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

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Faculty of Professional Studies

University of the Fraser Valley

School of Social Work and

Human Services

BSW Courses covered by this

manual include SOWK330

and SOWK430

Document can be accessed online at:

http://www.ufv.ca/swhs/

Bachelor of Social Work Field Education Manual a

Reference Guide for Students, Field Instructors,

and Faculty

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INTRODUCTION

The purpose of the School of Social Work and Human Services BSW Field Placement Manual is to serve as a guide and to provide information to students, field instructors, and faculty

regarding the:

(i) General philosophy and objectives of the Bachelor of Social Work Program;

(ii) Specific goals, objectives, roles, structures, policies, practices and procedures of the Field Placement component of the BSW program.

The School of Social Work and Human Services acknowledges the high quality field placement experiences provided for our students by Field Instructors and participating Agencies, Services and Organizations in the Fraser Valley and the Lower Mainland.

We appreciate the time and energy contributed to the field placement experience by

innumerable individuals, and the continued interest and commitment to the Bachelor of Social Work program and to our students. We also acknowledge the Social Work Consultants and other agency personnel who facilitate and support field placements.

The content of the Manual is based on standard information and guidelines as well as formal policies of the School of Social Work and Human Services and the University of the Fraser Valley.

For more detailed information regarding a particular policy or questions about the content of this manual, contact the Field Education Coordinator.

Field Education Coordinator: Lucki Kang, MSW, RSW Email: [email protected]

Telephone: 604-504-7441 local 4640 Toll free: 1-888-504-7441 local 4640 Office: B165h – Abbotsford Campus

Field Education Assistant: Christina O’Brien Email: [email protected]

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OVERVIEW OF FIELD EDUCATION

The intent of Field Education is to:

1. Assist students in developing practice skills;

2. Facilitate students to become familiar with practice environment;

3. Encourage students in critical thinking about service delivery and practice issues; 4. Provide an opportunity for students to link social work concepts, values and theory with practice.

The Field Placement is one of the most crucial aspects of a social work student's learning experience. Social Work Field Education in the BSW program provides students with an opportunity to develop their social work practice skills within an agency or community setting. It involves students being placed in an Agency or Organization where they are supervised and engaged in learning activities that help them to develop a framework within which to begin to examine their own practice and develop in the professional Social Work role.

We strive to have a variety of placements available to our students. We attempt to match the student‘s interests and learning needs with a suitable field placement opportunity. Each field placement setting will have unique learning opportunities for students, which may include individual, group, community and social planning/policy work.

As per accreditation standards outlined by the Canadian Association of Social Work Education (CASWE), the expectation is for students to receive supervision and instruction by a Field Instructor who has a Social Work educational background and is able to help the student to integrate social work theory and practice.

We recognize this is sometimes not reflected in social service agencies but the work of the agency is very relevant to social work learning. In these cases, we have an alternative model of supervision that we can explore if there is a strong interest to provide field supervision and there is a commitment to maintain social work education as the focus of the field placement. We recognize that many dedicated, passionate and competent individuals have much to offer our students through field experience opportunities in social service agencies.

Social Work Students and Field Instructors are expected to adhere to the Social Work Code of Ethics in the field placements. Below is the BC Code of Ethics.

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BCASW CODE OF ETHICS

Ethical behavior is at the core of every profession. The BCASW Code of Ethics was jointly

adopted by BCASW and the BC College of Social Workers in January 2003 and consists of eleven principles:

1. A social worker shall maintain the best interest of the client as the primary professional obligation.

2. A social worker shall respect the intrinsic worth of the persons she or he serves in her or his professional relationships with them.

3. A social worker shall carry out her or his professional duties and obligations with integrity and objectivity.

4. A social worker shall have and maintain competence in the provision of a social work service to a client.

5. A social worker shall not exploit the relationship with a client for personal benefit, gain or gratification.

6. A social worker shall protect the confidentiality of all professionally acquired

information. She or he shall disclose such information only when required or allowed by law to do so, or when clients have consented to disclosure.

7. A social worker who engages in another profession, occupation, affiliation or calling shall not allow these outside interests to affect the social work relationship with the client, professional judgment, independence and/or competence.

8. A social worker shall not provide social work services or otherwise behave in a manner that discredits the profession of social work or diminishes the public’s trust in the profession.

9. A social worker shall promote service, program and agency practices and policies that are consistent with this Code of Ethics and the Standards of Practice of the BC College of Social Workers.

10. A social worker shall promote excellence in her or his profession.

11. A social worker shall advocate change in the best interest of the client, and for the overall benefit of society.

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GLOSSARY OF TERMS

Field Placement

Also known as practicum is a required course of the BSW program. Students are placed and supervised in an Agency, Organization, or Community for both their third and fourth year in the BSW program. The combined field placements will total 735 hours. Students participate in integrative seminars alongside the field placement.

Field Education Seminar

A seminar led by a Faculty Liaison where students will have an opportunity to discuss field education experiences and learn applied skills related to social work practice and intervention. Field Education Coordinator

A member of the Faculty in the School of Social Work and Human Services who has academic and administrative responsibility for all aspects of the field placement process as it relates to the matching and placing of students and training of Field Instructors. This includes

participating in the recruitment of placement settings, as well as assessment and evaluation of placement settings. The Field Education Coordinator organizes workshops, orientations and training with students and Field Instructors to help prepare them for field placement. The Field Education Coordinator is available to faculty, students, and Field Instructors for consultation on issues related to field placements.

Field Education Assistant

A member of the administration staff team of the School of Social Work and Human Services and is responsible for administrative duties within the Field Education Office. This person provides administrative support to the Field Education Coordinator.

Faculty Liaison

A member of the Faculty (full-time or part-time) in the School of Social Work and Human Services at the University of the Fraser Valley who provides liaison, guidance and support to the student and the Field Instructor during the field placement. The Faculty Liaison is responsible for the student seminar and the assignment of grades for the field placement. However, as evaluation is an ongoing process, it is expected that the student, Field Instructor and Faculty Liaison will involve themselves in a mutual, ongoing evaluative process which will culminate with the assignment of a Credit/No Credit grade at the end of each term. Prior to the beginning of the term, all Field Instructors and students will be provided with contact details for the Faculty Liaison responsible for their field placement.

