours 480 hours End of Term Evaluation of Student Performance (Form B) with attached Form A 360 hours 480 hours Module hours 540 hours Learning Objectives (Form A) 440 hours 580 hours Reviewed Module hours 600 hours Module hours 660 hours Module hours 720 hours End of Term Evaluation of 600 hours 700 hours Student Performance (Form B) with attached Form A Student Evaluation of Practicum 600 hours 720 hours (Form C) Field Instructor Evaluation (Form D) due near end of Practicum near end of Practicum Students are to send an copy to the Field Education Coordinator and Faculty Field Consultant when registering for the next course. 42

44 PART-TIME PRACTICUM HOURS, INTEGRATION SEMINAR, TUITION AND REGISTRATION POLICY Part-Time Students without Reduced Hours 1. Students are informed during orientation that they must register for SWREN 441R or A/B at the beginning of the semester in which they intend to begin practicum. 2. Students who know they will only be able to do a small number of hours in a given term must register for the A and B option rather than the R (equivalent to A + B) option of SWREN 441, 442, Students will not begin actual practicum hours until they are confirmed as successfully registered in their practicum (SWREN 441R or SWREN 441A). 4. Students cannot enter integration seminar or the practicum itself until they are registered and their tuition is paid. 5. Students hours will be monitored using Timesheets on the IPT system. 6. Students will receive practicum credit when they have completed the practicum hours, accompanying modules for the segment in which they are registered and have signed off on required forms on the IPT system. 7. Students cannot register for the next practicum segment until they have successfully completed (with a grade) their current segment. 8. Students successfully enrolled in the last term of their practicum (SWREN 443R or SWREN 443B) who reach the end of an academic semester without having completed either the required number of practicum hours or related modules will initially receive a grade of In Progress (IP) to allow them to complete all outstanding hours and modules. The time frame for completion of the work will be discussed and confirmed with the Faculty Field Consultant and Integration Seminar Instructor and with Marion Reid, Coordinator of the Part-Time Program. 9. The Integration Seminar Instructor and Faculty Field Consultant will ensure grades are submitted at the end of each semester. 10. Both the practicum hours and the seminar modules identified in the following chart must be completed successfully before the Pass grade can be assigned for each half or full practicum credit. 43

45 Table Illustrating Registration, Tuition, Enrolment, and Integration Seminar Requirements for Part-time Students without Reduced Practicum Hours Course Tuition Hours Modules Submission of grade for Integration Seminar SWREN 441R SWREN 441A SWREN 441B SWREN 442R SWREN 442A SWREN 442B SWREN 443R SWREN 443A SWREN 443B * Integration Seminar Instructor Integration Seminar Meetings One * One * * One * One * * One * * One Hours of Practicum Tracking Responsibility Student and Faculty Field Consultant Overall Responsibility for Grade Submission Integration Seminar Instructor *please refer to the University of Waterloo s Tuition Fees pages, to be found online at: and 44

46 Part-Time Students Earning Reduced Hours 1. Students must register for SWREN 441R after receiving confirmation of full reduction of hours (360 hours). After receiving Credit for SWREN 441R the student must register for SWREN 442R at the beginning of the next semester; the semester they intend to begin practicum. 2. Students who have received partial reduction of hours (reduced by 120 hours) cannot begin their practicum until they are registered in SWREN 441R or SWREN 441A. 3. Students who know they will only be able to do a small number of hours in a given term must register for the A and B option rather than the R (equivalent to A + B) option of SWREN 441, 442, Students cannot enter integration seminar or the practicum itself until they are registered and their tuition is paid. 5. Students hours will be monitored using Timesheets on the IPT system. 6. Students cannot get any practicum credit until they have completed the practicum hours, accompanying modules for the segment in which they are registered and have signed off on required forms on the IPT system. 7. Students cannot register for the next practicum segment until they have successfully completed (with a grade) their current segment. 8. Students successfully enrolled in the last term of their practicum (SWREN 443R or SWREN 443B) who reach the end of an academic semester without having completed either the required number of practicum hours or related modules will initially receive a grade of In Progress (IP) to allow them to complete all outstanding hours and modules. The time frame for completion of the work will be discussed and confirmed with the Faculty Field Consultant and Integration Seminar Instructor and with the Coordinator, Part-time BSW Program. 9. The Integration Seminar Instructor and Faculty Field Consultant will ensure grades are submitted at the end of each semester. 10. Both the practicum hours and the seminar modules identified in the chart below must be completed successfully before the Credit grade can be assigned for each half or full practicum credit. 11. Students who qualify for reduced hours (reduced by 360 or 120 hours) must meet the requirements on the chart below. Although the actual practicum hours are reduced, students must complete all modules and pay the full tuition rate to earn the credit. 45

47 Table Illustrating Registration, Tuition, Enrolment, and Integration Seminar Requirements for Part-time Students with Full Earned Reduction (360 hours) Course Tuition Hours Modules Submission of grade for Integration Seminar SWREN 441R SWREN 441A SWREN 441B SWREN 442R SWREN 442A SWREN 442B SWREN 443R SWREN 443A SWREN 443B * 0 0 Integration Seminar Instructor * 0 0 * 0 0 * One * 1-2 One * * One * * One Integration Seminar Meetings Hours of Practicum Tracking Responsibility 0 Student, Faculty Field Consultant Overall Responsibility for Grade Submission Integration Seminar Instructor 46

48 Table Illustrating Registration, Tuition, Enrolment, and Integration Seminar Requirements for Part-time Students with Partial Earned Reduction (600 hours) Course Tuition Hours Modules Submission of grade for Integration Seminar SWREN 441R * Integration Seminar Instructor Integration Seminar Meetings One Hours of Practicum Tracking Responsibility Student and Faculty Field Consultant Overall Responsibility for Grade Submission Integration Seminar Instructor SWREN 441A SWREN 441B SWREN 442R SWREN 442A SWREN 442B SWREN 443R SWREN 443A SWREN 443B * 0 0 One * * One * One * * One * * One *refer to the University of Waterloo Tuition Fees pages, to be found here: 47

