696 CLINICAL LEARNING AGREEMENT: PLAN & EVALUATION

Student's Name: Hannah Wirkkunen

Practicum Agency and Program: Children's Services - Youth Team

Please provide a brief description of your practicum:

 

PRACTICE OBJECTIVE 1: Values, Ethics & Professional Identity

Learners demonstrate the ability to apply social work values, adhere to CASW Code of Ethics &
Guidelines for Ethical Practice, and analyze the role of ethics and values in clinical practice. Learners will
be able to:
Integrate social work values and professional Ethics and Guidelines within a clinical context.
Identify how personal and professional values impact their clinical practice.
Examine organizational values and their impact on staff, programs and service to clients.
Identify ethical dilemmas in practice and apply ethical decision-making processes.
Analyze clinical social work practice within a social services context and articulate how it differs from
other forms of clinical practice.
Critically reflect on their social work practice within a clinical context.
Demonstrate professionalism in the practicum setting.

Values, Ethics & Professional Identity: Student Learning Plan

Component of Time Line By

Accountability How will
Practice Objective Learning Activities How will you when will you
you evaluate your
What do you want to accomplish the learning? accomplish
learning?
learn? this?
Develop a greater
awareness of my
professional and
Take notice of circumstances, situations and Record thoughts about
personal ethics. How
scenarios in practice, community and ethically challenging
do my ethical values
organizationally in which I feel ethically circumstances and
impact clinical Ongoing
challenged. Identify how I work through situations in a practicum
practice? Identify
the dilemma as well as the next steps and journal. Discuss weekly in
ethical dilemmas in
support needed. supervision.
practice and apply
ethical decision
making processes.
Increase self- Actively identify behaviors and practices Record worries and proud Ongoing
awareness and that contribute to professionalism within moments in the practicum
develop a greater the organization. Describe and define what journal. Discuss weekly in
understanding of my professionalism means to my colleagues supervision.
personal and and myself. What do others notice about
professional identity. my professionalism?
Actively demonstrate
professionalism in
the practicum
setting. How does
my professional
identity impact
clinical practice?
Compare and
contrast Government
1. Review the Code of Conduct and Ethics Discuss findings with
of Alberta, CASW
for the Public Service of Alberta colleagues, and
and personal
2. Review the Respectful Workplace Policy supervisors in weekly
expectations and Ongoing
for the Government of Alberta supervision. Records
definitions of ethical
3. Review CASW Code of Ethics and thoughts and queries in my
practice. Are the
CASW Guidelines for Ethical Practice practicum journal.
policies congruent,
contradictory?
       

EVALUATION OF PRACTICE OBJECTIVE 1: VALUES, ETHICS & PROFESSIONAL IDENTITY

Overall, the student’s performance indicates attainment of the knowledge and skills associated with the Values,
Ethics & Professional Identity objective at the following level:
  Student Field Instructor
Mid-Course: Meeting Objective Exceeding Objective
Final: Exceeding Objective Exceeding Objective

COMMENTS – STUDENT:
Mid-Course * (Please comment on progress to date. If not meeting objective or partially meeting objective,
please explain plan for meeting objective):
In my time with Children’s Services I have had a number of opportunities where my ethics have been
challenged, both within my own cases and within others shared amongst the Youth Team. At this time, I believe
that when faced with an ethical dilemma, I appreciate the opportunity to discuss with colleagues and consult
with my supervisors in a collaborative manner. Some considerations that I keep in mind when faced with an
ethical dilemma or query include identifying all possible decisions as well as the potential consequences of
such. At times when I feel discouraged or unsure, I often refer back to my values that contribute to my personal
and professional identity. This allows me to guide my decision making in a way that is congruent with both sets
of values. For example, a personal value that also aligns with the ACSW Code of Ethics and Core Social Work
Values is respect for the inherent dignity of all persons. This is a value that I strive to ensure is extended to all
individuals within my practice. For example, advocating for funding to ensure that a youth has gender affirming
clothing that allows for the youth to express their identity and feel safe in their community, and using preferred
names and genders as requested by each youth. While these practices may seem basic, I do believe that they
honour the dignity of the client and may not always be recognized in all spaces.

Additionally, in my time with Children’s Services I believe that I conduct myself with professionalism in my
interactions with both clients and colleagues. I have developed ongoing professional relationships with my
colleagues as well as multidisciplinary professionals. I feel comfortable and confident when sharing my
thoughts or asking questions in unit meetings facilitated by Elaine, high risk youth meetings, or other
formal/informal settings.
Final:
As a result of my practicum, I have strengthened my personal and professional identity, I confidently present an
alliance with a strengths-based Social Work practice that utilizes techniques from both narrative therapy and
just therapy. I believe these approaches align with my personal values and the values of the CASW. These
values guide not only my decision making, but also my interactions with clients and colleagues. In my practice,
all individuals and families are treated with dignity and respect, this contributes to a firm foundation for
ongoing and collaborative relationships.
 
COMMENTS – FIELD INSTRUCTOR
Mid-Course * (Please comment on progress to date. If not meeting objective or partially meeting objective,
please explain plan for meeting objective):
Hannah has adapted well to the office and her work team. She consults with her supervisor and collegues
appropriately and is valued in the office. Hannah does not engage in unhealthy staff dynamics and is
professional in dealing with her team and her peers. It is clear that Hannah follows the ACSW Code of Ethics.
This can be seen is client interactions as well. She has been challenged to make appropriate decisions with
limited resources and financial supports. She advocates for those who need assistance and can distinguish what
is a need versus a want.

