Faculty of Professional Studies School of Social Work and Human Services

BACHELOR OF SOCIAL WORK

FIELD EDUCATION MANUAL 2011/2012

A Reference Guide for Students, Field Instructors, and Faculty

Field Placement Courses Covered By Manual: SOWK 330 SOWK 430

Document can be accessed online at: http://www.ufv.ca/swhs/

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Table of Contents
BACHELOR OF SOCIAL WORK ............................................................................................................ 1 INTRODUCTION ........................................................................................................................................... 5 OVERVIEW OF FIELD EDUCATION .................................................................................................... 6 BCASW CODE OF ETHICS ......................................................................................................................... 7 GLOSSARY OF TERMS ................................................................................................................................ 8 SECTION I: CONTACT INFORMATION ............................................................................................10 School of Social Work and Human Services ...........................................................................................10 SWHS Faculty and Staff List .....................................................................................................................10 Faculty Liaisons ...........................................................................................................................................11 SECTION II: OVERVIEW OF THE BSW PROGRAM ......................................................................11 Mission Statement of the School of Social Work and Human Services .............................................11 Child Welfare Specialization ......................................................................................................................14 BSW Core Courses and Curriculum .........................................................................................................15 Accreditation ................................................................................................................................................18 SECTION III: THE FIELD EDUCATION PROGRAM ....................................................................21 BSW Field Education Objectives..............................................................................................................21 Field Placement Details ..............................................................................................................................23 Format of the Field Placement ..................................................................................................................24 Integrative Seminars....................................................................................................................................24 Hours of the Field Placement....................................................................................................................24 Extension of the Field Placement Hours.................................................................................................25 Taking Courses Alongside Field Placement ............................................................................................25 Challenging the Third Year Field Placement: SOWK 330 ..................................................................26 SECTION IV: ROLES AND RESPONSIBILITIES..............................................................................29 Field Education Coordinator .....................................................................................................................29 Faculty Liaison .............................................................................................................................................29 Field Instructor ............................................................................................................................................30 Student ..........................................................................................................................................................31 Social Work Consultant ..............................................................................................................................33 SECTION V: FIELD PLACEMENT APPLICATION PROCESS ....................................................34

IPT Database ...............................................................................................................................................34 Criteria to Apply for Field Placement ......................................................................................................36 Application Process for Field Placement .................................................................................................36 Criminal Record Check ..............................................................................................................................37 Resume ..........................................................................................................................................................38 Field Placement Workshop ........................................................................................................................39 Interview with Field Education Coordinator ..........................................................................................39 Agency Interview .........................................................................................................................................39 Confirmation of the Field Placement .......................................................................................................40 SECTION VI: THE FIELD PLACEMENT .............................................................................................41 Start and End Dates ....................................................................................................................................41 Hours of Field Placement ..........................................................................................................................41 Supervision Requirements..........................................................................................................................42 Forms to Complete During the Field Placement ...................................................................................42 Learning Contract........................................................................................................................................44 Evaluations ...................................................................................................................................................47 RATING SCALE ......................................................................................................................................50 The following ratings should be applied to each item listed in Part 1 ............................................50 Field Instructor Information ..........................................................................................................................51 IPT Database ..............................................................................................................................................51 Agency Criteria ............................................................................................................................................51 Field Instructor Criteria ..............................................................................................................................53 Application to Become a Field Instructor ...............................................................................................56 Training and Orientation............................................................................................................................56 Supervision of Students ..............................................................................................................................57 Potential Field Placement Difficulties ......................................................................................................57 SECTION VIII: POLICIES RELATED TO FIELD PLACEMENTS ..............................................58 Student Professional Behaviour Policy ....................................................................................................58 Students Experiencing Difficulty in the Field .........................................................................................60 Harassment and Discrimination................................................................................................................61 Labor Disputes and Strike Procedures .....................................................................................................63 3

Witnessing Client Documents ...................................................................................................................64 Confidentiality in the Field Placement .....................................................................................................64 Use of Personal Vehicle During Field Placement ..................................................................................64 Personal Safety and Security in the Field Placement..............................................................................64 Liability and Insurance................................................................................................................................66 Extension of the Field Placement .............................................................................................................66 Workplace Field Placements ......................................................................................................................66 Volunteering after completion of the Field Placement .........................................................................67 Receiving Salary for the Field Placement .................................................................................................67 Accommodation for Disability During Field Placement .......................................................................67 APPENDIX A: Related UFV Policies .........................................................................................................68 Student Conduct ..........................................................................................................................................68 Incomplete Grades Number ......................................................................................................................68 Course Repeat ..............................................................................................................................................68 Accommodation of Students with Disabilities .......................................................................................68 Field Placement ...........................................................................................................................................68 Harassment Prevention ..............................................................................................................................68 APPENDIX B: Related Field Education Policies ......................................................................................68

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.

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 students 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. Taken from the BCASW Website http://www.bcasw.org/content/home.asp

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 publics 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.

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.

Dept. Assistant, Field Education 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. 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 Schools expectations and the agency field placement requirements. The Field Instructor liaises with the Faculty Liaison regarding students 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. 9

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.

SECTION I: CONTACT INFORMATION

School of Social Work and Human Services
33844 King Road, Abbotsford, BC, V2S 7M8 Tel: 604-504-7441, local 4279 Fax: 604-855-7558 Toll Free: 1-888-504-7441, local 4279

SWHS Faculty and Staff List

Name Chan, Adrienne Douglas, Leah Dow, Elizabeth Garcia, Kathryn Harding, Robert Hogg, John Kang, Lucki Magnuson, Curtis Moy, Lisa Point, Gwen Steyn, Pieter Tryhuk, Laura Christina OBrien Position Instructor Instructor Director Program Advisor Instructor Instructor Field Ed. Coordinator Instructor Instructor Instructor Instructor Dept. Assistant Field Ed. Assistant Email
Adrienne.chan@ufv.ca Leah.douglas@ufv.ca Elizabeth.dow@ufv.ca Kathryn.garcia@ufv.ca swhsinfo@ufv.ca Robert.harding@ufv.ca John.hogg@ufv.ca Lucki.kang@ufv.ca On secondment Lisa.moy@ufv.ca gwen.point@ufv.ca Pieter.steyn@ufv.ca Laura.tryhuk@ufv.ca Christina.obrien@ufv.ca

Phone Ext. 4440 4292 4560 AB Office 4631 CH Office 2505 4470 5107 4640 will return 4239 2533 2463 4279 4104

Office # AB B344 AB B351 AB B346 AB B342 CH D231 AB B347 AB B351 AB B343 Sept.2012 AB B347 CH D232b CH D233 AB B353 AB B353

For instructor bios please visit http://www.ufv.ca/swhs/Faculty_and_Staff/Faculty.htm For A Current list of Sessional Instructors Please Visit http://www.ufv.ca/swhs/Faculty_and_Staff/Sessionals.htm

Faculty Liaisons
All Faculty rotate through the Faculty Liaison role. The contact for the Faculty Liaison role is subject to change each semester. 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. Contact information for all Faculty can also be found on the UFV SWHS website.

SECTION II: 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 11

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 St:l 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. 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. 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.

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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.

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; 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.

BSW Core Courses and Curriculum

The BSW Degree program is a generalist program that involves an application process. Upon successful application, students are accepted in their third year of study. Students are able to enrol in the program on a part time or full time basis. They are required to take the following courses prior to being eligible to complete their field placement. The following information is taken from the UFV Calendar.

