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