49 THE PRACTICUM ADVISORY COMMITTEE (under review) The purpose of the Practicum Advisory Committee is to discuss, develop, revise and propose policies, regulations, procedures and courses related to the practicum. The Committee reports to the School of Social Work through the Faculty Committee. The Practicum Advisory Committee assists the BSW program with regular and ongoing reviews of its field instruction practices in accordance with Renison University College, University of Waterloo Senate and CASWE requirements and standards for accreditation. Membership Director, Program and Field Education (Chair) Field Education Coordinator (Co-chair) One Full-time BSW Faculty member One Faculty Field Consultant One Full-time BSW student One part-time BSW student Two members from the Community, at least one of whom must be a current Field Instructor One recent Alumnus, subject to availability 48

50 SCHOOL OF SOCIAL WORK FACULTY AND STAFF Director Director Program and Field Education Field Education Coordinator Field Education Coordinator Administrator, School of Social Work Coordinator of BSW Part-time Program Assistant to the Administrator Assistant to the School of Social Work Academic Advisors Full-time Program: Part-time Program: Faculty Field Consultants S. Gallagher, BA, MSW H. Jeffery, BA, MSW M. Morgenshtern, BSW, MSW, PhD TEACHING FACULTY R. Ashcroft, BSW, MSW, PhD C. Bilitz, BA, BSW, MS S. Campbell, BA, MSW, PhD S. Clarke, MSW P. Donahue, BA, BSc., MSW, PhD D. Dutta, BA, BSW, MSW, PhD (Candidate) B. Freeman, BA, BSW, MSW, PhD (Candidate) A. Gold, BA, MSW A Schmidt Hanbidge, BA, MSW, PhD C. Hiller, BA, MA, PhD (Candidate) Susan Cadell, MSW, PhD [email protected] (519) x Deborah DeJong, BA, MSW, RSW [email protected] (519) x Trish Noordstra, MSW/RSW [email protected] (519) x Karen Bailey Robinson [email protected] (519) x Marion Reid [email protected] (519) x Ann Dennis, BA [email protected] (519) x Gwen Potter [email protected] (519) x Susan Cadell, MSW, PhD Marion Reid J. Thompson, MSW J. Woynarski, BA, BSW, MSW D. Dutta, BA, BSW, MSW, PhD (Candidate) K. Hogarth, BA, MA, MA, PhD K. Laurila, BA, BEd, MEd, MSW C. McMillan, BSc, MSW, PhD F. Oba, BSc, MSc, MSW, PhD (Candidate) T. Van Katwyk, BA, MSW, PhD R. Vito, BSc, MSW, PhD (Candidate) W. Ambrose-Miller, BA, MSW, PhD M. Morgenshtern, BSW, MSW, PhD (Candidate) G. Wells, BA, BSW, MSW, PhD (Candidate 49

51 APPENDIX: IPT INFORMATION AND FORMS 50

52 INTERN PLACEMENT TRACKING (IPT): DATA REPORTING SYSTEM To streamline practicum reporting, the School is using an online database called Intern Placement Tracking (IPT). Students, Field Instructors, Faculty Field Consultants and Field Coordinators have access to IPT anywhere there is an Internet connection to effectively and efficiently complete administrative tasks relating to field education. These include keeping relevant practicum and contact information up-to-date and accessing, completing and submitting forms (Forms A, B, C, D and Timesheets*) online. Find our Intern Placement Tracking (IPT) practicum database online at: There is also a link to the Intern Placement Tracking (IPT) database on the Renison University College, School of Social Work Website. Go to the School of Social Work website at: and click on the Bachelor of Social Work tab, followed by the Field Education tab along the left-hand side of the screen. Then choose the IPT Online Practicum Reporting System tab from the Field Education menu that appears on that page. Finally, click on the link to the database that comes up. To access your account go to: Log-in using the following information: 1. Organization ID: renswk 2. User Name: (this will be ed to you) 3. Password: ipt Please note the user name and password are case sensitive and must be entered exactly. You can change your user name and password once you have logged in by clicking on the "Change Password" link on the lower left of the page. If you are logging into your account for the first time and using the default password ipt you will be required to create a new user name and password for your account to use for all future logins. To complete this information enter ipt in as the Old Password and then a new login name and password of your choice into the appropriate fields and click on Save. Please remember your new user name and password as the default will no longer work. If you forget your user name and password an administrator can reset your user name and password back to the default so you can repeat the first time login process. *Timesheets are completed by part-time students only There are help fields built into the system. There are two narrated videos on Getting Started and Filling in Forms and a User s Manual that you can access via the Renison University College web site, listed under Field Education, IPT Online Practicum Reporting System. 51

53 STUDENT PLANNING INFORMATION FORM (PLEASE PRINT OR TYPE IN BLACK INK) THE PURPOSE OF THIS FORM IS TO COMPILE PERTINENT INFORMATION FOR PLANNING AND DECISION MAKING REGARDING THE PRACTICUM. THE FIRST PART OF THIS FORM WILL EVENTUALLY BE FORWARDED TO THE STUDENT S FIELD INSTRUCTOR AND ONE COPY OF THE ENTIRE FORM WILL BE KEPT IN THE STUDENT S FILE. PLEASE SUBMIT TWO COPIES OF YOUR RESUME. ONE COPY WILL BE FORWARDED TO THE FIELD INSTRUCTOR AND ONE COPY WILL BE RETAINED IN THE PRACTICUM OFFICE. DATE: PERSONAL INFORMATION NAME OF STUDENT ADDRESS POSTAL CODE: TELEPHONE FACTORS AFFECTING PLACEMENT (FAMILY NEEDS, HEALTH, ETC.) PLEASE BE ADVISED THAT SOME AGENCIES MAY HAVE A FORMER CLIENT POLICY DO YOU REQUIRE ACADEMIC ACCOMMODATIONS OR BELIEVE THAT YOU MAY NEED SUPPORT/ACCOMMODATIONS ON YOUR PLACEMENT DUE TO A DISABILITY, RELIGIOUS AFFILIATION OR ANY OTHER REASONS? YES NO IF YES, PLEASE EXPLAIN (PLEASE NOTE THAT THIS INFORMATION WILL BE KEPT CONFIDENTIAL WITH THE FIELD EDUCATION COORDINATOR AND ONLY DISCLOSED TO POSSIBLE FIELD PLACEMENTS WITH YOUR INFORMED CONSENT AND UNDER YOUR GUIDANCE TO ENSURE APPROPRIATE LEVELS OF DISCLOSURE WITH THE GOAL TO PROMOTE A SUCCESSFUL PLACEMENT MATCH) WILL YOU HAVE USE OF A CAR? YES NO LANGUAGES SPOKEN (CIRCLE NATIVE LANGUAGE) 52