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Page 9 of 50 Field Instructor

An individual who is a member of an agency, organization or community and provides supervision and support to the student during his/her field placement. The Field Instructor provides direct practice guidance and arranges practice activities and assignments. The Field Instructor helps the student to clarify and meet learning needs, and provides consultation to the student as required by the School. As well, the Field Instructor engages in a process of evaluation with the student to assess student performance in the context of the School’s expectations and the agency field placement requirements. The Field Instructor liaises with the Faculty Liaison regarding student‘s performance and progress. The Field Instructor does not have the academic authority to assign a final grade; the Field Instructor makes a

recommendation to the Faculty Liaison. Agency Field Placement Coordinator

Some Agencies designate an employee in the Agency field placement setting who coordinates student placements and may wish to meet with the student before a Field Instructor is assigned or may meet with the student and Field Instructor at any point in the placement process. This person liaises with the Field Education Coordinator prior to the beginning of the field

placement. Note: not all placement settings have one employee designated to coordinate all student placements.

Client

The person, family, group of persons, incorporated body, association or community on whose behalf a social worker and/or social work student provides or agrees to provide a service.

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SECTION 1: OVERVIEW OF THE BSW PROGRAM

Mission Statement of the School of Social Work and Human Services

The UFV Social Work degree programs prepare students for social work practice reflecting principles of social justice, equality, and respect for diversity. The programs address the

structural barriers that prevent people from reaching their full potential. With a commitment to lifelong learning and a critical analysis of oppression, graduates will have the knowledge, skills, and professional social work values necessary to work collaboratively with individuals, families, groups, and communities in diverse and cross-cultural environments. The programs contribute to the knowledge base of social work through partnerships and collaborative research with professional and local communities.

Principles

1. Social work education is a critical process that respects diverse sources and forms of knowledge while encouraging dissent. We are committed to scholarship including debate on social work and social welfare, with particular attention to how social problems come to be defined and addressed.

2. All individuals, families, groups, and communities are entitled to be treated with respect, with justice, and without discrimination. To that end, we seek to provide equitable educational opportunities and participation of those groups experiencing systemic oppression. Valuing our community base, we seek to promote social change.

3. We encourage the use of evidence-based practice and contribution to the knowledge base of social work.

Goals

1. To prepare students at the undergraduate level as generalist or child welfare practitioners, and at the graduate level as advanced practitioners, by providing an education that meets standards established by the Canadian Association for Social Work Education (CASWE).

2. To respect self-determination of Indigenous Peoples and be committed to working in partnership with Stó:lō communities in curriculum development and delivery.

3. To place a strong emphasis on the integration of anti-oppressive practice at all levels of intervention, with a commitment to cross-cultural practice.

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4. To promote social work education and partnerships that respect ethnic, racial, and cultural diversity.

5. To contribute to social work knowledge development through research, the promotion of scholarly activities and collaborative community work.

6. To work in partnership with communities, professional associations, and other UFV faculties and disciplines to increase awareness of the social work profession and to promote social change and social justice.

7. To promote and support faculty and students in social work education at the

international level, with a commitment to partnerships and collaboration with schools of social work to further teaching, learning, research, and field education opportunities.

8. To support and encourage student participation in the professional association as well as in the governance of the School.

9. To graduate self-reflective practitioners who integrate theory, research, and practice in their pursuit of continued professional growth. We do this by encouraging a

teaching/learning environment predicated on adult education principles and encouraging lifelong learning.

Objectives

Upon successful completion of their program, both undergraduate and graduate students will be able to:

1. Articulate a critical understanding of social work theory, social problems, and policy initiatives and processes.

2. Demonstrate values consistent with the social work profession and model ethical practice.

3. Identify a range of social work theories, perspectives, and intervention models, and engage in systematic evaluation of their own professional practice.

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Page 12 of 50 4. Apply the use of self and identify the ways in which attitudes, values, beliefs, and

experiences influence social work practice.

5. Identify how human development is shaped by cultural contexts and practice in a culturally appropriate manner.

6. Promote policies and social work practices that improve social conditions. 7. Develop practice that promotes social justice.

8. Articulate the role of research and evaluation in social work practice, methodologies, approaches, and skills and integrate a scientific and evaluative approach to practice; 9. Use critical thinking skills for analysis and evaluation of social work knowledge, skills,

and values

10. Articulate a strong sense of professional identity. 11. Become self-directed and life-long learners.

12. At the undergraduate level, demonstrate a range of generalist social work intervention skills at the individual, family, group, community, and social policy levels.

13. At the graduate level, demonstrate advanced competence in social work practice and research.

14. At the graduate level, develop a core professional knowledge base for advanced social work assessment and intervention.

Child Welfare Specialization Background Information

Following the Report of the Gove Inquiry into Child Protection (Province of British Columbia, 1995), post-secondary institutions and government have collaborated in a substantial manner to implement some of the recommendations contained within the report. The Child Welfare Specialization represents the most recent collaborative endeavour between post-secondary institutions and government in preparing Social Work graduates for Child Protection Social Work.

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Page 13 of 50 The BSW Degree with a Child Welfare Specialization

Upon completion of degree requirements, all students will graduate with a Bachelor of Social Work degree (BSW). Students who have completed all of the required coursework and field placement for the Child Welfare Specialization will graduate with the specialization named on their degree.

Students enrolled in the Child Welfare Specialization have set courses and electives that must be completed. The fourth year field placement is also required to be in a Child Welfare setting.

This Specialization is recognized by Child Welfare Agencies and may place an applicant in an advantageous position amongst other applicants when applying for work.

The Field Placement

In the Child Welfare Specialization (CWS), the purpose of the field placement is to provide students with an opportunity to develop their critical abilities, knowledge, and skills in practicing within the child welfare field and, in particular, to gain competency as Child Protection Social Workers.