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THIRD YEAR PRE-REQUISITES FOR FIELD PLACEMENT (SOWK 330) 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. THIRD YEAR CO-REQUISITE FOR FIELD PLACEMENT (SOWK 330) 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. 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. FOURTH YEAR PRE-REQUISITES FOR FIELD PLACEMENT (SOWK 430) 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 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.

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FOURTH YEAR CO-REQUISITES FOR FIELD PLACEMENT (SOWK 430) 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). Note: A criminal records review is required before placement. The existence of certain kinds of criminal records will preclude placement.

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, April 2011) The mission of social work education, at Baccalaureate and Masters levels, is to equip future generations of social work professionals with the requisite knowledge, values and skills, that is, professional attributes required for the competent performance of social work practice. 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 social work education to social work practice. The Canadian Association for Social Work Education (CASWE), through its Educational Policy Statements and its Standards for Accreditation, accredits Baccalaureate and Masters-level social work programs. These policies and 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,

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. Guided by the principles of fundamental human rights 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. 2. Social work education links together the interdisciplinary theoretical knowledge base of social work and professional practice. 3. Core learning objectives for students link social work education to social work practice and guide both curriculum design and the delivery of field education. 4. 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. 5. Within the framework of accreditation standards, schools have flexibility to deliver programs that highlight their uniqueness and respond to particular sociocultural and political-economic contexts.

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6. All program locations and formats, e.g., on-campus, decentralized, intensive, and Information and Communication Technology (ICT)-driven approaches, are encompassed by the standards. 7. 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. 8. Standards encourage and support diversity 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, sexual orientation, and socioeconomic status. 9. Social work programs acknowledge and address the far reaching impact of Canadas colonial history and its implications for the First Nations, Mtis, and Inuit peoples. 10. Francophone people are specifically highlighted as constituents of Canadian history and identity as one of the three founding nations of Canada and social work education programs ensure representation of their concerns and issues. 11. 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. 12. Standards identify a clear distinction between the intended learning objectives for students of Baccalaureate level (BSW) and Masters level (MSW) university education. ACCREDITATION STANDARDS SPECIFY:

Programmes of social work education at the professional first degree level will include field education as an integral component of the curriculum that is

required of all students. The objectives of field education are the development of practice competence and the preparation of a professionally reflective, selfevaluating, knowledgeable and developing social worker. Field education is comprised of opportunities for students to carry direct and indirect social work practice responsibilities, and apply knowledge, values, and skills to practice situations as well as experience educationally-focused field instruction, practice supervision, and evaluation of practice performance and professional development. Field education curricula and field placements shall provide opportunities for analysis of the dynamics and consequences of oppression as these relate to populations at risk, particularly those relevant to the mission of the programme or geographic location, and for competent practice derived from that analysis. The field education component of the curriculum will be consistent with the schools mission and objectives and reflect social work values and the CASW Code of Ethics. (CASWE, Standards for Accreditation, May 2008)

SECTION III: THE FIELD EDUCATION PROGRAM

BSW Field Education Objectives
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 to practice and the suitability of various practice methods

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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 16. Continue the process of integrating social work theory into practice

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 : Mezzo: Macro: Individuals, Families and Small groups Organizations and Formal Groups 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 supervised practice setting three days per week through one semester. SOWK 330 has the total hourly requirement 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. FOURTH YEAR BSW FIELD PLACEMENT DETAILS Field Education in the fourth year (SOWK 430) requires students to work in a supervised practice setting four days per week through one semester. SOWK 430 has the total hourly requirement of 420 practicum hours. Students are required to participate in an online integrated seminar throughout the field placement. For

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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. This means they 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. Summer semester field placements are not typically offered and are assessed on a yearly basis pending request and departmental resources. 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 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 students 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.

3rd year placement 4th year placement

315 hours 420 hours

3 days per week 4 days per week

7 hours per day 7 hours per day

PLEASE NOTE: Lunch is not included as part of the tally of hours for the field placement; therefore 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 extention 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.

Taking Courses Alongside Field Placement

The field placement is an applied, practical course. Students often report feeling overwhelmed during the field placement as they are faced with situations that they may not have been exposed to in the past. 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 and to consider all that you have to balance in your life while you are in the field placement.

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SOWK 330: Third Year Most students do take 1 or 2 courses alongside the field placement and are able to manage this. SOWK 430: Fourth Year We do not recommend that students take more than 1 course alongside this field placement.

Challenging the Third Year Field Placement: SOWK 330

For Detailed information on the Challenge Policy and Procedures, please see the SWHS BSW Field Education Website http://www.ufv.ca/swhs/www_ufv_ca_swhs__Field_Education/BSW/Challenging_t he_Third_Year_Field_Placement.htm The University of the Fraser Valley respects the learning that students bring to our institution. Prior Learning Assessment and Recognition (PLAR) is a process that gives adult learners the opportunity to receive credit for what they already know and can do. Some students enter the Bachelor of Social Work program with considerable professional work experience and are eligible to have their prior learning through work experience assessed for course credit. The School of Social Work and Human Services has developed a policy and procedures to outline the criteria and process by which such requests will be received. The School of Social Work and Human Services recognizes that some students bring with them rich experience from their work in the social service area. POLICY: Bachelor of Social Work students can only challenge SOWK 330, the third year field placement; the fourth year field placement is not open to be challenged. Three years of full time paid social work experience is considered the minimum necessary to apply for challenge of the third year field placement. Students must have completed all pre-requisites and have met a 2.5 GPA requirement (SOWK 300, SOWK 311) prior to application of the SOWK 330 Challenge.

Students must have completed or be enrolled in co-requisites (SOWK 312, SOWK 320) prior to completing their SOWK 330 Challenge.

DETERMINING WHETHER YOU ARE ELIGIBLE TO REQUEST TO CHALLENGE SOWK 330: Students wishing to challenge SOWK 330 will have met the criteria set out in the policy and must be prepared to demonstrate how their work experience has met all the learning objectives of the field placement, promoted their achievement of the social work programs goals, and made them reflective practitioners capable of integrating theory and practice. Only work experience that is clearly of a social work nature will be considered, as per Accreditation standards set out by the Canadian Association of Social Work Education (CASWE). This is not to say that other experience is not valid; rather, we are looking here for a social work experience. The student will preferably have been supervised by someone with a minimum qualification of a BSW or by a supervisor who is eligible for registration as a Registered Professional under the Health Professions Act). Students may contact the Field Education Coordinator to seek clarification regarding eligibility for SOWK 330 Challenge.

