School of Child & Youth Care | Undergraduate & Graduate Programs

PO Box 1700 STN CSC Victoria BC V8W 2Y2 Canada

T Undergraduate: 250-721-7979, Graduate: 250-472-4857 | F 250-721-7218 | www.cyc.uvic.ca

CYC 310 – Supervised Practicum II

Evaluation Forms – Midpoint and Final
Attention Supervisor and Student:

1. Supervisors and students will use this one form at the midpoint evaluation and again at
the final evaluation meeting.
2. Using the same form, progress will be visually portrayed to gauge the student’s learning
and progress.
3. Supervisors are requested to place a mark on the “sliding scale” in each practice area in
preparation for the midpoint and the final assessment meetings.

Student Name: Sasha Tompkins

Supervisor Name: Paul Blood

Agency: Power To Be Adventure Therapy

Midpoint Date: June 23rd, 2021

Final Date: July 29th, 2021

Supervisor signature:

General Comments:

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School of Child & Youth Care Commitment to the TRC: Decolonizing Praxis

The School of Child and Youth Care is committed to decolonizing practice. We are responsible
for presenting all of our courses with a decolonized lens that acknowledges, affirms, and
enlivens the Calls to Action as presented by the Truth and Reconciliation Commission (TRC) of
Canada. We are also committed to working closely with communities and the CYC field to
ensure that historical harms are not replicated and reproduced through unexamined normative
social practices and policies.

As a starting point, decolonizing praxis is practicing and supporting Indigenous self-

determination, land sovereignty, resurgence, and understanding how colonization impacts and
implicates settlers in intersecting ways. Furthermore, decolonizing praxis helps to understand
the differential impact of colonialism on Indigenous people, new immigrants, refugees,
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sojourners, and racialized and white settlers. It reveals how colonialism has contributed to the
social construction of race, sexuality, gender, class, and ability, and the persistent oppressions
that come with these constructions.

In practicum, as in other CYC courses, we will be asking students to articulate their own
individual commitments to situate politicized praxis in the multiple contexts they are practicing.
Students will be given the opportunity to explore and understand what it means to practice
from a decolonizing stance and make a commitment to social justice work with individuals,
families, children and youth who have encountered historical, structural and systemic
oppression. This practice incudes the work of unsettling inherited settler privileges, being
accountable to the ignored history of colonization, identifying and addressing the impact of
colonial violence on racialized people and thinking about ways that students can help shift and
change the context in their practicum. This goes well beyond utilizing Euro-western theories of
helping and caring. Students will be responsible for decolonizing their own praxis that embodies
the “knowing, doing, becoming, and being” to enhance and enrich current standards of practice
to be more inclusive, political, and socially just.

For more information about the TRC:

TRC Calls to Action: http://trc.ca/assets/pdf/Calls_to_Action_English2.pdf

TRC documents: http://www.trc.ca/

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For example, International students with or without their families

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 ESSENTIAL REQUIREMENTS

Essential Requirements for Passing Practicum Courses in Child and Youth Care
Students enrolled in practicum courses must demonstrate competence in all four professional practice areas
listed below, in order to pass the practicum course. These four professional practice areas will be assessed on a
pass/fail basis. These four practice areas are given more weight than any other assessment criteria because they
are essential qualities for practicing as a professional in the field of Child and Youth Care.

When making a determination about whether the student has demonstrated the essential requirements to pass
the practicum course, the practicum instructor will consider three primary sources of evidence: the student’s
performance in the field; the student’s performance in the classroom; and feedback from the field site
supervisor. Students will be provided with clear feedback at regular intervals about how to be successful in the
course, and will be notified by their instructor in writing if/when they are not meeting the essential requirements
for professional Child and Youth Care practice listed below.

1. Professionalism and ethical behavior 2. Ability to accept, integrate and implement

feedback
a. Promotes the well-being of children, youth,
and families and takes active steps to avoid a. Listens deeply
harm b. Demonstrates humility
b. Communicates effectively with c. Shows awareness of one’s impact on others
children/youth/families; co-workers; d. Receives corrective feedback without
instructors and supervisors defensiveness, blame, or denial
c. Shows wise practical judgment and ethical e. Considers multiple perspectives
discernment f. Shows evidence of incorporating feedback
d. Honest, reliable, courteous, and flexible
e. Supports others to be successful
f. Demonstrates appropriate professional
boundaries
3. Emotional self-regulation 4. Ability to take responsibility for learning
a. Recognizes one’s own emotional triggers a. Brings a learner’s stance to the practicum
b. Able to take constructive steps to manage setting
one’s own reactivity and anxiety b. Initiates communication with supervisors
c. Able to flexibly respond to the demands of the when uncertain
professional environment c. Assumes responsibility for mistakes or missed
d. Able to tolerate stress, frustration, and opportunities
uncertainty d. Takes advantage of all learning opportunities