Third Year Students

Students in the third year of the BSW program are encouraged to identify their learning needs and skills when exploring potential field placement opportunities. The field placement may be in an area that is not child focussed but provides the student with valuable experiences to enhance their knowledge and skills to practice in Child Welfare. Some of these areas may be in mental health, domestic violence, community development, disabilities; there are various possibilities. We encourage students to explore diverse practice areas as social work skills are transferable to many practice areas.

Fourth Year Students

For students in the fourth year of the CWS, all placements are to be completed within a Child Welfare setting. This may include a field placement with MCFD at Intake and Assessment or

Family Services, delegated Aboriginal Child Welfare Agencies or with other child welfare

agencies approved by the School.

The fourth year child welfare field placement serves four important goals: 1. To enable students to experience the realities and the challenges of child

protection work;

2. To equip students with the knowledge and skills to practice as competent child protection social workers by situating their understanding of child protection work within child welfare practice;

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Page 14 of 50 3. To acquire knowledge and skills that are reflective of the educational aims and

orientation of the School and the training needs of the agency;

4. To develop the knowledge of the jurisdiction, responsibilities, and protocols associated with First Nations communities.

Prerequisites and Co-Requisites for Placement Prerequisites for SOWK330

SOWK 300 Social Work Practice with Individuals Prerequisite(s): Admission into the BSW program

This course provides an introduction to the knowledge and competencies underlying generalist social work practice. Students will develop assessment and intervention skills as they relate to working in a human service organization. Advocacy on behalf of clients and skills in brokering of services will also be developed.

SOWK 311 Social Work Theory & Ethics

Prerequisite(s): Admission into the BSW program and SOWK 210, or permission of the School. A critical examination of social work theories will include an understanding of ideologies and their relevance to social work practice, including the social construction of theory. Generalist social work practice from several theoretical perspectives will be discussed. This course offers a critical examination of issues, including ethical behaviour, accountability, boundary setting, and the intersection of personal and professional values. Students will be expected to articulate and integrate professional values in their emerging social work practice.

Co-Requisites For SOWK330

SOWK 312 Legal Knowledge of Social Work Practices

Prerequisite(s): Admission to the BSW, plus either (SOWK 110 or 210)

This course uses a critical perspective to introduce students to federal and provincial laws relevant to social work practice. Students will examine legislation in the areas of family law, child protection, consent and capacity, social assistance, mental health, youth criminal justice, victims of crime, immigration and refugees, human rights, record keeping, and liability. The course introduces students to the Canadian legal system, including the constitutional division of powers, the structure of the courts, and legal procedures, particularly as these affect the social justice aspirations of vulnerable and marginalized populations.

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Page 15 of 50 SOWK 320 Anti-Racist and Cross Cultural Social Work Knowledge and Practice

Prerequisite(s): Admission into the BSW program or permission of Director Pre- or corequisite(s): SOWK 311

This course is intended to introduce students to the knowledge, theories and skills necessary for social work practice in diverse cultural settings. Within a framework that incorporates an anti-oppressive perspective and a critical analysis of social justice and inclusion, this course engages students in self-reflection and an exploration of their own experiences, knowledge, beliefs and attitudes about race, culture and ethnicity. This course involves students in an examination of various theories and practice frameworks required for anti-racist social work practice. Historical and current events, policies and social work practices affecting ethno-cultural groups and marginalized peoples will be analyzed and critiqued.

Pre-Requisites for SOWK430 SOWK 330 Practicum

Prerequisite(s): Admission into the BSW program, SOWK 300, SOWK 311, 320 Pre- or corequisite(s): SOWK 312

This is a three day per week supervised practicum in a multi-disciplinary setting, for a total of 15 weeks and the completion of 315 practicum hours. Students are also required to participate in a bi-weekly seminar class that will focus on the integration of theory and practice.

Note: A criminal records review is required before placement. The existence of certain kinds of criminal records will preclude placement.

SOWK 404 Research Methods and Evaluation

Prerequisite(s): SOWK 330, and either MATH 104 or MATH 106 or PSYC 110 (or equivalent) This course will cover social scientific methods and their application to social work practice and research. Also included will be strategies and skills appropriate to evaluation of social work interventions and programs. Learners will be expected to read and analyze social work research with a critical focus. Learners can expect to develop a beginning competence in the design and implementation of social work research. Skills in accessing computer-based information will be examined.

SOWK 410 Social Welfare Policy and Practice

Prerequisite(s): Admission into the BSW program; and SOWK 330 and SOWK 392 or permission of the instructor.

This course examines the dynamics of social welfare policy and social work practice with diverse populations. Students analyze social issues, policies and policy development processes in the postmodern capitalist state and study how these are affected by political and bureaucratic

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Page 16 of 50 decisions, the media, citizens, communities and a variety of interest groups. The role of the social worker in developing policy that promotes social justice is also examined.

Co-Requisites for SOWK430

SOWK 392 Aboriginal Social Work

Prerequisite(s): SOWK 311 and admission into the BSW program

The purpose of this course is to examine theories and methods of social work practice used by and for Aboriginal people within contemporary society. Historical issues, including colonialism, will be reviewed and the effects of these issues on Aboriginal peoples today will be examined. Other topics include: current methods of intervention; roles and operations of social services in Aboriginal communities; conventional and alternative approaches to social work; and the impact of the media on social work policy and practice with Aboriginal peoples. Self-exploration and self-disclosure will facilitate students' integration of culturally-sensitive theory and practice into their practice frameworks. The role of helper within the community context will be

developed with an emphasis on the principle of "healing" (individuals, families and communities).

Accreditation

The Bachelor of Social Work program at the University of the Fraser Valley is an accredited program of the Canadian Association for Social Work Education (CASWE). The School of Social Work and Human Services at the University of the Fraser Valley adheres to the standards and requirements of the CASWE.

The following is information on Accreditation Standards for Social Work Programs provided by CASWE. (CASWE Revised Standards for Accreditation, May 2012)

The mission of social work education, at Baccalaureate and Master levels, is to promote excellence in social work education, scholarship, and practice with a human rights and responsibility and social justice focus. To achieve these goals, social work education fosters learning objectives for students, statements of what students are expected to know and to be able to do, which link student learning objectives to the promotion of excellence in social work education, scholarship, and practice with a social justice focus.