54 EDUCATION INFORMATION (STATE PREVIOUS POST SECONDARY EDUCATION) NAME OF UNIVERSITY OR COLLEGE MAJOR AREA OF STUDY DEGREE YEAR PREVIOUS SOCIAL WORK OR RELATED EXPERIENCE NAME OF AGENCY RESPONSIBILITIES YEAR PREVIOUS PRACTICUM IF YOU HAVE HAD A PREVIOUS PRACTICUM IN AN EDUCATIONAL PROGRAM, PLEASE LIST TEACHING CENTRES WHERE YOU HAVE COMPLETED THESE. NAME OF AGENCY RESPONSIBILITIES YEAR 53

55 LEARNING GOALS ALTHOUGH IT IS ASSUMED THAT EACH APPROVED TEACHING CENTRE WILL PROVIDE THE STUDENT WITH OPPORTUNITIES TO LEARN THE BASIC COMPONENTS OF SOCIAL WORK PRACTICE, PLEASE INDICATE GENERAL LEARNING OBJECTIVES THAT YOU SEE AS MOST RELEVANT TO YOU AT THIS TIME (I.E., WHAT IS IT YOU ARE AIMING TO ACHIEVE DURING PLACEMENT) PRACTICUM PLANNING CONSIDERATIONS (A) INDICATE IN RANK ORDER THE GEOGRAPHICAL AREAS IN WHICH YOU PREFER TO COMPLETE YOUR PLACEMENT: PLEASE CHECK IF NOT IMPORTANT (B) DO YOU HAVE ANY PREFERENCES IN TERMS OF TYPE OF SETTING (COUNSELING AGENCY, EDUCATION, CHILD WELFARE, HEALTH CARE, CORRECTIONAL SERVICES, PLANNING COUNCILS, COMMUNITY BASED GROUP, ETC.)? YES NO IF YES, LIST THEM IN RANK ORDER AND PROVIDE SPECIFIC AGENCY NAMES IF DESIRED:

56 LEARNING OBJECTIVES (FORM A) STUDENT: DATE: FIELD INSTRUCTOR: SEMESTER:(FT) TERM:(PT) AGENCY: CITY: FACULTY FIELD CONSULTANT: 1. KNOWLEDGE ACQUISITION learning objective means to achieve means of evaluation Long Term Short Term 2. SKILL DEVELOPMENT learning objective means to achieve means of evaluation Long Term Short Term 55

57 3. VALUES AND ATTITUDES learning objective means to achieve means of evaluation Long Term Short Term 4. PROFESSIONAL CONDUCT learning objective means to achieve means of evaluation Long Term Short Term 5. INTEGRATION SEMINAR learning objective means to achieve means of evaluation Long Term Short Term Field Instructor Signature Student Signature Faculty Field Consultant Signature Date 56

58 END OF TERM EVALUATION OF STUDENT PERFORMANCE (FORM B) EVALUATION OF STUDENT IN PLACEMENT STUDENT: DATE: FIELD INSTRUCTOR: SEMESTER:(FT) TERM:(PT) AGENCY: CITY: FACULTY FIELD CONSULTANT: GUIDELINES FOR EVALUATION This outline is provided to the student, Field Instructor and Faculty Field consultant in evaluating student performance in the placement setting and Integration Seminar. It is to be used to identify the student s level of competency, the growth that has taken place, and learning needs and goals. The sections are to be completed as follows: Section I Section II Section III Section IV Section V Section VI Section VII Field Instructor Student Field Instructor & Student Field Instructor & Student Field Instructor & Student Faculty Field Consultant Faculty Field Consultant Please write clarifying comments beneath each item as needed. Usually the Field Instructor, student and Faculty field Consultant will then meet for an evaluation conference. The final evaluation form is archived in the student s IPT data system file for a period of five years after graduation. 57

59 Section I Methods of Assessing Student Performance This section below is to be completed by the Field Instructor. The following are some methods used to evaluate student performance. method(s) you used to evaluate your student s performance. Indicate the 1. Student s verbal self-assessment: based on student s description of what has transpired 2. Student s written work: process recording assessments summary reports case/project recording work plan proposals strategic plan other 3. Field Instructor observation: Field Instructor directly observing student work Co-leading; student and instructor working together One-way mirror observation Listening to audio tapes Viewing videotapes 4. Feedback from others Solicited Unsolicited 5. Other 58

60 Section II Summary of Placement Experience This section below is to be completed by the Student. 1. Description of (a) Placement Experience (b) Placement Supervision With primary field instructor With others 2. Tasks and projects assigned. 3. Number and nature of individual, family, group contacts, community involvements 4. Visits to community organizations, inter-agency conferences, committees attended, student presentations, etc. Section III Learning Objectives This section below is to be completed by the Field Instructor and the Student. Please attach a copy of the Learning Objectives for this term. What objectives were met? (Give examples) What objectives were not met? (Give examples.) If objectives were not met, why not? Section IV Performance Evaluation This section below is to be completed by the Field Instructor and the Student. This evaluation is an indicator of progress and does not produce a numerical grade. However the evaluation will determine if for the term being considered, a student either: a) receives a credit b) does not receive a credit, or c) is identified as a student in difficulty Ratings should be determined according to the student s performance within the semester of the evaluation. For example, in the fall a level 3 should be awarded if the student is 59