Pam - Throughout her practicum Hannah has presented herself with the upmost regard for professionalism.
Hannah is engaged with her clients, she recognizes (and takes very seriously) the importance of starting where
the client is at. Hannah advocates for her clients and she is more than willing to talk about what she felt "went
well" in terms of her interactions, but also has the courage to present scenarios for discussion in which she is
vulnerable. Hannah is very clearly able to identify what her own ethics/values are and where they "fit" in terms
of the work she is doing with clients. She demonstrates critical reflexivity in terms of her own practice - she has
recognized some of the potential ethical challenges a caseworker can face, particularly given the high caseloads,
multiple perspectives and trauma experience of clients served - particularly recognizing the nuances of being a
student in a temporary role within a large organization. Hannah has also recognized the importance of taking
time to build meaningful relationships between colleagues in the best interest of the client and of "self" -
particularly important in an organization that serves individuals with trauma experince where the need for
ongoing support and creative collaboration is primary.
Final:
Throughout her practicum Hannah has demonstrated the utmost in professionalism within her role and her
personhood and she remains astute about identifying, reflecting and discussing the ethical dilemmas that pop up
(almost daily) in terms Child Intervention work. Hannah also is very aware of the importance of investing in
relationships with not only her clients but also her colleagues as strong healthy relationships, with clear
boundaries and respect create opportunity to enhance outcomes across the organization.

PRACTICE OBJECTIVE 2: Advanced Clinical Practice

Learners demonstrate advanced-level knowledge and skill in a specialized practice area. Learners will be
able to:
Engage and maintain relationships effectively with diverse clients.
Demonstrate social work tasks of assessment, planning, intervention and termination.
Demonstrate critical thinking skills as they apply to the clinical setting.
Have knowledge of a variety of intervention approaches, including their underlying philosophies and
theoretical frameworks.
Distinguish among intervention approaches relative to client needs/preferences/orientations.
Apply appropriate intervention strategies given client contexts and needs.
Perform complex advanced generalist practice roles that are transferable across settings and populations
(e.g., resource developer, advocate, educator, clinician, consultant, teacher, supervisor, researcher).

Advanced Clinical Practice: Student Learning Plan

Component of Time Line By

Accountability How will
Practice Objective Learning Activities How will you when will you
you evaluate your
What do you want to accomplish the learning? accomplish
learning?
learn? this?
Engage and maintain Engage and maintain a relationship with 1- Consult with Supervisors Ongoing
relationships 4 youth clients and continue all aspects of and share within Unit
effectively with service delivery with the support of Meetings with respect to
diverse clients. delegated staff and supervisors. Hold 1-4 service delivery.
intake days a month. Participate in Case
Conferences and High
Risk Youth Consults.
1. Read Signs of Safety: A Solution and 1. Record thoughts,
Safety Oriented Approach to Child queries and questions in
Protection Casework. Scheduled to read my practicum journal.
during the month of December. Share thoughts with Elaine
Develop a working and Pam in supervision.
understanding of the 2. Attend and actively participate in
Signs of Safety practice related training. Discuss 2. Actively participate in
approach. Where experiences with colleagues and supervisor. practice related training,
1. January 31,
does Signs of Safety Practice Gathering Celebration (October 17, sharing ideas, taking notes
2. Ongoing, 3.
fit into clinical 2018). and reflecting in practicum
January 31
practice? What Life Long Connections (November 7, 2018) journal.
theoretical model is Protecting Sexually Exploited Children
Signs of Safety (November 27, 2018) 3. What factors increase
rooted in? Signs of Safety Skill Building Workshop and decrease my number.
(December 11th, 2018) What do I need to do more
of or differently? Present
3. Create a scaling question in relation to to supervisor and
my own Signs of Safety practice. colleagues.
1. Utilize the discussion
questions after each book
chapter to guide journal
reflections. Share ongoing
1. Read: Working With High Risk Youth by thoughts, questions and
Peter Smyth (by January 31st) & The Boy concerns with supervisors
Who Was Raised as a Dog by Bruce Perry in supervision and in
Incorporate trauma
(by December 31st) practicum seminar with
informed theory and
peers.
brain development
2. Consider the impacts of childhood
perspectives into March 31
trauma on the high risk youth population. 2. Utilize a trauma-
daily practice, both
Complete an assessment from a trauma informed assessment
with ongoing clients
informed perspective. Review Adverse model during an intake or
and intake cases.
Childhood Experiences literature. Assess a with a current client. Share
youth from the ACE perspective, discuss the assessment with
findings with supervisors. supervisors for consult.
Take notice the questions
asked and the similarities
and differences to other
assessment processes.
       