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A. Establishing Relational Practice
1 2 3 4 5

Does not meet Meets expectations Exceeds

expectations expectations
Mid [-------------------------------------------------------------------------------------------------------------------X------------------------]
Final [---------------------------------------------------------------------------------------------------------------------------------------X---]

The student:
 is able to take compensatory steps when personal beliefs and values impact on a
therapeutic relationships;
 communicates effectively using core communication skills while working with individuals,
families, and coworkers;
 demonstrates appropriate professional boundaries;
 respects and shares the right to self-determination for those with whom they work;
 establishes and maintains trust in relationships with those with whom they work (including
colleagues);
 plans for and implements appropriate closure.
Comments and Examples:
Midpoint:

Sasha has been able to communicate and respect boundaries both within the organization but
also with our participants during their program, by finding that right balance of relationship
building and respect, taking a moment to listen and observe to better meet our participants
needs and social cues.

Sasha has continued to grow and has shown an incredible balance of speaking and sharing,
but also actively listening, bringing a respectful curiosity to programs and program planning.

Final:
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B. Understanding Multiple Perspectives
1 2 3 4 5

Does not meet Meets expectations Exceeds

expectations expectations
Mid [----------------------------------------------------------------------------------------------------------------------------X---------------]
Final [---------------------------------------------------------------------------------------------------------------------------------------X---]

The student:
 gathers information that is purposeful, planned and focused on a broad range of individual
and interactive behaviours;
 recognizes socio-cultural norms and how they impact on individual differences;
 demonstrates awareness of the impact of colonial history and current systems,
specifically on Indigenous communities and historically oppressed groups;
 understand the traumatic history of Indigenous people and the continuing impact of
colonization on Indigenous communities.

Comments and Examples:

Midpoint:
Power To Be certainly works with a diverse population, and Sasha has shown a great deal of
respect towards the varied behaviours, as well as being sensitive around socio-cultural
norms, specifically with recent findings related to Indigenous communities and colonially
impacted groups. Sasha has also listened, learned, and researched for program land
acknowledgements.

Final:

I can’t really add much to what has been said before. I am grateful that there has been an
increase in programming and conversations which have helped offer Sasha more
opportunities to grow, share, and learn.

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C. Demonstrating Intentional and Reflexive Practice

1 2 3 4 5

Does not meet Meets expectations Exceeds

expectations expectations
Mid [----------------------------------------------------------------------------------------------------------------------X---------------------]
Final [----------------------------------------------------------------------------------------------------------------------------------------X--]

The student:
 can articulate which theories reflect their own developing practice framework;
 is focused on promoting and supporting the optimal development and well-being of
children, youth and families in specific contexts;
 is able to discuss how their own personal values and beliefs show up in their work with the
children, youth, and families with whom they work (and with colleagues);
 can make observations that recognize personal biases and make necessary compensations;
 is able to demonstrate critical thinking and analysis in a variety of contexts;
 is able to articulate a developing sense of their own social location and how it may affect
their relationships with the people with whom they work, including colleagues.

Comments and Examples:

Midpoint:
I truly appreciate Sasha’s strength here, being able to make those connections and
observations. It’s evident during program the thoughts and intentions that Sasha puts in to
her communication and practice, and she has deep reflective discussions with the staff
during debriefs bringing valuable perspectives to aid in future program delivery and design.

As mentioned above, Sasha’s ability to reflect on processes and actions in a thoughtful and
person-centred approach has been a huge strength, as well as to the groups needs.

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Final:
D. Ability to Work Collaboratively
1 2 3 4 5

Does not meet Meets expectations Exceeds

expectations expectations
Mid [---------------------------------------------------------------------------------------------------------------------------------------X----]
Final [---------------------------------------------------------------------------------------------------------------------------------------X---]

The student:
 accepts and responds positively to critical feedback by initiating activities to foster change;
 shares the responsibilities of supervision by seeking clarity and communicating clearly;
 uses supervision to enhance professional growth;
 works effectively in a team;
 makes appropriate requests for supervision that are structured, goal-oriented and focused
on problem-solving.

Comments and Examples:

Midpoint:

The whole team at Power To Be have voiced their praise of Sasha and her connection to not
only the team, but to the participants we serve. Sasha brings a fantastic energy and
enthusiasm to any project and truly supports the facilitators with the prep and facilitation of
programs.

Final:

Sasha has proven to be a very valuable asset to the team, and I personally have appreciated
the good conversations and analytical thoughts and processes Sasha has shared.