61 performing at the expected level for the first term of the practicum. Hence, a level 3 in the same category in the winter term will reflect that the student has continued to develop and is now performing at the expected level for the middle term of the practicum. The overall ratings in Section IV and V are at the discretion of the Field Instructor. For SWREN 441R and SWREN 442R, students are required to be at the Expected Level or higher in 80% of the graded categories in Section IV and VI (Note - categories that are marked as N/A are not to be counted) in order to receive a satisfactory rating in Section V and VII. As there are 52 categories in Sections 1V and VI, students require at least 41 categories rated 3 or more for 80%. For SWREN 443R, students are required to be at the Expected Level or higher for all categories in order to receive a satisfactory rating. There are two options available if a student does not receive a satisfactory rating in both Section V and VII. They can either still receive the credit but must then be considered at risk and the Student in Difficulty Process must be initiated OR they not receive the credit at which point the Second Fail Policy would apply. The following scale will be used. 0 = Not Meeting Expected Level 1 = Difficulty Meeting Expected Level 2 = Approaching Expected Level 3 = At Expected Level 4 = Above Expected Level 5 = Outstanding 1. KNOWLEDGE ACQUISITION Ability to understand agency s policies, processes and procedures Understands professional social work within the context of the practicum setting. Identifies and understands how to use community resources relevant to the population served Understands the organizational issues and structure which shape the delivery of services. Identifies the political, social, economic, racial, ethnic, cultural issues and organizational principles which guide N/A N/A N/A N/A N/A 60

62 the agency s policies and practices Understands the client, consumer, and community population as well as other stakeholders served by the agency Understands issues of inequity in society as they relate to diversity, oppression, discrimination, power and privilege N/A N/A Additional Comments Related to Knowledge Acquisition: Please elaborate on any N/A ratings: 2. SKILL DEVELOPMENT 1. Interpersonal Communication Develops and maintains professional relationships with a variety of clients, consumers and communities. Demonstrates ability to process and/or to probe for or acquire information not immediately offered. Communicates effectively in verbal, written, and context-sensitive interactions. Practices differentially and creatively in response to unique situations within the setting Recognizes and responds to affective as well as content aspects of interviewing and communication N/A N/A N/A N/A N/A Demonstrates warmth, genuineness, trust, and empathy N/A Respects personal and professional boundaries N/A Advocates with and for clients, consumers or communities served by the agency 2. Contracting Develops short and long term goals with clients and others N/A N/A 61

63 Clarifies purpose, roles and expectations with client(s) N/A Establishes and maintains a mutual contract with supervisors, team members, staff, stakeholders and representatives from other agencies. 3. Assessing Collects information from a variety of sources and uses a variety of assessment methods. Organizes and records all assessment information accurately, clearly and analytically Identifies existing gaps, needs, strengths and priorities within the service, system and client group. 4. Planning Incorporates the assessment information gathered into the planning process N/A N/A N/A N/A N/A Develops a plan of action N/A 5. Implementing Intervenes in a variety of ways with a range of systems: individuals, families, groups, communities and organizations. Articulates the rationale supporting the plan of action using social work theory and methods N/A N/A 6. Documenting Writes clearly, concisely and correctly N/A Analyzes critically and consolidates information N/A Documents in accordance with agency polices and expectations N/A 7. Evaluating Demonstrates the ability to evaluate process, progress and outcomes of service provided to clients, consumers and communities N/A 62

64 Invites, receives and incorporates feedback from supervisors, team members and client groups N/A 8. Endings Ends effectively with clients, consumers, supervisors, team members, peers, committees and organizations. Consolidates and identifies the transferability of learning (third term only) N/A N/A Additional Comments Related to Skill Development: Please elaborate on any N/A Ratings: 3. VALUES & ATTITUDES: Developing a professional self Acknowledges, understands and practices values consistent with the CASW Code of Ethics N/A 5 Demonstrates awareness of individual and systemic barriers. Demonstrates acceptance of, and sensitive response to, human diversity and issues of inequity. * N/A N/A Demonstrates critical self-reflection regarding the impact of personal values and behaviours on others including clients, professionals, and peers N/A 3 * Note: Diversity refers to ethnic or linguistic origin, culture, race, colour, national origin, religion, age, physical status, gender, sexual orientation, socioeconomic status, and political orientation. 63

65 Additional Comments Related to Values and Attitudes: Please elaborate on any N/A ratings: 4. PROFESSIONAL DEVELOPMENT AND LEARNING Meets workplace and professional expectations regarding time management, work load, attendance and office norms while maintaining the ethics and standards of practice of the workplace and the profession N/A Shows evidence of commitment to continuing growth N/A Demonstrates the ability to assume responsibility for own learning and work. Develops professional relationships with co-workers and other professionals in the agency and the community. Ability to use field instruction as a tool for professional growth N/A N/A N/A Additional Comments Related to Professional Development and Learning: Please elaborate on any N/A ratings: Section V Narrative To be completed by Field Instructor and student. (Use additional paper if necessary.) 1. Comment on the student s outstanding performances and special competence and skills. 2. Comment on the student s major areas for continued learning. 2. Overall Summary (end of year evaluation only ): 1. Student s comments: SATISFACTORY AT RISK UNSATISFACTORY 64

66 Field Instructor Signature Student Signature Faculty Field Consultant Signature Date STUDENTS ARE RESPONSIBLE FOR ENSURING FORMS ARE COMPLETED IN A TIMELY MANNER. Section VI Evaluation of Performance in Integration Seminar This section below is to be completed by the Faculty Field Consultant using the following scale. 0 = Not Meeting Expected Level 1 = Difficulty Meeting Expected Level 2 = Approaching Expected Level 3 = At Expected Level 4 = Above Expected Level 5 = Outstanding 1. PROFESSIONALISM Attendance at integration seminar; if unable to attend due to illness, bad weather or some other serious circumstance will let the faculty field consultant know and will make up the lost time *For the Part-time Program, this applies to the onsite requirement Listens and communicates with seminar group members in an engaging, respectful, and professional manner Refers to clients and practicum illustrations removing identifying information and upholding confidentiality N/A N/A N/A Refers to field instructors, field placement sites, and colleagues with respect N/A Respects personal and professional boundaries N/A 2. PREPARATION Comes to seminar prepared (i.e. has read the required readings, is ready to summarize their past week s placement experiences during the check-in portion of the seminar and/or has a field related question, case, or N/A 65