TIMELINES FOR REQUEST TO CHALLENGE SOWK 330 SOWK 330 Challenge application must be made online to the Field Education Coordinator by October 1st in order for the challenge to be completed in the winter term from January to April. LETTER OF REQUEST If criteria set forth in the policy have been met, the student writes a formal letter to the BSW Field Education Committee outlining the following details: 1. Work experience: a. Where and when the work experience was achievedi.e., dates of employment and status (full- or part-time). You must account for a minimum of three years (5460 hours) of paid work experience; b. Roles, responsibilities, and duties you have in your paid employmentwhat are you responsible for? (include a copy of the job 27

description); 2. Supervision a. How did you seek supervision? b. How often was supervision provided and by whom? c. What were the supervisors professional qualifications? 3. Ethics a. How did you reflect on ethical and other dilemmas in your day-to-day practice? 4. Resume a. An up-to-date copy of your resume. In this letter, students should be prepared to make a case on how their work experience was the equivalent in learning that a field placement would provide. The letter should cover all of the previously mentioned points. RESPONSIBILITIES OF THE FIELD EDUCATION PROGRAM The Field Education Coordinator will review the request to ensure all criteria set forth in the policy have been met. Members of the Field Education Committee will review all requests that have met the stated criteria and will respond to the student in writing. APPROVAL FOR SOWK 330 In the letter of approval to pursue SOWK 330 Challenge, the Field Education Coordinator will provide the student with a CRN number for a Challenge Section of SOWK 330. The student will also be provided with details of the requirements for the portfolio that the student will complete throughout the winter term. The student will be assigned a Faculty who will supervise the challenge and assign Credit for the SOWK 330 Challenge if all requirements for the portfolio assessment are successfully completed by the due date. Students will be required to set up regular meetings with the Faculty throughout the term. Upon submission of the portfolio, students may be asked to attend an interview to discuss aspects of the portfolio and relevant work experience. If the portfolio does not meet requirements, students will receive NO CREDIT and will be expected to complete a field placement in a subsequent term.

SECTION IV: 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. Assume responsibility for removing a student from a placement should that become 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.

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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 Universitys 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 students 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 difficulties in the field.

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

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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 workers ethical responsibilities and the agencys 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 Use appropriate language at all times. 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 agencys 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 named 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 name 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 students 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 Universitys Field Education Manual. 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. 33

Assist the student in developing a Learning Contract to structure the field placement experience. 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 students performance in the initial and ongoing stages of the field placement. Complete an evaluation of the field placement experience at the end of the semester.

SECTION V: FIELD PLACEMENT APPLICATION PROCESS

IPT Database
WHAT IS IT? IPT-Web is a Hosted Web Service developed and supported by Aleca Software. Because IPT is web based, information can be accessed from anywhere a connection to the internet and a web browser is available WHAT IS IT USED FOR? The IPT Database serves two main purposes: 1) Assist School of Social Work and Human Services students in selecting a field placement agency fit for their learning experience and personal educational goals. 2) Provide a paperless Field Education process, for all parties involved; therefore, allowing convenience and ease in completing administrative forms, learning contract and evaluation forms while also minimizing our carbon footprint and providing a more efficient and systematic Field Education process.

WHERE CAN I FIND IT? You will find the IPT Database online at www.runiptca.com. This will take you to the database login page. HOW DOES IT WORK? Each user of the IPT Database is provided with a temporary username and password for his/her FIRST login. Immediately after the first login, IPT prompts the user to create a personal username and password that grants access to his/her personal account. Students access and complete field placement administrative forms and research possible field placement agencies fit for their learning experience and personal educational goals. o Students enter their top three preferred agencies prior to their preplacement interview with the Field Education Coordinator. o Students enter required fields in their Student Detail page, such as emergency contact information

(Note: While students are encouraged to identify potential field placements that interest them, the final decision regarding the suitability of a particular placement rests with the Field Education Coordinator) Field Instructors access and complete field placement administrative forms, and refer to their personal Field Instructor Detail page, which displays assigned field placement students per semester and student contact information. Field instructors only have access to assigned student. Faculty Liaisons access and complete field placement administrative forms. They have access to assigned students only. Field Education Coordinator develops and assigns field placement groups; receives and confirms completed field placement administrative forms; sends group e-mails and updates the bulletin board with necessary advisories. The 35

Field Education Coordinator has access to all students and field instructors on the IPT database. Social Work Consultants access and sign field placement administrative forms. They have access to assigned students only.

Criteria to Apply for Field Placement

Students are required to complete and submit a Field Placement Request form prior to the identified due date in order to enrol in the Field Placement courses (SOWK 330 and SOWK 430). Prior to being approved to register for the field placement, students must have met the following criteria: Successful completion of the Pre-requisites as per School policy. Completion of or enrolment in the Co-requisites. GPA of 2.5 or greater. Eligible for a Criminal Record Check 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 2.5. The field placement is not confirmed until all of the pre-requisite course grades have been submitted. Students who are completing the prerequisites the term prior to the field placement are not permitted to negotiate an early start date for the field placement.

Application Process for Field Placement

Students must submit a separate application in both of their 3rd and 4th years to complete a field placement and must ensure that pre-requisites have been completed prior to the beginning of the field placement. A detailed flow chart can be accessed on the SWHS Field Education website:
http://www.ufv.ca/Assets/Social+Work+and+Human+Services/BSW/BSW+Flow+Chart+Updated.pdf

The process is as follows: 1. Complete and Submit a field placement request form online in the IPT database by the due date: Field Placement in Winter Semester SOWK 330 SOWK 430 Field Placement in Fall Semester (accessible to part-time students) SOWK 330 SOWK 430 September 15th May 1st May 1st May 1st

2. Prepare an up to date resume in UFV format. 3. Complete a Criminal Record Check through the Ministry of Public Safety and Solicitor General. Provide the Field Education Coordinator with a copy of the Consent for Criminal Record Check form to ensure you have applied. 4. Schedule a pre-placement interview with the Field Education Coordinator the schedule will be provided by the Field Education Office 5. Arrange an interview with the agency contact provided to you by the Field Education Coordinator 6. The Field Education Coordinator will confirm your placement with the agency

Criminal Record Check

The University of the Fraser Valley is in accordance with the B.C. Government's Criminal Record Review Act and requires all School of Social Work and Human Services students to complete a criminal record check through the Ministry of Public Safety and Solicitor General. This Criminal Record Review Act states: Registered students in a university or college with a practicum component involving work with children and/or vulnerable adults and the successful completion of which is a requirement for registration as a member of a governing body must provide a criminal record check authorization to the Criminal Records Review program. This authorization is done (preferably) at the time the student registers with the program. 37

For more information on the Criminal Records Reveiw Act, please see the following website: http://www.pssg.gov.bc.ca/criminal-records-review/who-qualifies/index.htm#students HOW MANY CRIMINAL RECORDS CHECKS DO STUDENTS NEED TO COMPLETE? This CRC is valid for 5 years. Students are required to complete the above CRC upon admission to the program, prior to their field placement. If certificate and diploma students have completed a CRC for the School of Social Work and Human Services through the certificate or diploma progam within the past 3 years, students are not required to complete an additional CRC through the Ministry of Public Safety and Solicitor General. The School of Social Work and Human Services cannot forward the CRC to specific agencies. Students can provide the agency with the CRC if requested. Most agencies require a separate CRC through the RCMP. Students will continue to be required to complete an additional CRC if required by the agency. PROCESS TO COMPLETE CRC Students are responsible for the cost of the CRC and apply independently. Confirmation of the CRC must be received by the School in order to proceed with the field placement. Students are to provide the School with a copy of the Consent to Criminal Record Check form to keep on file. Information on the process to apply for a Criminal Record Check through the Ministry of Public Safety and Solicitor General for the UFV School of Social Work and Human Services is available on the Social Work field education website and can be accessed at the following link.
http://www.ufv.ca/swhs/www_ufv_ca_swhs__Field_Education/Criminal_Record_Check_Information. htm

Resume
All BSW students are required to submit a resume to the Field Education Coordinator that is in UFV format. http://www.ufv.ca/swhs/www_ufv_ca_swhs__Field_Education/BSW/Forms.htm We require this format to provide consistency to our Field Placement Agencies. We have a template available on the SWHS Field Education website. We recognize that students may have existing resumes but do require that resumes be submitted to us in

the UFV format. We also require students to use their UFV email address on the resume. For those students who need support in developing their resume, workshops on resume writing are arranged through the School of Social Work and Human Services in partnership with the UFV Career office. Students are also required to submit a cover letter for the field placement in an online format. A template is available on the UFV SWHS Field Education website. http://www.ufv.ca/Assets/Social+Work+and+Human+Services/BSW/Cover+Letter+ Template.pdf

Field Placement Workshop

All 3rd year BSW students are required to attend a Field Placement Workshop prior to their field placement. This workshop is held prior to the application process and 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 in mid-September. Students are to RSVP to the Field Education Assistant regarding attendance.