The Canadian Association for Social Work Education (CASWE), through its Standards for

Accreditation, accredits Baccalaureate and Master level social work programs. These standards are normative in nature and support academic excellence for professional education, as well as the relevance of education programs to professional practice. In linking social work theory,

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Page 17 of 50 research, policy and practice, social work education is grounded by intended learning objectives for students defined in this document. This document is aimed at strengthening both education and the profession, a much needed development in a time when social work identity and domain have been increasingly challenged. However, these policies and standards are not aimed at uniformity of social work education; instead, they are intended to promote the uniqueness and diversity of social work programs across Canada and enable them to better respond to their respective contexts and stakeholders.

PRINCIPLES GUIDING ACCREDITATION OF SOCIAL WORK EDUCATION PROGRAMS 1. The purpose of Standards for Accreditation is to ensure excellence in social work

education and continuing quality improvement in social work curriculum and pedagogy across Canada. All programs must address the principles that follow.

2. Guided by the principles of fundamental human rights and responsibilities and respect for human diversity, social work seeks to facilitate well-being and participation of people, promote social and economic justice, address structural sources of inequities, and eliminate conditions that infringe human and civil rights. Grounded in reflective practice and engaged in persistent inquiry into theoretical and research bases in the field, social work employs professional approaches and interventions to enhance individual, family, group, community, and population well-being.

3. Social work education links together the interdisciplinary theoretical knowledge base of social work and professional practice.

4. Core learning objectives for students link student learning objectives to the promotion of excellence in social work education, scholarship, and practice with a social justice focus and guide both curriculum design and the delivery of field education.

5. The integration of knowledge, values and skills in the context of field education is a critical and distinctive aspect of social work education; therefore, field education is considered the central component of social work education.

6. Within the framework of accreditation standards, social work academic units have flexibility to deliver programs that highlight their uniqueness and respond to particular socio-cultural and political-economic contexts.

7. All social work program locations and formats, e.g., on-campus, decentralized, intensive, and Information and Communication Technology (ICT)-driven approaches, are

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Page 18 of 50 8. Social work programs encompass a range of theoretical perspectives and encourage

critical thinking, discussion and debate. Social work core values and ethical practices are explicitly articulated in Canadian social work programs.

9. Standards encourage and support diversity and social justice in all aspects/domains of social work programs. Diversity throughout this document refers to a range of

characteristics including, but not limited to: age, colour, culture, disability/non-disability status, ethnic or linguistic origin, gender, health status, heritage, immigration status, geographic origin, race, religious and spiritual beliefs, political orientation, gender and sexual identities, and socioeconomic status.

10. Social work programs acknowledge the importance and complexity of Canadian society, including the dynamics affecting Anglophone, Francophone, Indigenous peoples, and newcomer populations.

11. Social work programs acknowledge and challenge the injustices of Canada's colonial history and continuing colonization efforts as they relate to the role of social work education in Canada and the self-determination of the Indigenous peoples.

12. Francophone people are specifically highlighted as constituents of Canadian history and identity and social work education programs ensure representation of related concerns and issues.

13. Stakeholders/constituents include but are not limited to: social work students, social work educators, alumni, employers, practitioners, professional associations, regulators, service users and community members.

14. Standards identify a clear distinction between the intended learning objectives for students of Baccalaureate level (BSW) and Master level (MSW) university education.

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SECTION 2: THE FIELD EDUCATION PROGRAM

BSW Field Education Learning Outcomes

Upon successful completion of the field education practicum, students will be able to: 1. Identify with social work as a regulated profession

2. Critically assess social work practice experiences through reflection, peer review, constructive feedback and consultation

3. Examine, through critical reflection and discussion, the various applications of theory in practice and the suitability of various practice methods

4. Identify, apply, and reflect on their social work knowledge, values, and skills in developing their social work practice

5. Understand and articulate the various contexts of social work practice e.g. community, organizational, social, political and ideological

6. Develop and practice effective assessment, planning, intervention, termination and evaluation skills

7. Develop an understanding of social justice as it relates to social work practice

8. Develop an understanding of the relationship between social policy and social work practice, and the impact of social change

9. Develop an awareness of and demonstrate respect for human diversity in all its forms 10. Develop and practice effective communication skills (verbal, non-verbal, written) 11. Develop knowledge of and demonstrate effective use of self

12. Work collaboratively as part of an inter-disciplinary team

13. Actively participate in class discussions and supervision as an adult learning opportunity 14. Understand and apply the Social Work Code of Ethics and Standards of Practice

15. Demonstrate an ability to work collaboratively and collectively with other students and agency staff in furthering learning and professional development

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Page 20 of 50 Official Course Outlines

The official course outlines for SOWK330 and SOWK430 are provided here for you to review.To view the course outline, please double click the corresponding pdf icon. If you are unable to open the pdf’s below please contact the Field Assistant at 604-504-7441 local 4104.

SOWK 330 SOWK430

Field Placement Details

The purpose of the Field Placement is to allow students the opportunity to acquire and demonstrate the following:

 Knowledge Acquisition

 Generic Skill Development

 Professional Values and Attitudes

 Professional Conduct and Personal Development

The learning needs and goals of the student should provide the primary focus for field instruction within the expectations of beginning social work practice.

We expect that all efforts will be made for the student to have learning opportunities that are a reflection of generalist social work practice. Learning activities should reflect the micro, mezzo and macro levels of practice. They do not need to be evenly spread, but we do suggest they all be addressed.

Levels of Intervention

 Micro : Individuals, Families and Small groups  _{Mezzo: Organizations and Formal Groups}

 _{Macro: Communities and Societies (social justice issues )} Third Year BSW Field Placement Details

Field Education in the third year (SOWK 330) requires students to work in a social work supervised practice setting three days per week through one semester for a total of 315 field placement hours. Students are also required to attend a bi-weekly integrated seminar on campus throughout the field placement. These hours are in addition to the field placement hours completed at the agency setting.