67 scenario to discuss) *For the Part-time Program, rate as N/A 3. CONTRIBUTIONS Contributes in making the seminar a safe environment for mutual sharing and support Contributes to the development of relationships and a feeling of ownership of the seminar group N/A N/A Offers and asks for encouragement, support, information, N/A and guidance within the seminar group members when appropriate Quality of completed assignments N/A Demonstrates initiative, critical self-reflection, and openness to the insights and input of others. Additional Comments: Please elaborate on any N/A ratings: Section VII Narrative N/A To be completed by Faculty Field Consultant (Use additional paper if necessary). 1. Comment on the student s outstanding performances and special competence and skills. 2. Comment on the student s major areas for continued learning. 3. Overall Summary (end of year evaluation only ): SATISFACTORY AT RISK UNSATISFACTORY Faculty Field Consultant Signature Student Signature Date Date 66

68 STUDENT EVALUATION OF PRACTICUM (FORM C) UNDERLYING PRINCIPLES As the practicum component is a core element of the curriculum and because students evaluate classroom instruction, similar practices are appropriate in relation to field instruction and faculty consultation. This process is expected to be ongoing between both the student and Field Instructor and the student and Faculty Field Consultant throughout placement. During supervision and consultation, the student will be sharing positives and negatives with regard to the placement. This ongoing evaluation also prepares the student for professional life and the performance appraisal process. The following guidelines are intended to assist the student in developing a near end of Practicum evaluation of both Field Instructor and Faculty Field Consultant. Completion of the evaluation is mandatory. Please submit completed evaluations to the Field Education Coordinator. Student Placement Period (dates) Location (city, town) Practicum Agency Department and General Area of Service (if applicable) Field Instructor on Site External Field Instructor (if relevant) Faculty Field Consultant Date 67

69 I. PRACTICUM SETTING Section 1: Learning Experience Check () the practice opportunities that are available to all students in this practicum setting: practice with individuals practice with families or couples practice with groups grassroots community development social action social planning social policy social administration work with marginalized groups (identify) work with diverse cultural/ethnic groups case consultation attending workshops/seminars Facilities available to students during placement () Indicate your level of responsibility if involved in these functions Total Shared Observer one-way mirrors video equipment tape recorders/ tapes shared office private office secretarial support interview rooms vehicle required library or resource area other Comment: Evaluation methods used by your instructor () direct observation video tapes process recordings/ written materials audio tapes self-evaluations discussion/ consultations input from other professionals other Comment: 68

70 How much regularly scheduled practicum instruction time was provided per week? Did you receive supervision/consultation from other individuals ()? individual group Yes No Scheduled ad hoc Use the following scale to indicate your level of satisfaction with respect to specific elements of your placement: 1 = Not meeting expectations 2 = Improvement needed 3 = Expected level 4 = Outstanding Placement supports student N/A Placement is conducive to learning N/A Placement provides an environment free from discrimination or harassment N/A Agency provides adequate safety training N/A Availability of other professional staff for consultation? N/A Was your learning experience enhanced by having other social work students on site? Was your learning experience enhanced by having students from other professions in the setting? Comment: Yes Yes No No We re evening meetings with clients/groups a placement requirement? Yes No N/A Comment: Section 2: Practice Assignments A. Briefly describe your assignments under the following headings: a. Clinical (individuals, couples, families, groups--numbers and types of cases) b. Community Development Projects c. Social Planning 69

71 d. Social Policy e. Administration f. Community representation (public speaking, consultation etc.) B. Comment on the scope and volume of the workload. Was it realistic? C. Describe any areas of practice to which you would have liked more exposure. Section 3: Placement Recommendations A. Identify notable strengths and/or areas for improvement. Placement strengths: Areas of improvement: B. Do you have any particular recommendations? C. Would you be willing to speak with incoming students about the placement? Yes No II STUDENT'S EVALUATION OF FIELD INSTRUCTOR Use the following scale to indicate your level of satisfaction with respect to your Field Instructor: 1 = Below expectations 3 = Expected level 2 = Improvement needed 4 = Outstanding Field Instructor was sufficiently available to meet your learning needs N/A Expectations were clear throughout supervision N/A Field Instructor facilitated assignments appropriate to your learning needs. Field Instructor was open to discussion of the supervisory relationship, such as identification of theoretical differences N/A N/A 70

72 Field Instructor assisted you in managing your personal feelings and attitudes as they related to your professional involvement with clients or projects. Field Instructor helped you relate social work principles and theories to practice. Field Instructor used learning experiences (cases, projects to identify and develop areas of skill and knowledge which needed more focus. Field Instructor encouraged you to seek learning experiences with other professionals. Field Instructor assisted with issues related to social work values and ethics N/A N/A N/A N/A N/A Check () if you observed your Field Instructor involved in the following: Work with individuals Work with groups Social policy Administration Work with families/couples Community development Social planning Other Comments: Field Instructor Name (please print) Student Name (please print) Field Instructor Signature Student Signature Date: Date: 71

73 III STUDENT'S EVALUATION OF FACULTY FIELD CONSULTANT a. Faculty Field Consultant b. How often did the consultant visit your placement setting? c. What other contact did you have with your consultant? d. Did the Faculty Field Consultant meet with you and the Field Instructor? separately jointly both e. Did you feel free to consult with the Faculty Field Consultant about problems? Yes No Comments: f. What aspects of the Faculty Field Consultant did you find particularly helpful? g. What aspects of the Faculty Field Consultant were not helpful? Comments: Faculty Field Consultant Name Student Name (please print) Date: Student Signature 72