Interview with 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 to date. 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
Once a potential field placement site has been identified, the Field Education Coordinator will send the students resume and cover letter to the Agency contact. The 39

Agency contact will inform the Field Education Coordinator of wanting to proceed with an interview. The final decision to accept a student rests with the Agency. The student is then provided with contact information. The student is expected to be self-directed and contact the Agency for an interview. 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/Assets/Career+Centre/Career+Services+and+Resources/Intervie w+pdf.pdf

Confirmation of the Field Placement

The Field Education Coordinator is contacted by the Agency to confirm the field placement. In some cases, the Agency informs 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 to provide contact information to all. The Field Instructor, Student and Faculty Liaison are linked in with the IPT database where the necessary forms will be completed. All students are to begin the field placement on the same day unless negotiated with the Field Education Coordinator at the School of Social Work and Human Services.

SECTION VI: THE FIELD PLACEMENT

Start and End Dates
The start dates for the field placement are set for both the winter and fall terms. All students are expected to start 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 meet with the students and Field Instructors on campus the first day of field placement. This is important to ensure all are prepared for the placement. In addition, as per School policy, all pre-requisites must be successfully completed prior to the field placement. Many students take their pre-requisites the term directly prior to the field placement. We have a unified start date to ensure that all criteria have been met. 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 for 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; therefore, 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. 41

Supervision Requirements
Students are to be provided with a minimum of one to one and a half hours of direct face to face supervision 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 need for flexibility. The schedule of the supervision can 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 also 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 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 Field Placement

There are several forms that need to be completed at different stages of the Field placement. We have outlined forms that need to be completed in the various stages of the field placement. The majority of these forms are to be completed online in the IPT database. Students and Field Instructors will be oriented to the database prior to the start of the field placement. BEGINNING OF PLACEMENT The Field Placement Contract, Liability form, and Learning Contract are here for your reference only. They should be completed through the IPT database. Field Placement Contract pdf This form is a formal contract that is to be signed by all parties involved in the field placement. The Field Placement Contract outlines the responsibilities of the Student, Agency Field Instructor, Faculty Liaison, Social Work Consultant and Field Education Coordinator. The form must be read and each point must be checked before the form can be signed on the IPT database. Liability Form - UFV Work Experience Placement Agreement pdf This form is a form generated by the University of the Fraser Valley. It outlines the coverage provided to the student during the field placement. The dates of the field placement should be identified on this form. It is recommended that months of field placement rather than exact dates be used. The University information is already completed on the form. The Field Placement Agency is identified as the Employer. The student must also sign this form. This form is to be completed through the IPT database.

The Learning Contract pdf This form is a document that is developed at the beginning of the field placement but is referred to throughout the field placement. This document is modified depending on the learning opportunities in the field placement and is referred to during the mid-term evaluation and the final evaluation. This form is to be completed on the IPT database. Tally of Hours doc The Tally of Hours form should be used to track your field placement hours in the IPT database. This form must be kept up to date and is referred to throughout the field placement MIDDLE OF PLACEMENT The Midterm Evaluation forms are here for your reference only. The forms must be completed online through the IPT database and are jointly completed by the Student and the Agency Field Instructor. For those students that have a Social Work Consultant attached to the Field Placement, the Social Work Consultant should be consulted in the evaluation process. The Faculty Liaison assigned to the student placement will have access to all of the forms on the IPT database. SOWK 330 SOWK 330 Midterm Evaluation pdf This form is here for your reference only. It is to be completed on the IPT database. SOWK 430 SOWK 430 Midterm Evaluation pdf This form is here for your reference only. It is to be completed on the IPT database. END OF PLACEMENT The Final Evaluation forms are here for your reference only. The forms must be completed online through the IPT database and are completed jointly by the Student and the Agency Field Instructor. For those students that have a Social Work Consultant attached to the Field Placement, the Social Work Consultant should be consulted in the evaluation process. The Faculty Liaison assigned to the student placement will have access to all of the forms on the IPT database. The Student Evaluation of Field Placement and Field Instructor Evaluation of Field Placement are provided here for your reference and must be completed online through the IPT database. SOWK 330 SOWK 330 Final Evaluation pdf This form is here for your reference only. It is to be completed on the IPT database.

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SOWK 430 SOWK 430 Final Evaluation pdf This form is here for your reference only. It is to be completed on the IPT database.

Learning Contract

What is a Learning Contract?

The Learning Contract is a guide to monitor and direct the students learning and the field instructors teaching. It is a joint process and negotiated agreement between the student, the field instructor, and the faculty liaison who leads the seminar. It identifies the process and content of student learning and is referred to throughout the field placement.

Why develop a Learning Contract?

The Learning Contract provides structure and guidelines for the learning in the field placement. It helps to identify and define the following: What the student needs and wants to learn What learning activities/tasks/strategies will be used to meet the students learning objectives How the students learning and accomplishments will be monitored and evaluated The instructional/supervisory meeting times and process of instruction/supervision Identification of the roles and responsibilities of all those involved in the students learning, including the student

How do I prepare for the Learning Contract?

Student responsibilities: Review the course objectives for SOWK 330 or SOWK 430 Review the mid-term and final evaluation forms for the field placement to determine what criteria will be used to evaluate your performance Reflect on your learning style Identify your expectations of field instruction/supervision and how to communicate them Reflect on how you communicate, deal with feedback, deal with authority, engage is self-directed learning, deal with conflict Reflect on how you would make best use of supervision.

Field Instructors responsibilities: Review the course objectives for SOWK 330 or SOWK 430 Review the UFV School of Social Work and Human Services expectations for field instructors and field settings. Identify what learning opportunities exist in the field setting Identify and prepare colleagues who may be involved in the field instruction activities Reflect on personal expectations of the student and of yourself Reflect on your teaching style and how you will communicate this to the student Reflect on your ability to negotiate

General Purpose of the Learning Contract

An opportunity for the student and field instructor to discuss expectations, individual learning and teaching styles, strengths and challenges, how to manage conflict Determines structure of supervisory sessions such as dates and times, length of sessions and who will determine agenda Placement hours, who keeps record, what to do if unable to attend placement, etc

Considerations
There is considerable anxiety associated with this process Learning plans are negotiated, sometimes there are restrictions on what activities are appropriate for students The field instructor must be mindful of the power dynamics Learning plans are evolving and should be renegotiated.

Completing the Learning Contract

1) Students Learning Objectives A learning objective is a statement of what needs to be learned. Students should identify learning objectives that are specific, doable and realistic within the time frame of the field placement so the student and the field instructor can identify when it has been met. The objectives should be clear and measurable.