SOWK330-20101116

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Page 21 of 50 Fourth Year BSW Field Placement Details

Field Education in the fourth year (SOWK 430) requires students to work in a social work supervised practice setting four days per week through one semester for a total 420 placement hours. Students are required to participate in an online integrated seminar throughout the field placement. For students enrolled in the fall semester, the integrated seminar is on campus. These hours are in addition to the field placement hours completed at the agency setting.

Format of the Field Placement

The BSW field placements are set up as Block Placements and take place over one semester. Students are required to complete the hourly requirement of the field placement by the end of the semester. Typically, the field placement is offered to students in the winter semester from January to April. Part-time students have the option of completing their field placement in the fall term from September to December. The fourth year Field Placement is the last course that students are to take in the BSW program.

Integrative Seminars

The integrative seminars are held alongside the field placement. Attendance is required in all of the seminars as the seminars are a required part of the course. Students are expected to attend all seminars and fully participate in online seminars. The seminars are designed to assist students to integrate their practical experience in the field placement with their knowledge, skills and values learned in the classroom. Students are expected to adhere to confidentiality guidelines in these seminars.

The seminar for the third year field placement is every two weeks and on campus. The seminar is on Mondays in the Winter semester and on Fridays in the Fall semester.

The seminar for the fourth year field placement is in an online format during the winter semester and face to face during the fall semester every second Friday.

Hours of the Field Placement

The BSW field program consists of students completing the required number of unpaid field placement hours. These hours are generally completed by students being at the field

3rd year placement 315 hours 3 days per week 7 hours per day 4th year placement 420 hours 4 days per week 7 hours per day

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Page 22 of 50 placement site 7 hours per day, Monday to Friday, over a period of 13 to 15 weeks, depending on the number of hours the student is in the field placement per day. A field placement cannot be completed in less than 13 weeks. The time for lunch is not included in the field placement hours. The days of field placement are flexible and may be negotiated between student and supervisor based on the student’s and supervisor/agency schedule. Some agencies work more than a 7 hour day. The student would be expected to work the agency hours and would clearly outline the number of hours he/she would be completing on the learning contract. Students are required to complete a tally of hours form for the field placement. PLEASE NOTE: Lunch is not included as part of the tally of hours for the field placement. Students will be in the field placement 8 hours per day, with 1 hour deducted for lunch.

Extension of the Field Placement Hours

In some instances due to unforeseen circumstances, it may be necessary for the field

placement to be extended beyond the end of the semester. This may be in order to complete field placement hours that may have been missed or may be to demonstrate a level of

competence expected by the Field Program of the BSW curriculum.

In these cases, the extension is determined through consultation with the Faculty Liaison, Field Instructor, student and the Field Education Coordinator. Appropriate paperwork will need to be completed by the Faculty Liaison and students will receive an Incomplete on their transcript which will be modified upon completion of the hours. The extension is not to exceed the date required by UFV for removal of Incomplete Status in any course. All efforts will be made to accommodate the needs of the student given the student is in good standing and not in breach of student conduct policies. Extension of the field placement does not guarantee a passing grade to any student.

Completing Courses Alongside Practicum

The field placement is an applied, practical course. Students often report feeling overwhelmed during the field placement .The field placement requires students to continually process the learning that is taking place. We recommend students seriously evaluate their ability to take courses alongside the field placement.

SOWK 330 we recommend taking a maximum of 2 courses alongside the 3rd year field placement.

SOWK 430 we recommend that students take a maximum of 1 course alongside the 4th year field placement.

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Page 23 of 50 Challenging the Third Year Field Placement: SOWK 330

Bachelor of Social Work students can challenge the third year field placement SOWK 330. Three years (5460 hours) of full time paid social work experience is considered the minimum

necessary to apply to challenge. Students must have completed all pre-requisites and meet a 2.67 GPA requirement prior to completing their SOWK330 Challenge. Students must have completed or be enrolled in co-requisites (SOWK312, SOWK320) prior to completing their SOWK330 Challenge. Approved challenges are completed over the winter semester.

For more details please contact Lucki Kang at [email protected] or Christina O’Brien at [email protected]

SECTION 3: ROLES AND RESPONSIBILITIES

The Field Placement involves several key individuals with specific roles and responsibilities. It is important to clearly articulate these to ensure all involved in the field placement are aware of them and adhere to the roles and responsibilities.

Field Education Coordinator

The Field Education Coordinator is a Faculty member and assumes responsibility for the overall direction and coordination of the Field Education program. The Field Education Coordinator is the contact person for students prior to the beginning of the field placement and becomes involved during the field placement if issues arise.

The roles and responsibilities of the Field Education Coordinator are as follows:  Development of Field Education materials and resources.

 Screen student applicants and assess their readiness for a field placement.

 Screen potential agencies and field instructors to provide field placement experiences to students.

 Assist students and agencies in the placement process.

 Assign a Faculty Liaison to work conjointly with the Field Instructor and student.  Assess the need for and assign a qualified off-site supervisor where necessary.  Provide guidelines for evaluating the student.

 Provide orientation and workshops to students on Field Education.  Provide orientation and training for Field Instructors.

 Be available to students, Field Instructors, and Faculty Liaisons to facilitate the resolution of problems that may arise.

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Page 24 of 50 necessary.

 Provide the field placement agencies with proof of Workers’ Compensation coverage for the student.

Faculty Liaison

The Faculty Liaison is the contact person during the field placement. They are responsible for the integrative seminars and providing support and guidance to students and field instructors throughout the field placement.

The roles and responsibilities of the Faculty Liaison are as follows:

 Design and delivery of integrative seminars, classroom and online delivery

 Liaison between students and field placement agencies, ensuring effective communication.

 Share information with Field Instructors regarding the BSW Program and the Field Education component of Social Work Education.

 Develop positive UFV and Agency relations.

 Assume responsibility for working out a plan for student supervision with the Field Instructor and the student.

 Meet onsite one to two times per field placement with the student and Field Instructor together to provide liaison.