74 FIELD INSTRUCTOR QUESTIONNAIRE (FORM D) TO BE COMPLETED IN MARCH FOR THE FULLTIME PROGRAM AND NEAR END OF PRACTICUM FOR THE PART TIME PROGRAM. THE PRACTICUM COMMITTEE S AIM IS TO ENSURE THAT WE MEET THE NEEDS OF OUR FIELD INSTRUCTORS. WHILE COMPLETION OF THIS QUESTIONNAIRE IS VOLUNTARY,YOUR EXPERIENCES AS A FIELD INSTRUCTOR AND YOUR FEEDBACK BELOW WILL PROVIDE US WITH IDEAS FOR IMPROVEMENT. PLEASE REVIEW THE QUESTIONS BELOW AND PROVIDE US WITH THE ANSWER THAT IS CLOSEST TO YOUR POINT OF VIEW. ALL IDENTIFYING INFORMATION WILL BE REMOVED AND THE FEEDBACK WILL BE QUANTIFIED BY THE FIELD EDUCATION COORDINATOR AND SHARED WITH FIELD INSTRUCTORS AND THE PRACTICUM ADVISORY COMMITTEE. A) Would you please answer a few questions about yourself? 1. How long have you been a Field Instructor with the School of Social Work? Less than 1 year 1 3 years 4 6 years more than 6 years 2. Have you attended the Beginning Practicum Instruction workshop? Yes No Comments: 3. Did you attend the orientation for Field Instructors in September? Yes No Comments: 4. Have you previously attended another Field Instructor training course? Yes No If yes, where? When? 73

75 Comments: 5. Have you attended or registered for any other workshops or training opportunities at the school? ( e.g. Advanced training Workshop for Field Instructors) Yes No 6. Have you used the online Community of Service site for Field Instructors? Yes No Comments: 7. Have you attended the End of Year Celebration for students and Field Instructors? Yes No Comments: B) What are your impressions of the Field Program at Renison? 1. How satisfied are you with the knowledge base and skill level of the students coming into the School of Social Work? b. Very satisfied c. Somewhat satisfied d. Not very satisfied e. Not at all satisfied 2. Are there areas that you would like to see improved? (e.g., direct practice, indirect practice, knowledge of the helping process, relevant theories of practice, ability to do a systemic analysis) 3. How satisfied are you with the professional development opportunities made available to you by the School of Social Work? Very satisfied Somewhat satisfied Not very satisfied Not at all satisfied 74

76 4. Do you have suggestions for future training opportunities? Yes No (if yes, please list) 5. How familiar are you with the School of Social Work Curriculum? Very familiar Somewhat familiar Not very familiar Not at all familiar 6. Do you feel that you were provided with enough information about the role and the responsibilities of the Faculty Field Consultant? Yes, the amount of information I received was sufficient Would have liked more information No information was provided 7. Please tell us what you think of the frequency of contact from the Faculty Field Consultant? Too frequent Adequate Inadequate Comments: 8. Are you satisfied with the format of communication from the School of Social Work? Very Satisfied Somewhat Satisfied Not satisfied 9. Are you satisfied with the format of communication you receive from the Faculty Field Consultant? Very Satisfied Somewhat Satisfied Not Satisfied 10. Are you satisfied with the format of communication that you receive from the Field Education Coordinator? Very Satisfied Somewhat satisfied Not satisfied Comments: 75

77 11. Are you satisfied with the Online Reporting System (IPT)? Yes No Comments: 12. Do you feel that you receive appropriate recognition from the School of Social Work for the work that you do? Yes No 13. If No, can you give us suggestions on how we can improve? 14. Please comment on the types of training that would best meet your needs as a Field Instructor. 15. Is there anything else you would like to tell us about your experiences as a Field Instructor? Thank You for completing this questionnaire 76

78 REQUEST FOR REDUCTION OF PRACTICUM HOURS (Part-time Program) Student s Name: Address: Telephone: Fax: References: Please list names of two employer references here below with their titles and attach their letters of reference to this application. Reference letters should include information about the type and quality of your work experience, particularly related to social work and social service skills. Employer Reference One: Name: Title: Employer Reference Two: Name: Title: Resume: Please attach a detailed resume which includes approximate amount of time worked in each position held in social work and social service roles. Personal Learning Analysis: Please consider and describe the work you have done in the areas of social work and social services and identify the learning you have accomplished through that work. It is this learning that will be the base for your consideration for reduced practicum hours. Please attach separate sheets to provide this information by 2-3 pages in length. Desired Practicum Start Period/Dates: Other Comments: I wish to have this application considered and initiate an assessment of my potential to complete a practicum of reduced hours. Signature: Date: 77

79 PRACTICUM PLANNING PROPOSAL (Part-time Program) The purpose of this form is to compile pertinent information for planning and decision making on the student s practicum. Please submit one copy of your resume. Practicum Period You will be entering the practicum period of to Personal Information Name of Student: Mailing Address: Postal Code: Telephone: Fax: Current Employment Current Employer (agency name): Executive Director: Name of Supervisor: Mailing Address: Postal Code: Telephone: Fax: Brief Current Job Description (or attach) Special needs or personal factors that may affect placement (add more information on an attached page if desired). In what geographical area do you expect to do your placement? Proposed Agency Placement Description of Proposed Practicum 78

80 Include the potential service areas, programs, types of cases and/or special projects, the way your placement will be structured (in terms of time, departments you will work with, integrating your responsibilities as an employee, etc.), and any other aspects you feel are important. Please indicate if you have received partial or full reduced hours. Plan Regarding Field Instructor Please include the name and qualifications of the instructor if known. Discuss any problems you have regarding this component. 79

81 PROGRAM PRACTICUM AGREEMENT (Part-time Program) Student s Name: Address: Telephone: Fax: Practicum Period/Dates: Please indicate if you have received reduced hours: 360 hrs. 600 hrs. Practicum Setting: Address: Telephone: Fax: Field Instructor: [not employment supervisor]: Off-site Instructor if applicable: General Description of Practicum: [as differentiated from normal workload; including clarity on the social work methodologies available- individual, couple, family, group, community, social planning, and research work.] Practicum Instruction Plan: [supervision time, teaching methods, i.e. taping, observation] Practicum Time Structure: [days, hours per week- as separated from normal workload] Disability-related Accommodation: (if applicable) Flexible work schedule: Please specify: Barrier-free work environment: Please specify: Private Office: Yes No Other: The required practica terms are stated in the Practicum Manual. A student requesting a different time period due to exceptional circumstances must submit a written petition to that effect to the Field Education Coordinator for approval. 80