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2) Plan of Achieving Learning Objectives: This is a plan/strategy to meet a specific learning objective. It should be realistic and include what learning opportunities are available at the agency setting. The tasks are negotiated based on the skill level of the student and the field instructor. Dates can be assigned for completion of the tasks. a) Learning opportunities that will be available and how will they be structured b) What client, tasks or project assignments can the student be involved with? c) Learning opportunities should be relevant to the students learning Field instructors should be actively involved in developing this section because of their knowledge of resources of the agency and the range of learning opportunities available to the student. 3) Identify how you will evaluate and monitor if you have met your learning objectives. The Learning Contract is meant to give the student and the field instructor a sense of accomplishment. Evaluation procedures should include how the student will be evaluated and who will be consulted. Evaluation can occur through the following methods: Direct Practice Observations, audio tapes, meetings, consultation Indirect Practice Process recordings, summary recordings, journals or reflective logs Documentation Review of documents prepared in practice such as letters, minutes, assessments, briefs, proposals, reports Agency statistics User satisfaction indicators used by the agency.

Learning Contract
Learning Objectives: What do you want to learn? What learning activities and tasks will you engage in at the agency to reach your learning objectives? How will you measure what you have learned?

Examples of ways you may identify your learning objectives:

Examples of activities/tasks you may engage in to learn your objectives:

Examples of ways you may measure your learning process:

Gain competence in Increase knowledge of Improve in Develop skills in Deepen knowledge/awareness of Learn about Discover Become familiar with Explore

Individual and group contact Research Case conferences Shadowing and observing Community visits Attend meetings Documentation Read Supervision

Individual, uninterrupted weekly supervision Role plays Discussions Presentations Debriefings Development of documents Self-reflective documentation Willingness to be observed Provide readings and resources

Evaluations
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 jointly complete the evaluation. The field instructor is to complete the comments section in the form. These evaluation forms are completed in the IPT database. The Faculty Liaison will complete two site visits to the agency and will review the evaluations at mid-term and final term. The grade of Credit/No credit is assigned by the Faculty Liaison. Expectations of field instructors and students in the evaluation process are outlined below:

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FIELD INSTRUCTOR EXPECTATIONS

Beginning of Field Placement: Review the Mid-term evaluation form when assisting the student to develop the learning contract and ensure that each item on the evaluation is fully understood Attend field instructor training to learn how to access the IPT database system to complete the evaluations. The Evaluation forms are completed on this database prior to the mid-point meeting with the Faculty Liaison Middle of Field Placement: Meet with the student at the mid-point of the practicum to jointly complete the mid-term evaluation in areas where the student has demonstrated a level of ability, performance, and/or understanding. Refer to the learning contract when completing the evaluation. Include comments under each section to support the evaluation. Recommend a mid-term grade for the field placement. Sign the mid-term evaluation. Meet with the student and the Faculty Liaison at mid-term site visit to discuss the completed evaluation Post Mid-Term Evaluation: After meeting with the student and the Faculty Liaison at the mid-point of the field placement, identify areas to focus on for the remainder of the field placement. Revisit the Learning Contract. This process should be completed jointly with the student. End of Field Placement: Meet with the student to jointly complete the final evaluation. Refer to the Learning Contract. Include comments under each section to support the evaluation. Recommend a final grade for the field placement. Sign the final evaluation and the tally of hours form. Meet with the student and the Faculty Liaison via site visit at end of term or teleconference to discuss the completed evaluation Complete an evaluation of the field placement and send back to the Field Education Office.

STUDENT EXPECTATIONS
Beginning of Field Placement: Review the mid-term evaluation form to assist in the development of your learning objectives and ensure that each item on the evaluation is understood. Seek clarification from the Faculty Liaison for any items that are not understood. Attend student training to learn how to access the IPT database system to complete the evaluations. The Evaluation forms are completed on this database prior to the mid-point meeting with the Faculty Liaison. Middle of Field Placement: Meet with the Field Instructor to jointly complete the mid-term evaluation. Refer to the learning contract when completing the evaluation Be prepared with examples to demonstrate your capabilities Identify areas that you want to develop in the second half of the field placement Sign the mid-term evaluation
Meet with the Field Instructor and the Faculty Liaison to discuss the evaluation

Post Mid-Term Evaluation: After meeting with the student and the Faculty Liaison at the mid-point of the field placement, identify areas to focus on for the remainder of the field placement. Revisit the Learning Contract. This process should be completed jointly with the field instructor. End of Field Placement: Meet with the Field Instructor to jointly complete the final evaluation. Refer to the Learning Contract. Be prepared with examples to demonstrate your capabilities. Sign the final evaluation. Meet with the Field Instructor and the Faculty Liaison via site visit at end of term or teleconference to discuss the completed evaluation. Complete an evaluation of the field placement and the UFV field procedures and send back to the Field Education Office.

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RATING SCALE FOR EVALUATION

When completing the evaluation forms, the following rating scale is used. The Exceeding Expectation (EE) rating scale is only used in the final evaluation form. It is expected that students may have several categories of being rated in the Some Improvement Required (SIR) at the mid-term evaluation. If this is the case, the Field Instructor and the Student should develop a plan to ensure the student will be able to engage in activities that will facilitate improvement.

RATING SCALE
The following ratings should be applied to each item listed in Part 1
Exceeding Expectations (EE): The student is demonstrating a level of ability, performance, and/or understanding that is beyond what would normally be expected of a third year BSW student functioning at an acceptable level. NB: If a student falls within this category, please provide comments to support your ranking. Meeting Expectations (ME): The student is functioning at an acceptable level with respect to the item being considered. The student may require periodic supervision and/or assistance in terms of ability, performance, and/or understanding, but no more than would normally be required in the case of a third year BSW student. Some Improvement Required (SIR): The student requires extra supervision and/or direction and is having difficulty with respect to the item being considered. The student is functioning more or less satisfactorily overall but could improve performance in this area. Not Meeting Expectations (NME): The student is not performing at an acceptable level. Further development and/or awareness are necessary for the student to successfully complete the task and/or learn the stated objective. Not Tested (N/T): The item under consideration has not been adequately observed or tested at this time and is therefore not commented on. Not Applicable (N/A): The item under consideration is not applicable to the practicum setting and is therefore not commented

EVALUATIONS OF THE FIELD PLACEMENT As part of the requirements of the Field Placement course, students are expected to complete an evaluation of the field placement. We also expect field instructors to complete an evaluation. These evaluations are important for the continued improvement in our Field Program. The Field Education Coordinator reviews the evaluations and considers feedback to evaluate the Field Education Program on an annual basis.

Field Instructor Information

IPT Database
IPT-Web is a Hosted Web Service developed and supported by Aleca Software. Because IPT is web based, information can be accessed from anywhere a connection to the internet and a web browser is available. Field Instructors will be provided with a username and password for the database. Each field instructor will be linked with the student and the Faculty Liaison. The Field Education Assistant is available to provide support to field instructors regarding the IPT database. The students have also been oriented to the database and will be a valuable resource to Field Instructors in the use of the database. All field placement documentation is completed through the database. All forms completed must be saved in the database and can be printed. Upon the completion of the field placement the material is archived in a Canadian server.

Agency Criteria
Criteria for Selection of Field Placement Agencies The School of Social Work and Human Services at the University of the Fraser Valley is committed to providing a standard of field placement opportunities to Social Work students as per accreditation standards set forth by the Canadian Association of Social Work Education (CASWE). We value the contribution of field placement agencies to social work education.