EVALUATION OF PRACTICE OBJECTIVE 2: ADVANCED CLINICAL PRACTICE

Overall, the student’s performance indicates attainment of the knowledge and skills associated with the
Advanced Clinical Practice objective at the following level:
  Student Field Instructor
Mid-Course: Meeting Objective Meeting Objective
Final: Meeting Objective Exceeding Objective

COMMENTS – STUDENT:
Mid-Course * (Please comment on progress to date. If not meeting objective or partially meeting objective,
please explain plan for meeting objective):
I have maintained a case load of 4 youth who are each unique in their strengths, aspirations, challenges and
needs. In the past 4-months I have developed positive relationships and supported youth in identifying and
achieving their self-identified goals, with the support of my on-site supervisor, Elaine. I believe that developing
these positive relationships has been a meaningful focus of my time as this can be a difficult skill to acquire,
especially with populations that can be challenging to engage. Additionally, evidence suggests that the presence
of a positive therapeutic alliance is one of the most significant factors influencing positive therapeutic outcomes.
During the upcoming semester I am looking forward to learning about Dialectical Behavioral Therapy, Solution
Focused Therapy and Narrative Therapy, and applying these learnings in the clinical setting with the support of
my supervisors.

I have learned that Signs of Safety is an approach to practice, rather than simply a tool that can be applied
during times of need. I have had opportunities to participate in trainings specific to Signs of Safety as well as
others applicable to practice, such as Protecting Sexually Exploited Children. In the next portion of my
practicum experience, I will need to create a scaling question related to Signs of Safety and determine what
factors will increase or decrease my number.

Lastly, I have made personal reading a daily ‘habit’. Each evening I dedicate time to reading material that is
applicable to my practice with youth. I am currently reading ‘Born to Love’ by Bruce Perry which discusses the
science behind human bonding and the development of empathy. In the latter half of my practicum I will
continue to utilize my trauma-informed lens and conduct a trauma-informed assessment when completing an
intake and while making considerations with respect my ongoing files. I hope to continue to strengthen my
knowledge and understanding in this area in the coming months.
Final:
Although I did not practice therapy in my practicum placement, I used a therapeutic approach with clients and
have gained a greater understanding of therapeutic interventions that contribute to positive outcomes. I now
align my practice with just therapy and narrative therapy techniques. The just therapy approach believes
practitioners should not only treat client symptoms but also the environmental context. For example, rather than
treating an individual’s symptoms of depression or addiction, one would attempt to also creating change in the
areas that contribute to adverse conditions, such as unemployment, poverty, poor housing, homelessness, among
others. In the context of Children’s Services, I recognize that exploring context is imperative in order to
understand and select the most appropriate interventions, particularly with youth, as well as families. As a
future social worker, I do not intend to practice therapy, however, I do intend to continue using therapeutic
approaches in order to facilitate therapeutic relationships, create positive change both in micro and macro
settings and contribute to the overall well-being for individuals, families and their communities. I look forward
to continuing to advance my knowledge in the area of clinical practice and therapeutic interventions and in the
future I hope to contribute to the areas of policy development and implementation with this knowledge as my
foundation.
 
COMMENTS – FIELD INSTRUCTOR
Mid-Course * (Please comment on progress to date. If not meeting objective or partially meeting objective,
please explain plan for meeting objective):
Mid-Course * (Please comment on progress to date. If not meeting objective or partially meeting objective,
please explain plan for meeting objective):
During the first half of her practicum, Hannah has maintained four files, which has allowed her to strengthen her
relationship building skills and to work with coworkers and agencies to create success in these young people's
lives. Two of these young people exist in the LGBTQ2S+ world. This has required Hannah to explore strategies
around how to support them. For example, one youth, who is in residential care, will present as male when there
are majority male youth in the home, but will present as female when they feel that is what will be most socially
acceptable and will create personal safety.
Hannah has attended two Signs of Safety Training sessions, as well as a Practice Gathering. Hannah was
actively involved in training as these sessions allowed much interaction and participation. Hannah will have
more opportunities to practice Signs of Safety in the second half of her practicum. She is also participating in a
Words and Pictures Learning Series.

Pam - Hannah has attended (and actively participated) in numerous interactive training opportunities within the
Region specific to Signs of Safety (SOS) and Lifelong Connections. We have had great discussions regarding
the Solution Focused component of SOS work and Hannah recognizes the theory/practice embedded within the
SOS Framework and tools. Hannah has been utilizing her skills directly with clients and has talked with me
about what she has noticed in terms or relationship building and progress (towards goals) over all. Hannah also
has taken time to read about, talk about and recognize the impact trauma has on individuals - at different ages
and stages of life - and she continues to learn more about how to support and "intervene" in a meaningful way -
particularly with the youth she has been working directly with.
Final:
Hannah continued to practice and demonstrate her client skills (engagement,relationship building, trust, rapport,
interviewing, assessment,goal setting) the last half of her practicum and she actively participated in Group
Supervision focused on creating a Words and Pictures for a client. Hannah has been able to articulate and reflect
on conversations she had had with clients and identify where she has used theory (solution focused, trauma
focused, narrative) to inform her practice (particularly the context) while recognizing that in the role of the
Child Intervention Practitioner she is not providing therapy - she is approaching the work from a therapeutic
perspective.
I feel Hannah exceeded expectations. She was above expectationsin her written work, and was exemplary in her
ability to build and maintain positive relationships with her youth. Hannah applied academic learnings to her
practice and was skilled at working with youth to get them to a place of understanding and insight. Hannah is
missed in the office by her collegues and clients.

PRACTICE OBJECTIVE 3: Collaborative Practice

Learners demonstrate the ability to develop collaborative and supportive professional relationships.
Learners will be able to:
Establish appropriate, collaborative and empowering relationships with clients, colleagues, and agency
and community partners.
Work effectively as part of a team and contribute to positive organizational culture.
Develop sustainable professional networks for the purposes of support, networking, consultation, and
supervision.
Contribute a social work perspective in inter-professional contexts.
Incorporate client feedback into practice.
Articulate the structure of the agency, its programs, and its relationship to other community programs.
Communicate effectively orally and in writing.