 Assist the student in developing a Learning Contract to structure the field placement experience.

 Develop teaching supports to assist the student and field instructor in applying and integrating theory and practice.

 Assist in orienting new Field Instructors to the University’s curriculum and Field Education program.

 Act as a resource person for students in regard to questions, resources, and suggestions for learning opportunities.

 Assume responsibility for mid-term and end-of-field placement evaluations of the student's performance in conjunction with the Field Instructor.

 Assign a grade (Credit/No Credit) for each student’s field placement under his or her supervision.

 Complete an evaluation of the field placement experience at the end of the semester.  Liaise with Field Education Coordinator, Student and Field instructor regarding

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Page 25 of 50 Field Instructor

Field Instructors are valued members of the Field Education team. They provide an essential component of the Bachelor of Social Work Field Education Program. Field Instructors provide supervision and instruction on a voluntary basis and often with very busy workloads. UFV appreciates the support that Field Instructors provide our program.

To ensure quality and consistency in our program, we require Field Instructors to adhere to the following roles and responsibilities throughout the Field Placement. An inability to

demonstrate compliance with these roles and responsibilities may result in a need to terminate the Field Placement.

The roles and responsibilities of the field instructor are as follows:

 Understand the UFV Field Education program and relevant policies.  Follow procedures outlined in the University’s Field Education Manual.  Attend Field Instructor Training.

 Maintain good standing with the BC College of Social Workers.

 Employ the student primarily as a learner who will assume numerous responsibilities of benefit to the agency rather than as someone who will fill the role of a staff person.  Understand adult learning principles.

 Ensure an environment for the student that is free of sexual or other harassment.  Provide a minimum of one hour per week of direct supervision to the student.

 Orient new students to agency structure and function, student responsibilities, policies and procedures, and commonly used community resources.

 Plan and Structure learning activities and assignments to help the student learn a broad range of social work interventions common to generalist social work practice.

 Assign duties and responsibilities of increasing difficulty and challenge as appropriate in consultation with the student.

 Provide suitable office space and support resources (access to phone, fax, computer, secretarial, etc.).

 Monitor student performance, providing feedback regularly to the student.

 Complete a formal evaluation of the student at the mid-term and at the end of the field placement.

 Reimburse the student for out-of-pocket expenses incurred in the same manner as for agency employees.

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Page 26 of 50  Complete an evaluation of the field placement experience at the end of the semester.  To report to the Faculty Liaison any difficulties observed in the student’s performance in

the initial and ongoing stages of the field placement.

 To recommend that the student receive either Credit or No Credit for the field placement (final grade is the decision of the Faculty Liaison).

Student

The Bachelor of Social Work Student is enrolled in full time or part time studies in the Bachelor of Social Work Program at the University of the Fraser Valley.

The BSW student is expected to comply with the following roles and responsibilities. Students who contravene these roles and responsibilities may face the possibility of not being able to complete a field placement or the field placement being terminated. Students must complete two field placements in order to graduate with the Bachelor of Social Work degree.

The roles and responsibilities of the BSW student are as follows:

 Adhere to the British Columbia College of Social Workers' Code of Ethics.

 Maintain regular contact with the Field Education Coordinator prior to the Field Placement.

 Complete field placement application by due date.  Apply for Criminal Record Check

 Submit Resume and cover letter on time

 Attend required workshops and orientations for field placement.  Understand and adhere to field related policies.

 Behave in a professional manner, taking responsibility as an adult learner to understand duties, be self-directed, seek supervision when needed, and carry out assignments.  Comply with established UFV policies on Student Conduct and Harassment

 Respect confidentiality by adhering to the social worker’s ethical responsibilities and the agency’s own policies.

 Embrace punctuality and ensure the appropriate persons are notified in case of absence. Understand that all absences, including sick leave must be made up.

 Maintain attendance; all students must attend all seminars and for online seminars must log in at least once a week, read all postings, and respond appropriately.

 Use discretion by seeking appropriate supervision from Field Instructor when unsure of self

 Dress appropriately for agency

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Page 27 of 50  Be prepared for supervision sessions by adhering to deadlines, completing all

assignments, and formulating appropriate questions.

 Identify learning needs as they relate to the field placement.  Understand the agency’s structure and programs

 Develop positive working relationships with supervisors, colleagues and clients.  Meet with the Field Instructor and Faculty Liaison together twice per field placement.  Develop and follow a Learning Contract in conjunction with both the Field Instructor and

Faculty Liaison.

 Be in attendance at the agency at days and times agreed upon by the student and Field Instructor and, if unable to attend, notify the Field Instructor at the start of the workday.  Seek appropriate supervision from the Faculty Liaison and Field Instructor to integrate

theory and practice.

 Jointly complete evaluations with Field Instructor and Faculty Liaison  Complete all required field placement hours.

 Abide by agency policies and procedures.

 Discuss with the Field Instructor or Faculty Liaison any areas of disagreement, dissatisfaction, or confusion in respect to any part of the field placement experience.  Bring to the attention of the Faculty Liaison any questionable professional practices

within the agency.

 Complete an evaluation of the field placement experience at the end of the semester.

Social Work Consultant

The Social Work Consultant is assigned in situations where off-site social work supervision is required. These may be situations where an agency can provide a valuable social work learning opportunity to a student in a practice area with highly skilled and experienced potential Field Instruction but the primary Field Instructor may not have a Social Work Degree. In these instances, we assign a Social Work Consultant who helps the student and the Field Instructor to integrate the social work theory and practice. The Social Work Consultant can also offer suggestions for learning activities that will enhance the social work learning. The roles of the Field Instructor and the Social Work Consultant are meant to be complementary and will support the student’s success in the field placement, meeting social work educational requirements.

The roles and responsibilities of the Social Work Consultant are as follows:  Understand the UFV Field Education program and relevant policies.  Follow procedures outlined in the University’s Field Education Manual.

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Page 28 of 50  Attend Field Instructor Training.

 Maintain good standing with the BC College of Social Workers.  Understand adult learning principles.

 Ensure an environment for the student that is free of sexual or other harassment.