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This document is designed to outline the criteria identified for the selection of field placement agencies for the Bachelor of Social Work and Master of Social Work programs at the University.

Responsibilities of the Field Placement Agency

o The Agency's mission statement/ philosophy of service should be compatible with the values and ethics of the social work profession, and with the School's mission statement. o All levels of the Agency should be aware and interested in participating in Social Work education. This would include management, administration, executive boards, professional and clerical staff. o Each agency must submit an Agency Data Form to the UFV School of Social Work and Human Services Field Education Office. o Each agency will name a Field Instructor who meets the qualifications outlined by the School of Social Work and Human Services and will have primary responsibility for the field placement at the agency. Administration in the Agency must be in agreement that time will be allocated to the Agency Field Instructor and shall be sufficient for: Individual supervision and instruction of the student Preparation for and participation in meetings with the student and Faculty Liaison Completion of an evaluation of student performance Participation in field instruction training and development provided by UFV

UFV Expectations of the Field Placement Agency

o Recognition of the relevance and importance of the field instruction/supervisory role

o Support for Field Instructors to attend the Field Instructors' Workshops and Seminars that are required and facilitated by the School of Social Work and Human Services

Provision of suitable space and working facilities to be available for students. These include desk space, privacy for interviewing, phones and any dictating equipment as needed including office supplies. Note: The
School recognizes and accepts that students may have to share space and sometimes desks because of the lack of space and stringent cutbacks in some settings.

Provision of transportation costs for students for out of office travel to interviews, meetings, etc., where such compensation is indicated and provided to Agency Staff

Criteria of the Social Work Field Placement

The availability of a qualified Field Instructor is essential in keeping with CASWE Accreditation Standards. The School requires Field Instructors to have a minimum of a Bachelor of Social Work Degree with two years of post-degree professional experience in the area of practice. The setting and organizational structure should be such that students are allowed a fairly wide range of learning experiences and social work functions to support generalist social work practice. Learning opportunities should reflect the micro, mezzo and macro levels of intervention.

Considerations
The School of Social Work and Human Services values the expertise of Field Instructors and also welcomes the participation of many diverse and other 'non-traditional' agencies where the opportunity for community development work and other experiences are plentiful. The professional qualifications and field experience of potential Field Instructors in these cases will be assessed on an individual basis.

Field Instructor Criteria

The Bachelor of Social Work Program at the University of the Fraser Valley is accredited by the Canadian Association of Social Work Education (CASWE). Field Education is a 53

key component of our BSW program. We believe the role of the Field Instructor is critical to the development of the students learning experience and their development as a future social worker. We are committed to seeking qualified field instructors who demonstrate a commitment to the values and ethics of the Social Work profession.

Requirements of Potential Field Instructor Bachelor of Social Work (BSW) or Masters of Social Work (MSW) Degree Minimum of two years of relevant experience Sufficient experience in the specific setting to be able to interpret the work of that agency. Interest and enthusiasm to provide field instruction to students Interest in social work education and teaching Eligible for registration with the BC College of Social Workers UFV Expectations of Field Instructors Willingness to: o Abide by UFV School of Social Work and Human Services policies and procedures o Coordinate, facilitate and evaluate the student's learning in the practicum o Be in constant and clear communication with the School at all times and complete all necessary student evaluations and other required paperwork o Attend and participate in the Schools seminars, workshops, and conferences on Field Education as appropriate Demonstration of: o Professional behavior with regard to the University of the Fraser Valleys statement on Human Rights, Sexual Harassment, the Canadian Association of Schools of Social Work's Standards of Professional Social Work Practice, the Canadian Association of Social Workers' Code of Ethics o Knowledge and skills essential for competent practice

o Understanding of the field placement education model o Creativity, flexibility and independence o Continued professional development Commitment to: o Anti-oppressive practice with students, clients, and within their organization. o Provide the student with opportunities to become involved in practice activities o at the micro, mezzo and macro levels of practice o Provide an orientation for the student: to the agency's total program and its relevant communities to the agency's safety policies and procedures and ongoing support to ensure safety in the field to legal and ethical issues specific to the agencys mission and programs.

o To engage the student in learning to apply social work theory to practice with the knowledge base of the profession o Be prepared and available for ongoing consultation and provide weekly supervision o Inform the Faculty Field Liaison promptly of performance, administrative or competency issues related to the students. o Work cooperatively with the School in evaluating the student and the Field Education program Considerations In the absence of the above specified criteria, educational background and field experience is considered for persons wishing to supervise students in a placement. We recognize that there may be people with a variety of 55

backgrounds, levels of enthusiasm and field practice who would be interested in providing field instruction to social work students. We encourage those people who are interested in supervising student placements to contact the Field Education Office provided they are able to ensure that a social work perspective is reinforced throughout the educational process. In such cases, a Social Work Consultant model is used. The School is continuously developing links with a wide range of placement settings to provide diverse learning experiences for our students. Placements will vary from large to small organizations and grassroots agencies where the value and expertise of staff are recognized. Potential Field Instructors who are interested in providing a valuable social work educational experience work in a number of different social service settings, including community justice programs, hospitals, child and youth services, shelters and mental health agencies are encouraged to complete an application for Field Instructors or contact the Field Education Office at the UFV School of Social Work and Human Services. Many agencies adopt a team approach to field instruction. The principal members of the team are the Field Instructor and Student; however, there are many others who play an important role in the field education experience. Agency staff from other disciplines may also contribute to the field education process and, indeed, the School of Social Work supports and encourages a multidisciplinary field education experience. If the field instructor and the student have had a pre-existing professional or social relationship, this information should be shared with the Field Education Office so that the appropriateness of the placement can be determine

Application to Become a Field Instructor

Field Instructors have a very important role in the development of social work students in the Social Work Program at UFV. Our website has an application form for potential field instructors to complete and send back to our School.

Training and Orientation

We provide an orientation and training to field instructors in the Social Work program. We recognize and value the contribution of our field instructors and strive to keep them

informed and oriented to the UFV Social Work program. We offer several sessions throughout the year in various locations across the Fraser Valley and the Lower Mainland. We also have an online support tool for field instructors. This tool has the capacity for an online discussion board, field education resources and reading material. Field instructors have access to this online tool for the term that they are supervising a student. We also host an annual Field Practice Conference at UFV in the first week of January for Field Instructors and students to attend.

Supervision of Students
Our program requires that students receive a minimum of one hour of direct, scheduled supervision each week. There is flexibility in how this supervision is scheduled, given that it is agreed upon by the student and the field instructor. There is an expectation that students are prepared for the supervision sessions. This is an opportunity to reflect on cases and integrate theory to practice.

Potential Field Placement Difficulties

At certain times in the course of the field placement, difficulties or concerns may arise with respect to the learning experience or the field instruction process. At the earliest possible time, the Field Instructor, the student, and the Faculty Liaison have a responsibility to identify and deal with issues, concerns, or potential issues. The school has a policy in place to deal with difficulties in the field. This policy can be found in the policy section of this manual and on the School Field Education website.

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SECTION VIII: POLICIES RELATED TO FIELD PLACEMENTS

POLICIES and GUIDELINES

The School of Social Work and Human services has developed important policies and guidelines related to field education. These policies and guidelines are in place to provide guidance to students and field instructors throughout the field placement.