Collaborative Practice: Student Learning Plan

Component of Time Line By

Accountability How will
Practice Objective Learning Activities How will you when will you
you evaluate your
What do you want to accomplish the learning? accomplish
learning?
learn? this?
Develop a Discuss collaboration with colleagues, how Record thoughts and January 11
meaningful and do they define collaboration? How does queries in my practicum
working definition of Children's Services define and expect journal. Discuss
collaboration.
Determine which collaboration from workers? Do these collaboration in weekly
factors influence and definitions align or conflict with my own? supervision.
impact
collaboration?
Establish Record experiences in my
Actively collaborate with multidisciplinary
appropriate, practicum journal and
professionals and agencies, youth
collaborative and discuss weekly with
addictions and mental health, police,
empowering supervisors. Discuss
probation, lawyers, teachers and school Ongoing
relationships with collaborative efforts with
support staff, as well as natural supports
clients, colleagues, my colleagues, how do
and family members. Present a case at a
and agency and they view my participation
high risk youth meeting.
community partners. in collaborative practice?
Discuss process and
content with colleagues
Gain a deeper
following the supervision
understanding of the
session. Request
formal Signs of
Prepare and present a case in a Signs of constructive feedback for
Safety Group
Safety group supervision session. future SOS sessions.
Supervision process
Considering the needs of all participants, Record thoughts regarding
and how it relates to
create a learning environment that is feedback in my practicum February 28
collaboration. Do the
conducive for all team members and journal, relating to the
facilitator and
encourages active participation and implementation of
participant
collaborative practice. feedback both in practice
perspectives and
and in future SOS
experiences differ,
sessions. Discuss overall
how so?
experience with
supervisors.
Research effective and
Consider the planning that is required to
meaningful team building
bring people together, with collaboration as
activities. Actively
Plan, facilitate and the goal, in a meaningful way. Gather
participate in the planned
participate in a team information from team members, how February 28
event and collect
building activity. would they like to spend their time? Work
meaningful feedback from
with supervisors to incorporate feedback
team members using a
and input from team members.
scaling question.
       

EVALUATION OF PRACTICE OBJECTIVE 3: COLLABORATIVE PRACTICE

Overall, the student’s performance indicates attainment of the knowledge and skills associated with the
Collaborative Practice objective at the following level:
  Student Field Instructor
Mid-Course: Meeting Objective Meeting Objective
Final: Exceeding Objective Exceeding Objective

COMMENTS – STUDENT:
Mid-Course * (Please comment on progress to date. If not meeting objective or partially meeting objective,
please explain plan for meeting objective):
Thus far in my experience, I have realized that Children’s Services is inherently collaborative. I have also had
an opportunity to further develop my definition and understanding of collaboration. While I believe that my
definition of collaboration may change and evolve, I currently view collaboration as an opportunity to
participate in a relational system in which parties have common objectives and values in order to facilitate some
type of change.

I also believe that collaboration with clients is strongly related to empowerment. I believe that I have developed
collaborative relationships with youth as well as their supports and family members. This is evident in my
approach to my relationships with youth in which they are active participants involved in decisions that impact
and influence their lives.

I have participated in a Signs of Safety training dedicated to Group Supervision and am an active participant in
a learning series on Words and Pictures, which is conducted in the Group Supervision format. I will be
presenting one of my cases on January 30th for the group. While I do still have much to learn about the
Children’s Services specific approach to Group Supervision, I do believe that I have taken responsibility for my
learning in this environment by actively participating in these formats by coming prepared, sharing my
thoughts, asking questions and practicing reflective listening.
Final:
After my practicum with Children’s Services, I now have a greater understanding of the intentionally purposeful
use of collaboration both with colleagues and clients. I now understand that collaboration must be used
intentionally in order to promote and allow for empowerment and fulfilling participation and positive outcome
for all parties. Without such intent, attempts to collaborate can further promote oppression, particularly in an
agency such as Children’s Services that is inherently located in a position of power. By participating in a Words
and Pictures Group Supervision learning series, I now understand that the process of collaboration can be as
impactful as the outcome. In my future practice, I intend to continue intentionally using collaboration as a core
component of my decision-making process. Collaboration allows space for clients to meaningfully participate in
areas such as decision making and goal setting.
I also now see collaboration as an opportunity for individuals, families and communities to work together in the
best interests of children and youth, focusing less on decisions made solely by caseworkers and other child
intervention professionals.
 
COMMENTS – FIELD INSTRUCTOR
Mid-Course * (Please comment on progress to date. If not meeting objective or partially meeting objective,
please explain plan for meeting objective):
Hannah has worked with her clients in setting individualized goals in order to bring the client's voice and
wishes into thier plans.
Hannah has recognized the difference between agreement and consensus in the work she is doing. She works
with clients in a way that promotes empowerment and self determination.
Hannah has participated in group supervision and has worked at pulling out the important pieces to better her
practice.