 Provide a minimum of one hour every two weeks of consultation and supervision to the student.

 To specify the agreed upon channels of communication and supervision with the student, i.e., face-to-face, by telephone, e-mail, etc.;

 Provide consultation to the Field Instructor as required.

 Suggest learning activities and assignments to help the student learn a broad range of social work interventions common to generalist social work practice.

 Monitor student performance, providing feedback as appropriate to the student.

 Involvement in the formal evaluation of the student at the mid-term and at the end of the field placement.

 To liaise with and report to the Faculty Liaison any difficulties observed in the student’s performance in the initial and on-going stages of the field placement.

 Complete an evaluation of the field placement experience at the end of the semester.

SECTION 4: INTERN PLACEMENT TRACKER DATABASE (IPT)

The IPT database is a secure online database used to complete administrative tasks related to field placements. Students, field instructors and faculty liaisons use the IPT to electronically complete required field placement forms.

Students receive their IPT details at BSW orientation. Information about where to find the IPT database and default usernames and passwords are included in the personal handbooks supplied at orientation.

Field Instructors receive an email detailing their username and instructions for using the IPT. The Field Education Assistant is available to provide support to field instructors and students regarding the IPT database and can be reached at 604-504-7441 local 4104 or

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Page 29 of 50 IPT Database Quick Reference Guide

Where do I Find the IPT?

The database is found online at www.runiptca.com How do I log in?

Student default user information is found in the student handbook received at orientation. Field Instructors will receive a detailed email outlining the IPT and their default login information.

Organization ID ufvsw

User Name use your default user name for your first login Password use your default password for your first login

Create your private username and password after first login. Please contact Christina O’Brien at [email protected] or 604-504-7441 local 4104 if you forget your user name or password. How do I view the required forms?

From your home page click on the “My Forms” link on the left side of the page this will open the Online Forms List page. From the Online Forms List page click “View” beside the form you want to view, complete, or sign. The selected form will open in a new window. Some forms require the completion of the appropriate section or sections and your signature. Other forms require only your review and signature.

How do I complete a section of a form? To complete a form you must be logged into your own IPT account. Text can be entered

anywhere you see this (piece of paper and pencil) icon. Click the icon and a text box will open, there is no limit to amount of text you can enter. Some sections are competed using drop boxes or check boxes. Please remember to save your work as you go.

How do I sign a form?

To sign a form you must be logged into your own IPT account. Each from has a signature block listing the required signatures for each form. Click the link that appears after your title and name. The link is in blue and reads Click to sign Completed Document a text box will open allowing you to enter your name. Once you sign the form you cannot make changes. Please save your work frequently and enter your signature only when you have completed your portion of the form. If the from requires changes after it has been signed please contact Christina O’Brien at [email protected] or 604-504-7441 local 4104

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Page 30 of 50

SECTION 5: FIELD PLACEMENT APPLICATION PROCESS

Apply for Field Placement

Students complete the BSW Field Placement Request form in the IPT database and submit a resume and cover letter to the Field Education Assistant by the posted due date.

Applications and resumes are reviewed and students are required to attend individual interviews with the Field Education Coordinator. For new students beginning the BSW in the Fall semester these interviews will take place in May and June prior to the program start. It is recommended that students come prepared to discuss their strengths, challenges, and goals for the field placement.

To register for the field placement students must meet the following criteria:  Successful completion of the Pre-requisites as per School policy  Completion of or enrolment in the Co-requisites

 GPA of 2.67 or greater

 Eligible for a Criminal Record Check – Please Note Students cannot begin their placement until a copy of their criminal record check clearance letter is received by the Field Education Assistant.

In cases where students are completing their pre-requisites the term directly prior to the field placement, the Field Education Coordinator and student will plan for a field placement for the upcoming term. However, the student may not be able to proceed with the field placement if they do not successfully complete the pre-requisite courses and if their GPA is lower than 2.67. The field placement is not confirmed until all of the pre-requisite course grades have been submitted. Students who are completing the pre-requisites the term prior to the field placement are not permitted to negotiate an early start date for the field placement.

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Page 31 of 50 Application Process for Field Placement

Students must submit field placement applications for their 3rd and 4th year placements and must ensure that pre-requisites have been met before the placement starts.

The process is as follows:

1. Complete and Submit a field placement request form online via the IPT database by the due date:

Field Placement in Winter Semester SOWK 330 May 15th

SOWK 430 May 15th

Field Placement in Fall Semester (accessible to part-time students)

SOWK 330 May 15th

SOWK 430 May 15th

2. Prepare and submit an up to date resume in the format provided. A general cover letter is also required.

3. Complete a Criminal Record Check through the Ministry of Justice. The Field Education Assistant will email the correct Criminal Record Check Application forms. Please note: Record checks completed thought the RCMP or a local Police Department Detachment do not meet the legislated required and will not be accepted by UFV.

4. Schedule an interview with the Field Education Coordinator – the schedule will be provided through your student email account by the Field Education Assistant. These interviews normally take place in May and June.

5. Arrange an interview with the agency contact provided to you by the Field Education Coordinator. The agency contact will connect with the Field Education Coordinator to discuss the possibility of a placement.

6. The Field Education Coordinator will confirm your placement with the agency.

Criminal Record Check

Criminal record checks completed through the Ministry of Justice are a legislative requirement of the British Columbia Criminal Records Review Act. UFV is required by this act to have a valid criminal record check, completed through the Ministry of Justice, on file for each student completing a practicum.

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Page 32 of 50 Students are responsible for the processing fee and for completing and mailing the paperwork to the Ministry of Justice. The Field Education Assistant will provide the correct paperwork. Please note: A municipal police department or RCMP detachment record check does not meet the legislative requirement of the British Columbia Criminal Records Review Act and cannot be accepted.

For more information about the Criminal Record Review Program please visit the Ministry of Justice website:

http://www.pssg.gov.bc.ca/criminal-records-review/index.htm

Link to the Criminal Record Review Act

Who Must Have a Criminal Record Check under the Criminal Records Review Act

Resume

Students applying for a field placement are required to submit an up to date resume using the provided format. This resume format is used to provide consistency to our Field Placement Agencies and potential field instructors. Please note students are required to use their UFV student email address on the resume.