Student Professional Behaviour Policy

The complete policy can be found on the UFV School of SWHS Field Education Website at http://www.ufv.ca/Assets/Social+Work+and+Human+Services/Policies/Student+Pr ofessional+Behaviour.pdf

The study of social work practice that occurs in the field placement and in the classroom situates social work students in a position of special trust with professional social workers and their clients as well as with fellow social work students. The development of this policy is in response to the protection of the public and the Universitys role in graduating competent and ethical social workers. Ethical standards of professional behaviour are expected from all social work students that are consistent with the Canadian Association of Social Workers (CASW) Code of Ethics, the British Columbia College of Social Workers (BCCSW) Standards of Practice, the University of the Fraser Valley (UFV) Student Code of Conduct Policy, and other relevant UFV policies. As per CASWE accreditation standards, procedures and criteria are developed to address concerns regarding students behaviours that are not consistent with the Code of Ethics and to provide students with a clear set of behavioural expectations in the School of Social Work and Human Services (SWHS).Failure to adhere to the CASW Code of Ethics, BCCSW Standards of Practice, relevant UFV policies and/or impairments in judgment and non-academic misconduct may be grounds for assessing a students unsuitability, which may be grounds for discontinuing in the program, with or without conditions, or dismissal from the School of Social Work and Human Services.

Policy Statement Students in the Bachelor of Social Work Program of the School of Social Work and Human Services are expected to demonstrate attitudes and behaviours that are consistent with the CASW Code of Ethics and BCCSW Standards of Practice, and relevant UFV Policies. This applies to attitudes and behaviours within the classroom, during school activities/projects, in assignments, and during field placements. The School has an obligation to take action when a student acts in an unethical or unprofessional manner. The School of Social Work and Human Services is committed to resolve any concerns in a fair, timely, reasonable and effective manner. If a Field Instructor in the field placement identifies concerns about a students behaviour during the field placement, the following procedure will take place: Stage 1 A. The Field Instructor will discuss, in an immediate manner, the area of concern of the breach of professional behaviour and ethical standards directly with the student in the hopes of resolution. B. The Field Instructor will inform the Faculty Liaison of the breach and of the outcome of the discussion or may ask the Faculty Liaison to attend the initial meeting. C. The Field Instructor will record in writing the discussions and resolution or if the Faculty Liaison attends the discussion, the Faculty Liaison will document the proceedings. D. The UFV Field Education Coordinator will be informed of the situation by the Faculty Liaison. E. The documentation will be kept in the students file. Stage 2 A. If resolution does not occur, the Field Education Coordinator will meet with the student, Field Instructor, and Faculty Liaison to further discuss the concerns and reach a resolution. B. The student may request a support person attend the meeting and will inform all parties of the identity of any individual accompanying the student in advance of the meeting.

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C. The Faculty Liaison or Field Education Coordinator will document all dates and meeting content, which will be held in the students file including: o The determination of the nature and specifics of the concern; o A written plan (including timelines and specific actions) to address the concern. D. A copy of the written plan will be signed by and provided to all parties personally or by registered mail within five business days and kept in the students file E. The Director of the School of Social Work and Human Services will be informed of the situation. F. The Field Education Coordinator will arrange a follow up meeting with all parties to determine if the concern has been resolved. If it is determined that further intervention is required, a Stage Three Review will be conducted.

Students Experiencing Difficulty in the Field

The school has a policy in place to deal with difficulties in the field. This policy can be found in the policy section of this manual and on the School Field Education website. The complete policy can be found on the UFV School of SWHS Field Education Website at http://www.ufv.ca/Assets/Social+Work+and+Human+Services/Policies/Students+E xperiencing+Difficulties+in+the+Field.pdf The principles guiding this policy are as follows: Difficulties in the Field 1.0 Principles: 1.1 In all cases, where the difficulty is identified by either the Student or the Field Instructor, action should be taken as early as possible and

resolution should be arrived at as quickly as possible. Resolving field placement difficulties should be given a high priority because of the implications of time lost in a placement should a breakdown occur. 1.2 Compensation for time lost in the field in the event of a placement breakdown will be dealt with on an individual basis taking into account the following factors: reason for the placement breakdown, amount of learning that has already occurred, and amount of learning possible in the time remaining. * 1.3 The situation should first be attempted to be resolved between the Student and the Field Instructor. In cases where MCFD is the site of placement, the Regional Placement Officer may also be consulted. If no resolution satisfactory to both parties occurs, the Faculty Liaison must meet with the Student and the Field Instructor. Only in exceptional circumstances should the Field Education Coordinator be involved in the beginning stage. 1.4 In no circumstances should a placement be terminated without the involvement of the Faculty Liaison and the Field Education Coordinator.

Harassment and Discrimination

In accordance with the University of the Fraser Valleys philosophy, The School of Social Work and Human Services is committed to maintaining an atmosphere free from all forms of discrimination and harassment. In order to provide protection in a consistent manner, this philosophy must apply to the student's experience within the field placement setting as well as in the University environment. The field placement experience involves a unique relationship between community agency personnel and social work student(s). Harassment and/or discrimination will not be tolerated in the course of the field placement experience at The School of Social Work and Human Services at the University of the Fraser Valley.

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The following information has been taken from the UFV Human Rights and Conflict Resolution Office website: The University of the Fraser Valley is committed to providing an environment supportive of working, teaching, scholarship and research, and the fair treatment of all members of the University community. The basis for interaction among all members of the University is mutual respect, co-operation, and understanding. Harassment of any kind violates fundamental rights, personal worth and human dignity. Members of the University community are entitled to an atmosphere free of harassment while pursuing University-related activities. Accordingly, the University provides a policy that prohibits all kinds of harassment. The University considers harassment to be a serious offense that is subject to a range of disciplinary measures up to and including dismissal or expulsion. UFV acknowledges its responsibility in providing all members of the University community with access to information on harassment prevention policies and procedures.
DEFINITION OF HARASSMENT INCLUDES PERSONAL HARASSMENT

Like many post-secondary education institutions and other large employers, the University of the Fraser Valleys Harassment Prevention Policy has an expanded definition of harassment which, in addition to human rights-based harassment and sexual harassment, also includes personal harassment. While personal harassment is not specifically prohibited by law in the same way that human rights-based discrimination and sexual harassment are, the University's Harassment Prevention Policy makes it clear that this type of behaviour is not tolerated at UFV. Harassment of any kind violates fundamental rights, personal worth and human dignity. Personal harassment includes bullying, ostracizing, shunning, and other forms of uncivil conduct. While such conduct is not specifically prohibited by law in the same way that human rights-based discrimination and harassment are, the Universitys Harassment Prevention Policy makes it clear that this type of behaviour is not tolerated at UFV.
WHAT BEHAVIOURS ARE CONSIDERED HARASSMENT UNDER UFV'S POLICY

Harassment is behaviour that is inappropriate or unwanted, and which the individual ought reasonably to know or have known would cause offence or harm. It comprises objectionable acts, comments or displays that demean, belittle, or cause personal humiliation; and acts of intimidation or threats which would be considered by a reasonable person to create an intimidating, hostile or offensive environment for work, study and other university-related activities.

DEFINITION OF HARASSMENT INCLUDES DISCRIMINATION

The definition of harassment at UFV specifically includes discrimination based on any of the protected grounds as set out in the Human Rights Code: such as: It includes behaviour which would be considered discriminatory under the BC Human Rights Code, including humiliating, offending or demeaning a person or group of persons on the basis of race, colour, ancestry, place of origin, political belief, religion, family status, marital status, physical or mental disability, age, sex, sexual orientation or conviction for a criminal offence unrelated to employment.