Pam - Hannah has taken considerable time to reflect, journal and discuss what collaboration means - the
definition, the theory, the practice and the inherent challenges that can arise despite best intentions specific to
collaboration. Hannah has reflected on her own role within a collaborative environment/organization as well as
her responsibility to engage/encourage others to be part of collaborative processes. Hannah has made the choice
to attend and take notice of behaviours, processes, leadership qualities that encourage collaboration. She attends
team meetings, office functions and other community based activities (client related) without hesitation. Hannah
has also reflected on the impact of power differentials to the collaborative process - something she is very
mindful/respectful of in Child Intervention practice overall. Hannah has also participated in the SOS Group
Supervision Process and she is preparing to present a client case at the next session. Overall Hannah recognizes
that collaboration without relationship can be a challenge - as such, she has committed and demonstrated the
value of building relationships within her practice to encourage connections, collaboration and active learning -
with clients, stakeholders and colleagues.
Final:
I would like to echo the comments I made at the midterm in terms of the work that Hannah has done to further
understand, explore, work within and to be part of collaborative networks in her practice with youth. I think
Hannah has realized throughout her practicum that although collaboration can appear to be intuitive intitially to
most, without careful consideraion of the "how", the optimal outcomes that are often sought by participants
within a collaborative context/relationship can be misunderstood/understated without meaningful skill, care and
attention to the details (such as how ideas are encouraged and communicated, active listening, agenda setting,
planning, invitation, honouring, group process etc.). Recognizing what we each bring to the relationship in
terms of our willingness and understanding of collaborative processes overall is something that Hannah has had
opportunity to reflect on.

PRACTICE OBJECTIVE 4: Linking Research to Practice

Learners understand and appreciate different ways of knowing and effectively use or apply research to
guide practice. Learners will be able to:
Appreciate the significance of world-view on people’s lives, particularly in the clinical setting.
Critically reflect on the role of research in developing and informing practice.
Identify a variety of research approaches (e.g., qualitative, quantitative, appreciative, Indigenous).
Evaluate research studies and apply results appropriately to clinical practice.
Evaluate their own practice interventions.
Engage in continuous practices of accountability with respect to service provision.

Linking Research to Practice: Student Learning Plan

Component of Time Line By

Accountability How will
Practice Objective Learning Activities How will you when will you
you evaluate your
What do you want to accomplish the learning? accomplish
learning?
learn? this?
1. Reflect upon the ways
in which practice
evaluation and quality
assurance components
influence and/or impact
Participate in the file review process with clinical practice with
Determine how supervisor Pam Orr. Consider how practice clients. Identify personal
practice is evaluated is evaluated, how data is collected and practices that are shaped
within Children's identify quality assurance components. and/or impacted by such.
Services. How is March 31
accountability Review the Children's Services Annual 2. Record thoughts,
managed and Report for 2017, consider the outcomes and questions and concerns
maintained? how they are measured within the about the 2017 Annual
organization. Report Outcomes in my
practicum journal. How
are these outcomes
exhibited and perpetuated
in my own practice and the
practice of my colleagues?
Evaluate research Review the Alberta Incidence Study of Select and review Ongoing
with respect to child Reported Child Abuse and Neglect, clinically appropriate
intervention and consider how policy and practice are both research with respect to
child welfare. Apply influenced and enhanced by research, client experiences. Share
these results including the Child Intervention Practice literature with supervisors
appropriately in Framework. to discuss in weekly
clinical practice with supervision. Record
youth clients. How What does relevant literature say about thoughts, questions and
does research outcomes for children, youth and families concerns in practicum
influence and inform when practice is focused on Signs of Safety journal.
policy within the versus other service delivery/intervention
Ministry? models?
Reflect upon how the
results influence and
Is there a connection
impact my clinical practice
between personal
with youth clients and my
health and wellness Complete a Wellness of Self Assessment
interactions with
and outcomes for Tool, such as Multidimensional Profiles
colleagues. Record January 31
clients? What does Self Assessment, Assessing Your Wellness,
thoughts in my practicum
relevant literature Professional Quality of Life Scale.
journal and share with
say about this
supervisors in supervision
connection?
as well as in practicum
seminar with peers.
       

EVALUATION OF PRACTICE OBJECTIVE 4: LINKING RESEARCH TO PRACTICE

Overall, the student’s performance indicates attainment of the knowledge and skills associated with the Linking
Research to Practice objective at the following level:
  Student Field Instructor
Mid-Course: Meeting Objective Meeting Objective
Final: Exceeding Objective Exceeding Objective

COMMENTS – STUDENT:
Mid-Course * (Please comment on progress to date. If not meeting objective or partially meeting objective,
please explain plan for meeting objective):
I have had the opportunity to explore the file review process with Pam and engaged in a discussion with respect
to the ways in which practice evaluation can be subjective based upon the reviewers understanding of each
component. This review process will be further reviewed in the coming weeks’ time.

An area that I would be interested in pursuing further is the relationship between a positive therapeutic alliance
and positive outcomes. I am curious to determine if Children's Services has implemented these concepts into
their practice evaluation processes with respect to youth cases.

With respect to research and literature in the areas of Social Work and Child Intervention, I have shared articles
with Pam that relate to clinical practices and the development of self-awareness, reflexivity and reflectivity, and
completed readings which Pam has shared with me on the topic of Words and Pictures, and from Elaine on
Signs of Safety. Further, I have also completed reading on my own time in the area of trauma and the
neurosequential model.