For those students who need support in developing their resume please review the UFV Career Center webpages http://www.ufv.ca/jobs/career-resources/

Cover Letter

Students applying for a Field placement are required to submit a cover. The cover letter should be general and outline the knowledge and awareness you will bring to the placement and what you hope to learn.

For those students who need support in developing their resume please review the UFV Career Center webpages http://www.ufv.ca/jobs/career-resources

Field Placement Workshop

All 3rd year BSW students are required to attend a Field Placement Workshop prior to their field placement. This workshop serves as an opportunity for students to learn about the various important components of the field placement. Students are required to attend the orientation if they plan to complete a field placement in the winter or fall semesters. The Field Placement Workshop is held prior to the field placement. The Field Education Assistant will provide details.

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Page 33 of 50 Interview with the Field Education Coordinator

After students have submitted an application to complete a field placement, they will be contacted by the Field Education Assistant to schedule an interview with the Field Education Coordinator. Students are to prepare for this interview by thinking about their prior

experiences, populations that they have worked with and skills they have already acquired. Based on this reflection, it is hopeful that students will be able to identify skills they hope to acquire and populations they have not worked with. The Field Education Coordinator works closely with students to select field placements that will build on prior skills and provide a challenging experience to students. It is recommended that students come prepared to discuss their strengths, challenges, and goals for the field placement.

Agency Interview

When a potential field placement site has been identified, the Field Education Coordinator will send the student’s resume and cover letter to the Agency contact. The Agency contact will inform the Field Education Coordinator if they want to proceed with an interview. The student is provided with the agency contact information and is expected to be self-directed and contact the Agency for an interview. The final decision to accept a student rests with the Agency. It is recommended that students familiarize themselves with the Agency prior to the interview. Depending on the Agency, the interview may be formal or informal. It is important for students to be prepared. The interview is an opportunity for the Agency to see if the student is a fit for them. It is also an opportunity for the student to see if the Agency will meet their learning needs.

The UFV career centre provides useful information on interviews at the following link: http://www.ufv.ca/jobs/career-resources/#Handouts

Confirmation of Field Placement

The Field Education Coordinator is contacted by the Agency to confirm the field placement. In some cases the Agency may inform the student at the interview. The Field Education

Coordinator will follow up with the Agency if we do not hear within a week after the interview. Upon confirmation, a confirmation letter is sent to the Field Instructor, Student and Faculty Liaison confirming the field placement and providing contact information.

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Page 34 of 50 The Field Instructor, Student and Faculty Liaison are linked in the IPT database where the

necessary forms will be completed.

All students are to begin the field placement on the same day unless other arrangements are made with the Field Education Coordinator.

SECTION 6: THE FIELD PLACEMENT

Start and End Dates

All students are expected to start their placement on the same date. This is usually the Monday of the second week in January for the winter term and after Labour Day for the Fall term. We do offer some flexibility in the days of field placement throughout the term. We are firm that students must be in field placement a minimum of 13 weeks. This is to ensure consistency with the seminar that is taught alongside the field placement. If students are varying from the set days and hours of field placement, approval by the Faculty Liaison is required.

In some instances, due to student absence or unforeseen circumstances, the end date of the field placement can be extended. The Faculty Liaison must be kept informed by the student and can facilitate the necessary paperwork. At the end of the term the student will receive an Incomplete on the transcript which will be modified when the field placement hours and requirements have been met.

Hours of Field Placement

The field placement hours are based on a 7 hour day. The time taken for lunch is not included in the hours. Students are at the site for 8 hours per day with 1 hour deducted for lunch. Some agencies operate for longer hours. This will impact the end date of the placement. Students are expected to adjust their hours so they are meeting the program requirements of being in placement for a minimum of 13 weeks. Students are to outline their days and hours of field placement in their learning contract at the beginning of the field placement. The hours must be communicated to and approved by the Faculty Liaison.

Supervision Requirements

Students are to be provided with a minimum of one to one and a half hours of direct face to face supervision a week by their Field instructors. Students and Agency Field Instructors are to negotiate dates and times of weekly supervision at the beginning of the Field Placement keeping in mind that there may be the need for flexibility. The schedule of the supervision can

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Page 35 of 50 be flexible. For example, it can be 20 minutes a day or a scheduled appointment for one hour on a weekly basis. The proposed schedule should be identified and documented on the Learning Contract.

For those students who have a Social Work Consultant assigned to their field placement, an additional supervision schedule is required. Students are to meet with their Social Work Consultant a minimum of once every two weeks to help them integrate social work theory and knowledge with their field placement experience. These meetings can be a combination of face to face, over the telephone or via email supervision sessions.

Forms to Complete During the placement

The Field Placement requires the completion of several forms. These forms are completed online though the IPT database. The Faculty Liaison, student, Field Instructor and Field Education Coordinator have access to all forms assigned to them on the IPT database. Students are evaluated on their performance in the field placement. Field Instructors and students are expected to set up a regular supervision schedule where students receive a

minimum of 1 hour of designated, uninterrupted supervision per week. The student evaluation process is a joint process whereby both the student and the field instructor complete the evaluation. The field instructor is to complete the comments section on the form. The grade of Credit/No credit is assigned by the Faculty Liaison

Students and Field Instructors will receive detailed IPT information and required usernames and passwords prior to the start of the field placement. If you did not receive this information please contact the Field Education Assistant at 604-504-7441 local 4104.

Beginning Of Placement Forms Field Placement Contract

This form outlines the responsibilities of the Student, Field Instructor, Faculty Liaison, Social Work Consultant (if applicable) and Field Education Coordinator. Each person must read, complete, and sign this form.

Liability Form – UFV Work Experience Placement Agreement

This form outlines the coverage provided to the student during field placement. The dates of the field placement must be identified on this form. It is recommended that the months of the field placement rather than the exact dates be used. The university information is completed on the form. Please note the field placement agency is identified as the “Employer”.