82 Signatures indicate agreement to: a. the practicum plan outlined above; b. adherence to the practicum policies and procedures outlined in the BSW Practicum Manual, the Renison Resource manual and the Renison calendar. Students who have developed their own placements are required to obtain signatures and submit this completed form to the Field Education Coordinator for final approval. Student: Signature: Date: Employer or Agency Director [or designate]: Signature: Date: Field Instructor: Signature: Date: Field Education Coordinator: Signature: Date: 81

83 PRACTICUM TIME SHEET (For Part-time Students Only) Month: Year: WEEK HOURS TOTAL (e.g. Nov. 5-11, M T W TH F S S 2013) MONTHLY TOTAL ACCUMULATIVE TOTAL Name of Agency Student Name Signature Date Field Instructor Name Signature This time sheet may be used to help students, Field Instructors and Faculty Field Consultants track practicum hours. It is to be signed and submitted by the end of each month via the IPT database system. 82

84 PLACEMENT AVAILABILITY FORM (For the academic year) This form is used to plan placements for the upcoming academic year. It is the understanding of Renison that placements will be coordinated according to the information completed below and to the availability of an appropriate student. A BSW or MSW is required for all Field Instructors. The School of Social Work offers full and parttime programs. Both require a total of 720 hours of practicum time. Exceptions will be made for part-time students who receive a positive evaluation following the Reduction for Field Hours process. This form is also available in the Practicum Manual and on the School of Social Work web site. PLACEMENT INFORMATION Agency Name: Director/Department Head: Address: City: Postal Code: Telephone: Extension: Fax: Website: Should someone be designated as coordinator of the field placements and/or agency contact, please complete the following information if different from above. This person will receive all mail from the College and be identified as the primary contact person. Name: Address: City: Postal Code: Telephone: Extension: Fax: 83

85 PLACEMENT AVAILABILITY INFORMATION Is your agency available for student placements during the next ( ) academic year? Full Time Students: Yes ( ) No ( ) If Yes, indicate number of students Part Time Students: Yes ( ) No ( ) If Yes, indicate number of students Comments: Will students be expected to work standard office hours? Yes ( ) No ( ) Evenings? Yes ( ) No ( ) Flexible hours? Yes ( ) No ( ) Be on-call? Yes ( ) No ( ) Comments: Please indicate which of the following requirements you have of students placed in your agency: Police Check Yes ( ) No ( ) CAS Check Yes ( ) No ( ) Immunizations Yes ( ) No ( ) Health Records Yes ( ) No ( ) Will students be expected to use their own cars in the performance of placement related duties? ( ) Yes ( ) No Will they be expected to transport clients/service recipients in their cars? ( ) Yes ( ) No What are the car insurance requirements of your agency? Is your agency able to accommodate students with special needs with any of the following? Flexible Work Schedule Yes ( ) No ( ) Maybe ( ) Please explain: Barrier-free environment Yes ( ) No ( ) Maybe ( ) Please explain Private Office: Yes ( ) No ( ) Please explain: Access to Computer and adaptive software: Yes( ) No ( ) Please Explain: Other: 84

86 Does your agency have an anti-discrimination policy? Yes ( ) No ( ) Does your agency have a former client policy? (previous involvement with agency either directly or indirectly) Yes ( ) No ( ) Please Explain: DESCRIPTION OF PLACEMENT EXPERIENCE FIELDS OF SERVICE Rank the top three that best describe the learning opportunities available: Addictions/Substance Abuse Child Welfare Clinical Counselling Community Outreach Community Development Corrections/Community Justice/ Probation and Parole Disabilities Education Family Violence Gerontology Health Indigenous/First Nation Services Lesbian, Gay, Bi-sexual, Transgender Services Mental Health Services (Children) Mental Health Services (Adults) Multicultural Work Poverty Residential Services Social Policy/Planning Other 85

87 INTERVENTION APPROACHES Check the intervention approaches commonly used (check as many as are relevant): Individuals Couples Families Groups (Therapy and/or Psychosocial) Advocacy and outreach Social Action Community development Fundraising Social Policy development Program evaluation Social planning Education Active committee membership Facilitating workshops, seminars Research Primary Theoretical Orientation of Placement Site: (if applicable) Please answer the questions below to the extent that you are able. We recognize that these are general descriptions and subject to change. Narrative Description of Proposed Placement Experience: Possible Tasks and Projects: Direct Practice Indirect Practice Possible Number and Nature of Practice Assignments: Direct Practice Individuals Families Groups (Number Groups sessions) of and Community Contacts 86

88 Community Development Projects/Activities Social Planning Projects/Activities Social Policy Projects/Activities Administration Research FIELD INSTRUCTORS AND SERVICE AREA Field Instructor: Qualifications: Service Area: Field Instructor: Qualifications: Service Area: Field Instructor: Qualifications: Service Area: Field Instructor: Qualifications: Service Area: Please mail/fax/ completed form A.S.A.P. to: Trish Noordstra, Field Education Coordinator Telephone: x28656 Fax: School of Social Work Renison University College 240 Westmount Road N Waterloo, ON, N2L 3G4 87