At this time, I have not yet completed a Wellness Self-Assessment Tool. Despite this, I have recognized how
important self-care is and taken necessary time off when I have needed time to focus on myself and ensure that
all components of my ‘self’ are tended to and cared for. I have committed to always identifying myself as a
priority.
Final:
Throughout the year I made considerable efforts to gain additional knowledge in the areas of trauma and
resilience. I actively applied practice-based evidence gathered from research in the field of child intervention
and trauma in my work with youth clients. I also actively shared my learnings with my colleagues and
supervisors in an effort to further my own understandings and discuss practical applications of such knowledge.
I also have learned that forms of knowledge can have cultural implications and I must be willing and open to
learn from those who practice cultures other than my own, within my practicum this as particularly important in
working with indigenous youth and their families. In my future practice, I look forward to continuing to gain
knowledge in these areas in order to better my practice in alignment with the CASW value of competency.
 
COMMENTS – FIELD INSTRUCTOR
Mid-Course * (Please comment on progress to date. If not meeting objective or partially meeting objective,
please explain plan for meeting objective):
Hannah does independent research and comes with querries and questions about how that learning will fit into
her practice. Hannah has a keen interest in gaining knowledge outside the workplace which will improve her
understanding of practice, such as Signs of Safety and Trauma based practice.

Pam - Hannah is an avid reader and I have so appreciated all of the resources she has provided to me specific to
evidence based practice overall. I also really appreciate that Hannah understands the importance of considering
reseach in the work we do, how it is applicable to clients and how to critically consider the data that contributes
to research - i.e. what client groups have been considered, cultural considerations and robustness of research
findings over time. Hannah has also spent time with me engaged in the quality assurance processes specific to
file reviews within the organization and she has experienced first hand (through data review) how subjective the
work can be - and how challenging quality assurance measures can be in terms of inferring meaning specific to
outcomes for families. In the last part of her practicum, I will be encouraging Hannah to take the same care and
attention to the research available specific to the impact of trauma within the organization as a whole so that she
furthers her understanding specific to self care and resiliency.
Final:
Throughout her practicum Hannah has demonstrated considerable attention to the link between research and
practice. She realizes and can clearly articulate that there is indeed a "science" to providing service to people
and the impact of brain science overall on how we shape our practice as social workers. I was always impressed
at how well Hannah was able to connect her course work to practice, particularly from an advocacy/human
rights perspective and she continually inspired me to stay "informed" as she shared her learnings, authors and
materials. I have faith that Hannah will be consistent in her drive for knowledge and she will ground herself in
evidence based practice as she has throughout her practicum while still being able to reflect and challenge
assumptions.

PRACTICE OBJECTIVE 5: Diversity, Oppression & Social Justice

Learners demonstrate an appreciation and critical analysis of human diversity, the dynamics and
intersections of oppression, and the implications of social and economic injustice. They will demonstrate
the ability to work effectively with diverse individuals and groups within a clinical context using an anti-
oppressive framework, and advocating for change at individual, organizational and systemic levels.
Learners will be able to:
Identify how personal identities, values, experiences, socialization, attitudes, biases and patterned
responses to human diversity intersect with professional values and impact their clinical practice.
Describe how they, as social workers and leaders, show respect for and work effectively with diverse
individuals and populations (e.g., diversity of race, class, gender, religion, culture, sexual orientation, age,
ethnicity, national origin, or ability).
Use an anti-oppressive lens to analyze agency/social policy with regards to diversity, inclusion, oppression
and social justice, and make recommendations for change.
Identify systemic barriers in the organization and/or community that perpetuate oppression and social
injustice.
Discuss potential social action strategies.
 Articulate how they incorporate anti-oppressive frameworks, strategies and skills in their clinical practice
to value diversity, promote inclusion, reduce oppression and advocate for organizational and/or social
change.

Diversity, Oppression & Social Justice: Student Learning Plan

Component of Time Line By

Accountability How will
Practice Objective Learning Activities How will you when will you
you evaluate your
What do you want to accomplish the learning? accomplish
learning?
learn? this?
Identify how
personal identities,
values, experiences, Reflect upon personal worldview, how has
attitudes and biases it been shaped? Identify and reflect upon
intersect with my personal truths. Identify assumptions
Record thoughts about
professional values that have been made based upon my
personal truths in my
and impact clinical worldview. How can and does my personal
practicum journal. Share
practice. Gain a worldview and understanding of truths Ongoing
these reflections and
deeper understanding influence my clinical practice and
thoughts with supervisors
of my personal experience with clients? Demonstrate
in weekly supervision.
worldview and the awareness of personal biases and efforts to
significance of reduce such influences when working with
worldview on client's clients.
lives within the
clinical setting.
Provide an opportunity for
youth clients to share their
experiences and
perspectives of systemic
and oppressive barriers.
How does the
Which barriers are
Ministry incorporate Using an anti-oppressive lens, identify
identified as most
anti-oppressive structural and systemic barriers within
prevalent? Share the
frameworks and practice that perpetuate oppression and
'LGBTQ2S+ Youth Survey
strategies that reduce social injustice. Which practices and
(Comprehensive Health
oppression? What strategies exist that reduce oppression Ongoing
Education Workers
systemic barriers within the youth community? How do these
Project) with clients who
continue to practices and frameworks impact client
wish to share their
perpetuate experience and clinical practice?
experience with the intent
oppression and social
of informing program and
injustice?
policy delivery.