Labor Disputes and Strike Procedures

In the case of a potential or actual labour dispute within the field placement setting, a meeting is held between the field instructor, faculty liaison and student to discuss the continued provision of learning experiences. In the case of a strike, the following will apply: 1. 2. 3. Students must negotiate completion of other learning activities with the Faculty Liaison in conjunction with the Field Education Coordinator. Any involvement by the student in social action activities will be made in consultation with the Faculty Liaison. In situations where the labour dispute is prolonged, the student will be assigned to an alternate setting or complete the hours at the existing agency once the strike is over. Students are to honour picket lines, which may be present at the field placement setting or related agencies. In some situations, placement may be delayed until the dispute is resolved. Every effort will be made to complete the placement t or an equivalent assignment before the end of term.

4.

In all situations, the Faculty Liaison must be involved. 63

Witnessing Client Documents

Students do not have the authority to witness signatures on documents for clients. Examples of documents include rental agreements, loan applications, lease agreements, wills, powers of attorney, etc.. If students are asked to witness client documents, students must consult with their Faculty Liaison.

Confidentiality in the Field Placement

Confidentiality is a professional value that requires professionally acquired information be kept private and not shared with third parties unless the client provides informed consent or a professional or legal obligation exists to share such information without client informed consent. All materials produced by the student for educational purposes, e.g. audio/video tapes, process recording and assessments or other written reports, remain the property of the field placement agency. Use of clients private information from case records and from student contact with clients is supported for teaching/learning purposes only. See Confidentiality in Field Placement policy in Appendix.

Use of Personal Vehicle During Field Placement

Many agencies require their staff and students to have access to a vehicle in order to do the work of the agency. Students may be expected to have personal vehicles available for use during their field placement. Some agencies may choose in their policy to reimburse students for travel expenses related to agency work but the student should not expect to be reimbursed for mileage or expenses to and from their home to the agency. The student should discuss this with their Field Instructor at the beginning of the field placement and must adhere to agency policy regarding mileage reimbursement.

Personal Safety and Security in the Field Placement

The social work profession has become increasingly concerned about the safety and security of social work practitioners in the workplace. Work-related violence against social workers may include physical and/or verbal assault, the threat of assault and harassment. Such concern about workplace violence also draws attention to the safety and security of social work students in field placement settings.

The School of Social Work and Human Services is concerned about student safety and security. Student field placements have the potential to involve a certain level of risk and vulnerability. Students are not expected to enter into high risk situations in a field placement setting. Based on the situation, the Risk Management office of the University will need to be contacted. The University does provide WCB and liability coverage to students in field placement. See the Personal Safety and Security policy in Appendix The following expectations are in place to deal with personal safety and risk in field placements: Students are required to participate in field placement safety training provided in their field placement seminar. The School expects that agencies should have policies and procedures dealing with safety and security issues for all personnel. We expect that these safety and security policies and procedures need to be a part of the students site orientation at the agency. However, if this information is not formally presented, it is the students responsibility to initiate discussion of such policies and procedures with the Field Instructor. Students should not be alone in the placement setting either during working hours or after hours unless this has been discussed with the Faculty Liaison and appropriate training and backup is available. Students who perceive themselves at risk, at any time, in any field placement setting, are obliged to contact their Faculty Liaison, or the Field Education Coordinator immediately. The topics that should be covered in a safety orientation include: Office and agency security such as interviewing rooms, emergency exits, disaster plan, parking areas, before and after hours work regulations. Agency emergency procedures for contacting security, police and backup assistance. Policies and procedures for home and community visits that include where, when, with another worker or escort, under what conditions a visit should or should not be made, and emergency backup plans. Transporting clients (personal car, agency vehicle, insurance and liability, when, where, with another worker, under what conditions would a student be expected 65

to transport). Assessment and handling of agitated and/or violent clients (de-escalation techniques, physical restraint of clients, treating clients with a history of violence). Potential risks and safety issues unique to a particular setting and/or client population

Liability and Insurance

All students enrolled in the field placement course are provided with liability insurance coverage by the University of the Fraser Valley. Students are required to complete the UFV Work Experience Agreement form that outlines the dates of the field placement. A Certificate of Insurance is can be requested and is available to individual agencies who may require this documentation. Students who are completing an international field placement or out of province field placement may not be covered by Workers Compensation coverage but are covered by Liability insurance through an Affiliation Agreement that is developed with UFV.

Extension of the Field Placement

Due to unforeseen circumstances, some students are not able to complete their field placement hours within the required time period in the term. In these instances, pending the situation, students may be granted an extention to complete their field placement hours after the situation is assessed by the Faculty Liaison and the Field Education Coordinator. The Agency and the Field Instructor must also be able to accommodate the students request to extend the field placement. The Faculty Liaison must be informed at the earliest possible date of the need for an extention. Once approval has been granted, the Faculty Liaison will need to complete necessary paperwork and assign the student with an INCOMPLETE grade at the end of the term. Once the time requirements of the field placement have been successfully met, the Faculty Liaison will change the grade to CREDIT or NO CREDIT. Please note: Extention of the field placement does not guarantee the student will receive credit for the course.

Workplace Field Placements

The UFV School of Social Work and Human Services does not support field placements in the place of employment of the student.

Volunteering after completion of the Field Placement

The School does not require students to volunteer their time at the agency after the hours of the field placement have been completed. The student is not permitted to continue with the agency in the capacity of a social work student after the completion of the field placement. Students can choose to continue with the agency in the capacity of a community volunteer and must register through the agency volunteer services office. This is primarily due to liability concerns. Students who have completed the hours are no longer covered by the University Liability insurance.

Receiving Salary for the Field Placement

The field placement is an unpaid learning experience. The School does not approve any students being paid by the agency for the field placement. On occasion, an agency may offer the student a paid position while they are completing their field placement. Students must complete the hours of the unpaid field placement prior to receiving payment or being hired as an employee with the agency. Non-compliance and receiving payment from the agency during the field placement can result in the field placement being terminated and the student receiving NO CREDIT for the course.

Accommodation for Disability During Field Placement

Students requiring accommodation in the field placement must be registered with the Disability Resource Centre and must disclose their need for accommodation to the Field Education Coordinator. All efforts will be made to find a suitable field placement that meets the students need for accommodation.

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APPENDIX A: Related UFV Policies

A complete list of UFV policies can read on line at http://www.ufv.ca/Secretariat/policies.htm To read the policies included below press Ctrl and click to follow the link. Student Conduct www.ufv.ca/Assets/Secretariat/Policies/BRP-230.03.pdf Incomplete Grades Number www.ufv.ca/Assets/Secretariat/Policies/103.pdf Course Repeat www.ufv.ca/Assets/Secretariat/Policies/86.pdf Accommodation of Students with Disabilities www.ufv.ca/Assets/Secretariat/Policies/93.pdf Field Placement www.ufv.ca/Assets/Secretariat/Policies/57.pdf Harassment Prevention www.ufv.ca/Assets/Secretariat/Policies/BRP-220.02.p

APPENDIX B: Related Field Education Policies

A complete list of SWHS Field Education policies can be read on line at http://www.ufv.ca/swhs/www_ufv_ca_swhs__Field_Education/BSW/Policies.htm