89 WORK/EDUCATION PLACEMENT AGREEMENT FORM Students, while fulfilling the unpaid work/training component of their University courses or programs, have Workers' Compensation or private insurance coverage in the event of accident or injury. The cost of this coverage is funded by the Ministry of Education. Claims adjudication is done by the Ministry of Education, the Workplace Safety and Insurance Board and/or ACE INA Insurance, as appropriate. Claims management is directed by the University of Waterloo. For each training participant fulfilling an unpaid work/training placement, the information requested below must be completed and returned by the student to her/his work placement coordinator before the placement begins. A representative of the placement organization should complete the portion at the bottom of this page. If more than one training participant is placed with an organization, addenda to this Agreement form may be used. The addenda should include the students' information as requested below and their signatures that acknowledge their consent to the conditions of the placement. IN THE EVENT OF ACCIDENT OR INJURY, PLEASE FOLLOW THE INSTRUCTIONS ON THE REVERSE SIDE. ******************************** STUDENT INFORMATION/PLACEMENT SCHEDULE Student Name: Student #: Visa Student? Yes No Course/Program: BSW Start Date: Finish Date: Total Number of Hours: UW Faculty/Dept. Placement Co-ordinator: Training Participant (Student) Signature Faculty/Dept. Placement Co-ordinator Signature Placement Organization: Address: Is the Placement Organization covered by the Workplace Safety and Insurance Board? Yes No Contact Name: Phone: Title: Placement Organization Signature: X Date: Original: Field Education Coordinator, Renison University College Copies: Placement Organization 88

90 SHOULD AN ACCIDENT OR INJURY OCCUR: Immediately inform Safety Office, University of Waterloo and the appropriate officer in the placement organization. Claims management will be handled by the University of Waterloo. Notify the UW Faculty/Dept. Placement Co-ordinator. Complete University of Waterloo Accident/Injury Report (below) and FAX both sides of this form to: Safety Office, University of Waterloo. If placement organization has Workplace Safety and Insurance Board coverage, University of Waterloo will provide a form which authorizes the University to represent placement organization in matters pertaining to the accident or injury. University of Waterloo must notify the Workplace Safety and Insurance Board within 3 days of learning of an accident or injury. UNIVERSITY OF WATERLOO ACCIDENT/INJURY REPORT Unpaid Training Placement Student s Full Name: Sex: M F Address: Telephone # Social Ins. # I.D. # D/M/Y of Birth: / / D/M/Y of Accident / / Time of Day a.m./p.m. Normal Placement Hours for Week of Injury: S M T W T F S Outline briefly but precisely the sequence of events leading to the accident/injury: include the exact location, the specific activity and the size, weight and type of equipment or material involved, etc. Name of Attending Physician/Hospital: Ambulance: Yes No Lost Time: Yes No Describe any injury, specifying the exact part of the body involved and any first aid administered: Names and Phone numbers of persons having knowledge of accident/injury: Contact Person and Phone Number for further information: Name/Phone number of Person Completing the Form: Date: 89

91 LETTER OF ACCOMMODATION Dear Agency Representative: We are writing to you in confidence on behalf of (Name), a BSW student assigned to your agency. (Name) is registered with AccessAbility Services and has supplied documentation that supports the provision of the following accommodations: Flexible work schedule Barrier- free work environment Access to computer and adaptive software Accessible Transportation Private Office Other The above accommodations have been recommended by an Advisor in AccessAbility Services after consultation with the student, the Field Education Coordinator and the placement agency, where appropriate. We understand that these accommodations are able to be put in place to ensure that the student has an equal opportunity to participate while on placement. If you have any questions or comments or would like to collaborate further to support your student while on placement, please do not hesitate to contact us. Sincerely, Signature Field Education Coordinator Renison University College School of Social Work Signature Director University of Waterloo AccessAbility Services 90

92 CONSENT FOR TAPING (for agency file only) (name of agency) often finds it helpful to make audio or video tape recordings of sessions between its staff and clients. The tapes are used as valuable tools for education and supervision purposes. They are also helpful when played back to client(s). (name of agency) recognizes that clients have a right to decide whether or not they wish to have a session taped. The tapes are made only with client consent. I hereby grant (name of student) permission to make an audio tape or video tape recording of interviews(s) held with myself and/or family provided that such recording will be used solely for educational or therapeutic purposes. I give permission for this tape to be seen by: (check as desired) the social work student and student s supervisor (Field Instructor) other student(s) and staff associated with the agency the social work student s university instructor the social work student s class in the School of Social Work This tape may be: Erased by: (date) Kept for educational purpose: Yes No I understand that the need for confidentiality will be explained to the viewer(s) prior to use of this material. Signature of Client Signature of Student Date Signature of Field Instructor 91

93 CLIENT AUTHORIZATION FOR TAPING (Submit with tape to the Practicum Office) The client(s) participating in the videotape, audiotape, submitted by (student), has signed a consent form to authorize the student to submit to the School of Social Work the enclosed tape which will be used solely for educational purposes. The client(s) understands that the tape will be not be viewed by any person other than: the social work student and the student s Field Instructor other student(s) and staff associated with the agency. the social work student s university instructor the social work student s class in the School of Social Work that the social work student and Field Instructor are responsible for erasing the tape. Signature of Student Date Signature Field Instructor 92

94 BSW STUDENT HANDBOOK, BSW PRACTICUM MANUAL, CASW CODE OF ETHICS 2005 and IPT MANUAL ACKNOWLEDGEMENT FORM The BSW Student Handbook, BSW Practicum Manual, Canadian Association of Social Workers Code of Ethics 2005 and Intern Placement Tracking (IPT) Manual provide you with a guide to the resources, governance, policies and procedures of the School of Social Work as well as those of Renison University College and the University of Waterloo that pertain to our BSW program. Please sign the area below, acknowledging that you have reviewed and understand the policies contained in the BSW Student Handbook, BSW Practicum Manual, CASW Code of Ethics 2005 and The IPT Manual which will be available online effective Friday, August 16, 2013 at: respectively. Please return this form to Trish Noordstra, Field Education Coordinator, at the BSW Student Orientation on Wednesday, September 4, You may not begin your practicum until we have received this signed form. Thank you. ============================================================================ I have read the BSW Student Handbook, BSW Practicum Manual, CASW Code of Ethics 2005 and the IPT Manual posted on the Renison School of Social Work website and I understand the academic and practicum policies and procedures relating to the Bachelor of Social Work program. Name (Please Print) Signature Witness Name (Please Print) Signature Date: 93