Discuss barriers with

colleagues, peers and
supervisors.
       

EVALUATION OF PRACTICE OBJECTIVE 5: DIVERSITY, OPPRESSION & SOCIAL JUSTICE

Overall, the student’s performance indicates attainment of the knowledge and skills associated with the
Diversity, Oppression & Social Justice objective at the following level:
  Student Field Instructor
Mid-Course: Meeting Objective Meeting Objective
Final: Meeting Objective Exceeding Objective

COMMENTS – STUDENT:
Mid-Course * (Please comment on progress to date. If not meeting objective or partially meeting objective,
please explain plan for meeting objective):
With respect to social justice, I have experienced a number of structural and systemic barriers within the health
care and support systems in the province. For example, a perceived disconnect between youth and adult
services, a lack of appropriate services for youth who are struggling with addiction, as well as mental health
systems that are overburdened. I have had opportunities to observe and assist colleagues in navigating such
systems, as well as supporting youth in advocating for themselves in order to receive necessary services and
supports, such as the Alberta Adult Health Benefit, among others. I have also actively discussed these barriers
with my supervisors Elaine and Pam.

I have become passionate about shifting the conversation surrounding youth who are typically viewed as
unengaged, resistant or even manipulative, to an understanding of considering why a youth may be struggling to
connect with their supports and viewing this as a 'safety behavior' rather than intentional resistance. I believe
that this relates to my personal truths. Which I have also discussed with Elaine and Pam in supervision. For
example, I believe that as humans we actively avoid pain and this is exhibited in a number of different ways,
even in perceived resistance. I remind myself of this when I become challenged and discouraged.
Final:
I continue to recognize myself as a lifelong learner, particularly in the area of diversity, oppression and social
justice. Within Children’s Services, I have learned that a positive individual and collective identity (connection
to a cultural, spiritual or other group of like-minded individuals) is a strength and contributes to ongoing
resiliency. As such, opportunities to strengthen one’s identity and connection to such groups must be a priority
for those working with youth. Throughout my practicum experience, it became evident that all decisions have
lasting impacts that not only affect the client, but also their family and community in the future. I also now
recognize that the westernized practices of Children’s Services continue to be disproportionately applied to
indigenous families and communities. While I recognize this, I must be cognizant in my practice to ensure that I
do not contribute to ongoing overrepresentations. I acknowledge my privileged position in society, and as a
social worker I must use this privilege appropriately by continuing to advocate in times of injustice, however,
not without those from the impacted group or family. This is an area I am particularly passionate about and have
gained incredible experience in the area of advocacy.
 
COMMENTS – FIELD INSTRUCTOR
Mid-Course * (Please comment on progress to date. If not meeting objective or partially meeting objective,
please explain plan for meeting objective):
Hannah learned early on about the limitations of the "system" and the impacts on clients. She dealt with one
youth who was attempting to get the Alberta Health Benefit to cover his methadone prescription. It was clear
that the system was flawed and Hannah had to advocate for the youth's medication to be covered so there was
no interuption as it was critical for the youth's wellbeing.
Hannah has had to sort through and figure out what is the underlying causes of presenting behaviours. She has
dealth with a youth, who was disregulated in the community and has refocused that youth on the issue at hand.

Pam - Hannah is very aware of the systemic and societal barriers that many clients within the Child Intervention
System face each and every day. She demonstrates empathy and understanding in the face of complexity and
she has demonstrated an incredible willingness to break down challenges into the smallest units possible in an
effort to encourage (and celebrate) success for the clients who she is working with. Hannah is also not afraid to
advocate for what a client needs - and she recognizes that advocacy within a bigger system can be frustrating -
but that does not stop her from trying. She is also learning that real change within a large system takes time.
Final:
During the practicum Hannah has had the opportunity to reflect on how much change is happenning within the
Child Intervention World, how change can be a real challenge (despite the goal of improved outcomes) and how
much planning is required and the time it can take to ensure that the change is meaningful for those involved.
Hannah has hit some systemic/collaborative road blocks in terms of planning for some of the youth who she has
been working with that has created opportunity for Hannah to think through "what needs to happen" not just for
the client but also for the larger system/community. Hannah is a HUGE advocate for her clients, she is tuned in
and edcuated about social contexts and constructs and she recognizes the importance of working on "self" when
it comes to anti-oppressive practice overall as the practitioner does not always realize the impact oppression has
had (in his/her own life) and how that is translated into practice.

LEARNING AGREEMENT: SIGNATURES

Student, Field Instructor, and Faculty Liaison normally finalize the learning plan within the first 75 hours of
practicum. Please note any additional comments and indicate acceptance below.
Comments on the Learning Agreement –
 
 
 

Agreement with the Learning Plan –

The signatures indicate acceptance of the student’s learning plan while acknowledging that it is a working
document and may be modified over the duration of the practicum.

Student Signature (Wirkkunen, Hannah): Hannah Wirkkunen Jan 29, 2019

Field Instructor Signature (Orr, Pamela): Pamela Orr Apr 15, 2019
Field Instructor 2 Signature (Findlay, Elaine): Elaine Findlay Apr 16, 2019
Faculty Liaison Signature (Michael Watts): Michael Watts, MSW, RSW, C. CYCC Apr 15, 2019

SUMMATIVE COMMENTS: MID-COURSE EVALUATION

At mid-course, the student and Field Instructor rate and comment on the student’s performance relative to each
learning outcome within the tables provided above. The student and Instructor comment below on the student’s
overall performance to date. This may include noting any particularly outstanding or worrisome aspects of the
student’s achievement and describing hopes for the balance of the practicum.
 