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E. Presents Self in a Professional Manner
1 2 3 4 5

Does not meet Meets expectations Exceeds

expectations expectations
Mid [----------------------------------------------------------------------------------------------------------------------------------------X---]
Final [---------------------------------------------------------------------------------------------------------------------------------------X---]

The student:
 dresses appropriately for the practicum setting;
 includes all relevant information gathered through direct observation, discussion and other
sources in reports;
 presents material as requested that is clear, logical, concise, well organized, and well
written;
 is punctual and manages time effectively;
 is self-directed when identifying professional needs, setting goals and carrying through with
responsibilities;
 demonstrates an awareness of professional standards and codes of ethics relevant to the
agency or organization;
 can apply the concepts of confidentiality, self-determination and respect for privacy.

Comments and Examples:

Midpoint:

Sasha comes to program dressed very appropriately for both the group but also the
conditions of the day. Communication and documentation has been punctual and clear, and
Sasha has been assisting with database projects for our Wilderness School programs
respecting privacy and confidentiality. She’s always on time and even checks before to
ensure.

Final:
I can`t think of much more to say that hasn’t been said. Sasha has been exemplary in setting
a professional standard for herself.

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F. Commitment to Culturally Grounded and Decolonizing Practice
1 2 3 4 5

Does not meet Meets expectations Exceeds

expectations expectations
Mid [------------------------------------------------------------------------------------------------------------------------X-------------------]
Final [---------------------------------------------------------------------------------------------------------------------------------------X---]

The student:
 recognizes and can articulate how their own power, privilege and identity impact the people
with whom they work in the practicum setting;
 shows a curiosity on how systems may be implicated in perpetuating colonial practices that
have a direct impact on the lived experiences of the people with whom they work;
 is able to provide examples of what it means to practice decolonization within the
practicum setting;
 takes the opportunity to explore, research and demonstrate curiosity of the history and
stories of the individuals, families, and communities with whom they work.

Comments and Examples:

Midpoint:

Always respectful around the practice of decolonizing and the current events which are
happening both locally and nationally, this is going to be an ongoing practice for not just
Sasha but for all of us.

Final:

As mentioned during the Midpoint, this is going to be something which will be ongoing,
though I have noticed a huge growth and acknowledgement when it comes to our programs
and practice.

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G. Commitment to Personal Health, Wellbeing and Work-Life Balance
1 2 3 4 5

Does not meet Meets expectations Exceeds

expectations expectations
Mid [---------------------------------------------------------------------------------------------------------------------X----------------------]
Final [---------------------------------------------------------------------------------------------------------------------------------------X---]

The student:
 demonstrates clear professional boundaries with the people with whom they work in the
practicum setting;
 can identify self-care strategies for reducing illness and maintaining energy and enthusiasm
in the practicum setting;
 identifies when self-care strategies are necessary and can ask for support as needed;
 is able to adapt and be flexible as required within a professional environment.

Comments and Examples:

Midpoint:
Final:

Sasha has shown an incredible ability to set professional boundaries with both staff and
participants alike, and has been able to ask for support where needed and to focus on her
own self-care. I’m grateful for her flexibility with the dynamics and challenges that come
with working at varied schedules and needs.

Sasha and I have had many conversations and have always made it a point of making self-
care a priority, and have appreciated that Sasha has benefited from this too. As before she
has proven to be incredibly flexible and has spoken up regarding where she is at.

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 University of Victoria: School of Child and Youth Care
Grading System

It may be helpful to know the grading system that is used to evaluate the student

Letter Grade Percentage Performance Descriptor

Grade Point Range
Value

A+ 9 90 - 100 Exceptional, outstanding and excellent

performance. Normally achieved by a minority of
A 8 85 - 89 students. These grades indicate a student who is
self-initiating and self-reflective, exceeds
A- 7 80 - 84 expectations that have been set and has an
insightful grasp of the practicum requirements.

B+ 6 77 - 79 Very good, good and solid performance.

Normally achieved by the largest number of
B 5 73 - 76 students. These grades indicate a good grasp of
the practicum requirements or an excellent grasp
B- 4 70 - 72 in one area balanced with satisfactory grasp in
another. There is still room for improvement.

C+ 3 65 - 69 Satisfactory, or minimally satisfactory. These

grades indicate a satisfactory performance and
knowledge of the practicum requirements.
Significant improvements are necessary to
demonstrate professional competence.

C-D 2-1 >64 Failed Performance. A student receiving this

grade demonstrated a superficial or inadequate
grasp of the practicum. Failed to meet the
Essential Requirements. Substantial
improvements required. This grade will trigger
administrative process of academic probation or
request to leave the program.
(effective May 2012)

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