Mid-Course Evaluation Comments - Student
In the past 5-months, I have demonstrated my social work values and professional identity both in my work
with clients and with colleagues. I have formed positive relationships with my clients and actively apply my
learning to practice. Moving forward, I am looking forward to continuing my learning in the areas of signs of
safety and trauma informed practice.
 
Mid-Course Evaluation Comments - Field Instructor
Moving forward, Hannah will work at continuing to apply theory to practice. She will examine further aspects
of the Signs of Safety Model and demonstrate it's use in practice. Hannah will present a case at the Words and
Pictures Learning Series. She will also complete a presentation on ACES and it's application in practice.

Pam - At this time, I have no concerns about Hannah's overall progress and I am excited to be particiapting in
the Words and Pictures Learning Series that Hannah will be presenting at. I think Hannah has demonstrated
incredible committment, willingness, knowledge and vulnerability to date and I look forward to being a part of
her continued learning moving forward.
 
Mid-Course Evaluation Comments - Faculty Liaison
 
 
MID-COURSE DETERMINATION
Completed requirements: Yes

Steps to Address At-Risk Situation:

Please refer to the MSW Field Education Manual for policies related to students at risk of failing a practicum
course. Immediate steps include documenting concerns in writing and arranging a review meeting during which
a course of action will be determined.
 
 
Acknowledgment of Mid-Course Evaluation –
Student Signature (Wirkkunen, Hannah): Hannah Wirkkunen Jan 29, 2019
Field Instructor Signature (Orr, Pamela): Pamela Orr Jan 23, 2019
Field Instructor 2 Signature (Findlay, Elaine): ELaine Findlay Apr 16, 2019
Faculty Liaison Signature (Michael Watts): Michael Watts, MSW, RSW, C. CYCC Nov 19, 2018

SUMMATIVE COMMENTS: FINAL EVALUATION

At the end of the practicum, student and Field Instructor rate and comment on the student’s attainment of each
learning outcome within the tables provided above. The student and Instructor comment below on the student’s
overall performance. The Instructor recommends a final determination regarding the outcome of the student’s
practicum.
 
Final Evaluation Comments - Student
 
 
Final Evaluation Comments - Field Instructor
It has been an absolute honor and privilege to work with and learn from Hannah during her MSW practicum
with the Red Deer Youth Team. I celebrate Hannah's passion and her committment to practice with youth - one
of the most challenging areas within Child Intervention Practice. Hannah's presence, her calm demeanour and
her pragmatic approach to working with youth is such a strength - particularly in a field where emotional
dysregulation is part of the every day landscape. I am so excited to see where Hannah chooses to land and I
would celebrate if she decided to try Child Intervention Practice out as an employee versus a student. What a
wonderful journey to be a part of - thank you Hannah for inviting me along to be part of the ride:)
 
Final Evaluation Comments - Faculty Liaison
It was a pleasure to have Hannah in seminar this year and to serve as her faculty liaison. Hannah was committed
to consistently attending each seminar as she drove in from Red Deer. Given Hannah’s practicum placement
was not within a traditional counseling milieu (eg. government of Alberta, Children’s Services), she
nevertheless displayed an advanced understanding of diverse clinical modalities. At the midterm, Hannah’s
practicum supervisors spoke highly of Hannah’s ability to work independently, to navigate diverse systems on
behalf of clients and her overall ability to listen, validate, encourage and support others. Hannah, via disclosures
in seminar, clearly understands how to apply clinical theory into her work with clients, and I trust she will
continue to develop in this area of practice. I am of the view Hannah presents as a professional whose practice
(amongst others) is predicated on a strengths-based perspective complimented by a client-centered modality. In
other words, Hannah embraces client empowerment and relationship. Hannah is a passionate advocate for
youth, evidenced by her disclosures around assisting youth as they have had to navigate diverse adversities. I
trust Hannah will continue to grow and develop into an effective therapist. Hannah has met all SOWK 696
qualifications and has successfully completed her practicum.
 
FINAL DETERMINATION
Practicum complete: Yes

Future Work Experience:

The student, Field Instructor and Faculty Liaison are invited to make suggestions regarding the types of practice
experiences that would likely be helpful for the student’s ongoing professional development.
More experience specific to skills required when working with families would be really helpful - also choosing
to work with younger children, caregivers and families within the context of child intervention practice will
only help to create more understanding and context to the challenges for youth. Also working more with the
legal aspect of child intervention practice would be beneficial.
 
Acknowledgment of Final Evaluation –
Student Signature (Wirkkunen, Hannah):   Hannah Wirkkunen   Apr 16, 2019 1:52 PM
Field Instructor Signature (Orr, Pamela):   Pamela Orr   Apr 15, 2019 4:47 PM
Field Instructor 2 Signature (Findlay, Elaine):   Elaine Findlay   Apr 16, 2019 2:53 PM
Faculty Liaison Signature (Michael Watts):   Michael Watts, MSW, RSW, C. CYCC   Apr 15, 2019 2:12 PM

         

Printable Version

IPT Document Management System (Rev Dec 15, 2010)

Form: 16809